PURPOSE:

PROVIDE FLORIDA’S TEACHERS WITH MODEL

LESSON USING RESEARCH BASED STRATEGIES ADDRESSING NEXT

GENERATION SUNSHINE STATE STANDARDS .

Project INVEST

Purpose

Purpose: Provide Florida’s teachers with model lesson using research based strategies addressing Next Generation Sunshine State Standards.

This is why we are creating lesson plans which are duplicable and why they are submitted to a data base. Ultimately, all the lessons created through Project INVEST will be on the state’s searchable database for all Florida’s teachers to use.

Goals

Goals of the Grant:To provide professional development to teachers in

order to increase their platform of knowledge regarding the content of the NGSSS. This is why teachers participate in a book study and USF

professor lectures

 To provide teachers with best practices

We use research-based, best teaching practices in order to demonstrate learning. This is why teachers see lessons modeled for them. Teachers need to see the techniques modeled for them so that they can go back to their classrooms and apply and utilize the techniques in their classroom with students.

Best Practices: Strategies

6 Interactive StrategiesSkill BuilderExperiential ExerciseResponse GroupProblem Solving Group WorkVisual DiscoveryWriting for Understanding

Scotty CarrollLand ’O Lakes High School

Teaching

Strategies

• Experiential Exercise

• Visual Discovery

• Social Studies Skill Builder

• Writing for Understanding

• Response Group

• Problem Solving Group Work

Multiple Intelligence Teaching Strategies

Experiential Exercise:

• Use short, memorable experiences to help students grasp social studies concepts.

• Prepare your students for a safe, successful experience.

• Make the experience as authentic as possible.

• Allow students to express their feelings immediately after the experience.

• Ask carefully sequenced questions to help students make connections between their experience and key concepts or events.

Visual Discovery:

• Arrange your classroom so projected images will be large and clear.

• Use a few powerful images to represent a lesson’s key concepts.

• Ask carefully sequenced questions that lead to discovery.

• Challenge students to read about the image and apply what they learn.

• Have students interact with the images to demonstrate what they have learned.

Social Studies Skill Builders:

• Teach the skill through modeling and guided practice.

• Prepare students to work in pairs.

• Set clear expectations, allow students to practice the skill repeatedly, and give immediate feedback.

• Debrief the lesson to help students make connections to key social studies concepts.

Writing for Understanding:

• Use writing to help your students learn key social studies concepts

• Give students rich experiences to write about

• Have students record their ideas, thoughts, and feelings in prewriting activities

• Provide students with authentic writing assignments.

• Guide students through the writing process

Response Group:

• Create and move students into Response Groups.

• Give students resources that inspire critical thinking.

• Ask provocative critical-thinking questions.

• Allow groups time to prepare their responses.

• Facilitate a lively class discussion.

Problem Solving Group Work:

• Challenge students with engaging, multiple-ability projects

• Prepare all students for successful group work

• Give group members clearly defined roles and requirements

• Give groups autonomy and time to prepare high-quality products

• Have groups present their work

It’s spring time. What is the typical eighth

grader thinking about?(Standard 6.2.2,

of course)We’re thinking about the

divergent paths of the American people in the 1880s and the purpose, challenges, and economic incentives associated with westward

expansion, including the concept of Manifest Destiny and the territorial

acquisitions that spanned numerous decades.

Unwrapping Standards

Determining what students need to learn so that a common assessment

can be identified

Course Objectives:

Participants will be able to:

1.See how unwrapping the standards is a process embedded within their Professional Learning Community.

2.Indentify essential standards within the curriculum.3.Understand the importance of unwrapping the standards.4.Apply the process of unwrapping the standards to your

content that you teach.5.Be able to communicate the process and decisions with

colleagues.6.Understand how to align lessons and assignments after

standards have been unwrapped.

UnwrappingIs…

Reflective practice

Goal setting

Developing a common Language

Improving students’ understanding of standards

Providing clarity among educators, students, and parents

Is NOT…

Teaching to the test

Taking the creativity out of teaching

Only an elementary process

Dumbing down expectations for students

18

How does this fit into the PLC process?

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Unwrapping the Standards

The Process of Instructional Planning

Traditional PracticeSelect a topic from the

curriculum

Design instructional activities

Design and give an assessment

Give grade or feedback

Move on to new topic

Standards-based PracticeSelect standards from among thosestudents need to know

Design an assessment (the end in mind )through which students will havean opportunity to demonstrate thosethings

Decide what learning opportunities students will need to learn those thingsand plan appropriate instruction to assurethat each student has adequateopportunities to learn

Use data from assessment to givefeedback, reteach, or move to the nextlevel

Essential Learning

What knowledge and skills

must I impart to

my students THIS year so that they will

enter NEXT year’s class

with confidence

AND readiness for success?

“We may be focused on the tested standards today, but overall success of

our students it is important to keep in mind what they will need for Success in subsequent years of

schooling and in life itself”.

Douglas Reeves

The Big Picture

To begin with the end in mind means to start with a clear understanding of your

destination. It means to know where you’re going

so that you better understand where you are now so that the steps you take are always in the right

direction. -Stephen R. Covey

The Steps of Unwrapping the Standards

Learning Objectives – What do I want my students to understand?

