BREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.) Module VI FOR TEACHING (B.E.S.T.) Module VI

BREVARD EFFECTIVE STRATEGIESBREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)FOR TEACHING (B.E.S.T.)

Module VIModule VI

“After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented…the only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”

ReviewReview• What is B.E.S.T.? Why is it

important?

• What are the three goals of B.E.S.T.?

• What are three key learnings from Module V?

LearningSpark

LearningSpark

Learning Cycle

Learning Cycle

LearningEnviron-

ment

LearningEnviron-

ment

LearningMeasure-

ment

LearningMeasure-

ment

LearningStrategiesLearning

Strategies

LearningPlan for

All

Student Engagement

Student Engagement

StudentAchievement

StudentAchievement

ContinuousTeaching

Improvement

ContinuousTeaching

Improvement

Module 1Module 1 Module 2Module 2 ModuleModule 3 Module 4Module 4 ModuleModule 55 Module 6Module 6

Serving every student with excellence as the standard

Serving every student with excellence as the standard

InclusionInclusion

RtIRtI

SSNPSSNP

Differentiated Differentiated Accountability Accountability

ModelModel

Differentiated Differentiated InstructionInstruction

National and National and State State

StandardsStandards

BREVARD EFFECTIVE STRATEGIESBREVARD EFFECTIVE STRATEGIES FOR TEACHING (B.E.S.T.)FOR TEACHING (B.E.S.T.)

Module VIModule VI

Module VIModule VILEARNING PLAN FOR ALL:LEARNING PLAN FOR ALL:

Using an ‘End in Mind’ Using an ‘End in Mind’ DesignDesign

How Do I Design a How Do I Design a Lesson/Unit that Lesson/Unit that

Maximizes Learning?Maximizes Learning?

RESU

LTS

RELATIONSHIPS

PROCES

S

PROCES

S

Desired OutcomesDesired Outcomes By the end of Module VI, we

will have…•An “end in mind” planning

paradigm to align standards, curriculum, assessment and instructional strategies.

• An effective learning plan based on our B.E.S.T. instructional model.

Desired OutcomesDesired Outcomes•A means to show evidence of

highly effective teaching as outlined in the Performance Appraisal Instrument.

•Essential Questions to promote critical thinking in various content areas.

Module VI AgendaModule VI Agenda

AgreementsAgreements• Take responsibility for your

learning• Listen as an ally• Everyone participates; no

one dominates• Honor time limits• Silence cell phones• Have fun!

Read and DrawRead and Draw

• At your table, draw a picture of the story.

• Be prepared to share whole group.

• You have 3 minutes.

““End in Mind” - DefinitionEnd in Mind” - Definition

Starting with a clear understanding of your destination; knowing where you’re going so that you better understand where you are now. That way, the steps you take are always in the right direction.”

--Stephen Covey, 1989

Why Use It?Why Use It?• Three of the five National Survey of

Student Engagement “benchmarks” align with the principles of an “End in Mind” design.

--Indiana University, 2001

• “End in Mind” design represents a synthesis of research-based best practices that are associated with improving student achievement.

--Brown, 2004

Why use it?Why use it?

• Seven Strategies of Assessment for Learning

• DuFour’s Four ‘Critical Questions’

End in Mind DesignEnd in Mind DesignWhat it is What it is NOT

A paradigm A prepackaged template

A creative approach Scripted

Thinking made visible

Serendipity

Differentiating instruction

One size fits all

Knowing where you are going

Hoping for the best

Streamlining best practices

Something more to do

Tying It All TogetherTying It All Together• Module I – Learning Spark• Module II – Learning Cycle• Module III – Learning

Environment• Module IV – Learning

Measurement• Module V – Learning Strategies• Module VI – Learning Plan

Learning Goal(s)/Objective(s)Learning Goal(s)/Objective(s)

““Students will know and be Students will know and be able to…”able to…”

Rationale:

• Why do students need to know this?

• What are the skills, abilities they should gain from the learning experience?

• What are the tangible outcomes of what they know?

Learning GoalLearning Goal

Students will be able to identify the chronological order of events

in a story

•Next Generation State Standards: LA.5.2.1.2 – Locate and analyze elements of plot structure

Your TurnYour Turn• At your table, brainstorm

units/lessons you teach in your classroom.

