Unpacking Standards.ppt

Unpacking the Standards  How

Do I Know What to Teach and How to Teach It?

The Nature of Standards Standards indicators may contain one or more elements State Standard

indicator

indicator

indicator

element

element

element

element

element

Be able to KNOW and DO Knowledge (Declarative) What we want students to know:  Vocabulary  Definitions  Concepts  Laws, Formulas  Key facts  Critical details  Sequence & timelines

Grant Wiggins, Jay McTighe, Understanding by Design, 2004

Skills (Procedural) What we want students to be able to do:  Decoding, computation  Communication skillslistening, speaking, writing  Thinking skills – compare, infer, analyze  Research – inquiry, investigate  Study Skills – notetaking  Group skills

Types of Memory Eric Jensen

Uses language, text, words, symbols.

Learn by doing, hands-on experience.

Associating what’s going on with where you are.

Word association. Repetition, rhymes, mnemonics

Movement, position, posture, tastes, feeling, states or aromas.

Revisiting initial learning conditions, locations, time and circumstances.

High

Low-Moderate Minimal

Unlimited – chunking uses short/long term memory

Unlimited

Unlimited

Declarative and Procedural Knowledge Networks

Kris Nei, 2000

Unpacking Standards SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.

Unpacking Standards Standard

Verbs (How students will show what is required)

SS-HS-1.1.1

Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.

Compare Contrast Evaluate

Nouns (What students are required to know) Forms of Government: Monarchy Democracy Republic Dictatorship Order Security Common goals

Unpacking your standard… 

In pairs, select a Core Content standard



Circle verbs



Underline nouns



Create a graphic organizer

A quick look at Bloom!

Evaluation Synthesis Analysis Application Comprehension

Knowledge

Skill (Verb)

Bloom’s Taxonomy •

Knowledge: defines, describes, identifies, knows, labels, lists, matches,

•

Comprehension:

•

Application:

•

Analysis:

•

Synthesis: categorizes, combines, compiles, composes, creates, devises,

•

Evaluation: appraises, compares, concludes, contrasts, criticizes, critiques,

names, outlines, recalls, recognizes, reproduces, selects, states

comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

What about the…

BIG

Ideas

Essential

Questions

Communicating Standards Current research (Marzano, McREL, Ruby Payne) reveals that communicating learning objectives or goals clearly to students increases student achievement and motivation.

USING STANDARDS AS A TEACHING TOOL

Create a Graphic Organizer • If done by teacher, can be used by students as preview prior to teaching. • If done by students can be used as a word wall Using word walls or graphic organizers can provide conceptual frameworks as part of the content. Graphic organizers give students the ability to identify main concepts, assign specific labels to concepts, and sort relevant and non-relevant cues.

Unpacking Standards with Students! Students will describe the migrations and settlements of various ethnic groups and explain their impact on the development of the region.

WORD WALLS

SS-HS-1.1.1  Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. 

Social Studies Standard Concept Map HS-SS-1.1.1 Forms of government

Monarchy

Dictatorship

Democracy

Evaluate effectiveness

Establishing Order

Accomplishing Providing Common Goals Security

Republic

compare & contrast

Sources of Power

Purposes

RD-05-3.0.9 Students will identify commonly used persuasive techniques (bandwagon, emotional appeal, testimonial, expert opinion) used in a passage. bandwagon

Identify

Persuasive Techniques

I can explain what the bandwagon technique is.

Emotional appeal Testimonial

Expert Opinion

I can identify the bandwagon persuasive technique in a reading passage. This means I can pick out places where the writer is using the bandwagon technique to convince the reader

MA-04-4.1.3 Students will construct data displays (pictographs, bar graphs, line plots, Venn diagrams, tables). DOK 2 Construct

pictographs

Data Displays

tables

Venn diagrams

Bar graphs Line plots

Ready to unpack?