• Select one to work on.• Write a learning goal/objective.• Write a personal learning goal a student might have. • 5 minutes.

DifferentiationDifferentiation

•Content? (providing rigor and relevance for every student)

•Process? (the method for delivering instruction, e.g., video, technology)

•Product? (options for students to demonstrate mastery)

Assessment EvidenceAssessment Evidence

~how will you know students know?~

Where We Typically Where We Typically Spend Our TimeSpend Our Time

0

20

40

60

80

Setting Goals

Selecting Activities

Designing Assessmen

t

Effective Unit Design Effective Unit Design Time AllocationTime Allocation

0

10

20

30

40

50

60

Setting Goals

Selecting Activities

Designing Assessmen

t

• Assessment INFORMS instruction

• The assessment pieces we design inform us of the instructional activities we need to plan

Assessment EvidenceAssessment Evidence

Assessment EvidenceAssessment Evidence

Module IVModule IVWhat data do I currently have

regarding my students’ ability to achieve the learning goal?

•Test scores/Classroom performance data

•Readiness, interest and learning profile data

•Exceptional education, English language learners, gifted student education, etc. data.

Module IVModule IV

• What will be my summative assessment?

• Will I differentiate the assessment? If so, how?

• Will the summative be a common assessment?

““The foundation for productive The foundation for productive

classroom assessment is classroom assessment is

teachers of the same content teachers of the same content

agreeing on the most important agreeing on the most important

learning expectations for the learning expectations for the

course or semester.”course or semester.”

--Reeves (2004)--Reeves (2004)

Module IVModule IV

•  What types of formative assessment will I incorporate throughout the unit?

• What will I do if my students don’t

know?

• What about common formative assessments?

The Bottom LineThe Bottom Line

• Criteria for student success needs to be well-articulated:–Development of rubrics–List of key learnings upon which students will be tested–Criteria for presentations

Your TurnYour Turn

• With your small group, brainstorm answers to the questions listed for Module IV on the checklist and record responses on your B.E.S.T. Learning Plan at the top of the page.

• 5 minutes

Module IIModule II

What will I do

in each of the

four quadrants

of the

Learning Cycle?

QI QIV

QIIQIII

Learning PlanLearning PlanLearning Goal:Learning Goal:

Standard(s):Standard(s):

Essential QuestionsEssential Questions

Essential Question: DefinitionEssential Question: Definition

  “a question that lies at the heart of a subject…and promotes inquiry…. Essential questions thus do not yield a single straightforward answer…but produce different plausible responses, about which thoughtful people may disagree.”

          --Wiggins & McTighe (2005)

Essential Question: DefinitionEssential Question: Definition

  “a question that probes for deeper meaning and understanding of an issue, concept, or principle.

           --Jan Leonard (2004)

• Engage students in the content

• Provoke deep thought• Set the stage for further

questioning and learning• Help individuals conduct

problem-related research

Essential QuestionsEssential Questions

Mexican grey wolves are nearly extinct in their natural habitat of the Southwest.

Many people advocate reintroducing them into the wild, whereas others show concern for livestock and fear that the wolves will be a detriment to their livelihoods.

Should Mexican grey wolves be reintroduced into the wild?

Substantiate your answers with facts.

• Help individuals produce original ideas rather than predetermined answers

• May not have just one correct answer

• Encourage critical thinking, not just memorization of facts

Essential QuestionsEssential Questions

This one…This one… “Was Romeo a Capulet or a

Montague?”

oror THIS one…?THIS one…?“What is Shakespeare’s view on love? Use information from the tragedy to substantiate your answer.”

Essential QuestionsEssential Questions

• Framed for maximal simplicity• Worded in student-friendly

language

• Used to provoke discussion• Used to point toward the

larger essential idea and unit questions

--Wiggins & McTighe, 1998

Examples: ScienceExamples: Science

• How is a leaf like your hand?

• What should be the limits of scientific discovery?

• Is scientific discovery always progress?

Examples from MathematicsExamples from Mathematics

• How are addition and subtraction related?

• How do we use numbers?

• How is math like a language?

Examples from Social StudiesExamples from Social Studies

• What is fairness?

• Where do we live?

• Could the Civil War happen again?

• How should resources be divided?

Examples from English/Examples from English/Language ArtsLanguage Arts

•

• Who are our heroes?

• What makes writing worth reading?

• What does it mean to be literate in the 21st century?

Examples from Fine ArtsExamples from Fine Arts

• What is music?

• What makes for good art?

• What are the limits on artistic expression?

Examples from Careers and Examples from Careers and TechnologyTechnology

• Technology: Should we be able to freely share files, such as music, movies, etc., on the internet?

• Family & Consumer Science: What is

the correlation between the environment and progress?

• Culinary: Why do we eat?

Your TurnYour Turn

•When directed, move to the chart paper with the content area of your choice (no more than 8/group).

•Chart two essential

questions.

•Wait for further directions.

Module IIModule II• What will I do in each

quadrant of the Learning Cycle?

-What will be my ‘hook’?(QI)?

-What Instructional Strategies

might I use?

QI – Hook: PurposeQI – Hook: Purpose

Capture students’ attention

in a way that enhances

their knowledge of

academic content.

HooksHooks• Reflect on one of the best

‘hooks’ you’ve experienced as a student (or used as a teacher).

• Share at your table and select one for sharing.

• Identify a reporter to share whole group.

Module IIModule II• What will I do in each quadrant

of the Learning Cycle?

-What will be my ‘hook’ (QI)? -How will I model the content

(QII)?

-What will be my Instructional Strategies?

QII – Model: PurposeQII – Model: Purpose

Provide critical input

experiences to facilitate

students’ learning by

engaging them in

meaningful activities.

Module IIModule II• What will I do in each

quadrant of the Learning Cycle?

-What will be my ‘hook’ (QI)? -How will I model the content

(QII)? -How will I provide for practice

(guided/independent) (QIII)?

-What Instructional Strategies will I use?

QIII – Practice: PurposeQIII – Practice: Purpose

A. Provide opportunities for students to practice and

apply newly acquired skills and deepen their

understanding of the concepts. Teachers circulate and assist, providing feedback.

QIII – Practice: PurposeQIII – Practice: Purpose

B. Provide opportunities for teachers to monitor

student understanding by listening to student

discussions and having students share their

thinking and strategies.

What Activities? What Activities?

• What technology will students use?

• Which instructional strategies would be most effective?

• Is each activity relevant to its purpose?

Module IIModule II• What will I do in each

quadrant of the Learning Cycle?

-What will be my ‘hook’ (QI)? -How will I model the content

(QII)? -How will I provide for practice

(guided/independent) (QIII)?

-How will students demonstrate mastery (QIV)?

QIV – Perform: PurposeQIV – Perform: Purpose

Provide opportunities for

students to complete an

academic task to

demonstrate evidence of

understanding of the

concept(s).

Teacher BehaviorsTeacher Behaviors

• Bell-to-bell instruction

• Handles materials in orderly manner

• Orients students throughout the lesson

Teacher BehaviorsTeacher Behaviors

• Uses high level questions-wait time

• Circulates and assists

Reflecting with Reflecting with “Critical Friends”“Critical Friends”

• Get together with a team from another table.

• Take your plan, checklist, and feedback handout.

73

Inquiring and ReflectingInquiring and Reflecting• Round One– Step 1: Presentation by Team 1 in the

inner circle (5 min.) – Step 2: Feedback to Team 1 (3 min.)– Step 3: Reflection by Team 1 (3 min.)

• Round Two– Step 1: Presentation by Team 2 in the

inner circle (5 min.)– Step 2: Feedback to Team 2 (3 min.)– Step 3: Reflection by Team 2 (3 min.)

• Whole group debriefs74

Debrief Debrief

• Were there any key learnings?

• What might you change on your plan as a result of the activity?

75

ReflectionReflection• Analyze assessment data – did

students master key concepts?

• What input can students provide about this unit/lesson?

• Was every student “comfortable” in at least ONE of the four quadrants?

• What teaching behaviors could I improve?

Follow-up Activities Follow-up Activities • Implement a lesson/unit

developed with the Learning Plan template and Checklist. Provide feedback in a Learning Team/dept. meeting.

• Work with other teachers and develop Essential Questions to promote critical thinking.