What skills and knowledge will they need?

Evidence/Assessment- How do I know they understand?

Planning- What next?

WHAT TYPE OF TARGETS ARE INCLUDED IN EACH STANDARD?

Standard

Target

Knowledge Reasoning Performance Skill

Product

Knowledge X X X X

Reasoning X X X

Performance Skill

X X

Product X

TYPES OF LEARNING TARGETS

1. Knowledge

2. Reasoning

3. Skills

4. Products

KNOWLEDGE TARGETSThe facts and concepts we want

students to know.

Often stated using verbs such as knows, lists, names, identifies, and recalls.

Also call for procedural knowledge, knowing how to do something, uses.

REASONING TARGETSStudents use what they know to reason

and solve problems.

Represent mental processes such as predicts, infers, classifies, summarizes, compares, concludes, analyzes.

SKILL TARGETSStudents use their knowledge and

reasoning to act skillfully.

Skill targets refer to performances that must be heard or seen to be assessed.

Knowledge targets always underlie skill targets.

PRODUCT TARGETSStudents use their knowledge, reasoning,

and skills to create a concrete product.

Product targets include creating a table, graph, or scatter plot, notate music, use desktop computer to create presentation, create wellness plan.

Example

Describe how events, ideas, or information are organized (e.g.,

chronology, comparison, cause and effect) in a whole text or in part of a

text.

WHAT TYPE OF TARGETS ARE INCLUDED IN EACH STANDARD?

Standard

Target

Knowledge Reasoning Performance Skill

Product

Describe X

Bloom’s TaxonomyKnowledge Count, Define, Describe, Draw, Find, Identify, Label, List, Match,

Name, Quote, Recall, Recite, Sequence, Tell, Write

Comprehension Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize, Tell

Application Apply, Change, Choose, Compute, Dramatize, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use

Analysis Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,

Synthesis Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organize, Perform, Plan, Produce, Propose, Rewrite

Evaluation Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,

BLOOM’S TAXONOMY WEBB’S DEPTH OF KNOWLEDGE

KNOWLEDGE Recall COMPREHENSION

APPLICATION Basic Application of Skill/Concept

ANALYSIS Strategic Thinking

SYNTHESIS AND EVALUATION

Extended Thinking

H.O. 27

H.O. 28

WEBB’S DEPTH OF KNOWLEDGELevel 1

•Recall elements and details of a story•Conduct basic math calculations•Label a map•Represent in words or diagrams scientific concept or relationships•Perform routine procedures•Describe the features of a place or people

WEBB’S DEPTH OF KNOWLEDGELevel 2

•Identify and summarize the major events in a narrative•Use context clues to identify unknown words•Solve routine multiple-step problems•Describe the cause/event of a particular event•Identify patterns in events•Formulate a routine problem with data•Organize, represent and interpret data

WEBB’S DEPTH OF KNOWLEDGELevel 3

•Support ideas with details and examples•Use voice appropriate for audience and purpose•Identify research questions and design investigations•Develop a scientific model for a complex situation•Determine authors purpose and how it affects interpretation•Apply concepts in other contexts

WEBB’S DEPTH OF KNOWLEDGELevel 4

•Conduct a project that requires action research•Apply math models to illuminate a problem or situation•Analyze and synthesize information from multiple sources•Describe and illustrate how common themes are found across texts from different cultures•Design a math model to inform and solve a practical or abstract situation

Cognitive Complexity

Cognitive complexity refers to the cognitive demand associated with a

standard. What are students asked to DO!

Webb’s Depth of Knowledge

Skill (Verb)Level 1 Recall

Level 2 skill/Concept

Level 3

Strategic

Thinking

Level 4 Extended Thinking

Describe X

Beginning the Process

LEARNING OBJECTIVEAbstract A focus on larger ideasHelps students see relevance and purposeHelps to ensure student understandingAllows for transfer to other content

LEARNING OBJECTIVES

Learning Objectives represent that deep thinking, the end result we want students to ‘walk away

with’ and see as relevant to their own lives. It is the educator that decides the Learning Objective, but it is the student that will ultimately say them.

That is why as educators we must often word Learning Objectives

in student friendly language.

US pg. 30

Samples of Adult-worded to Student-worded

Understand the characteristics, distribution, and migration of human populations.

I will be able to explain how people live and interact, and why they settle in certain areas.

Identifying Learning Objectives

Read the standard thoroughlyUnderline ideas Make additional notesLook for nouns (Knowledge) and skills (verbs)Phrase in a way that lets the student know what

they need to concentrate on and why

Ess

enti

al

Qu

esti

on

Start with the STANDARD

Determine the meaning of words and phrases in a

text, including vocabulary specific to domains

related to history / social studies.

Learning Objectives Determine the meaning of words and phrases in a text, including

vocabulary specific to domains related to history / social studies.

NounsMeaningWords

PhrasesText

VocabularyDomains

History/Social Studies 

VerbsDetermine

Related

KNOWLEDGE SKILLS

Learning Objective:I will illustrate the meaning of

vocabulary words and phrases that I read in social studies text.

 

Your Turn

Understand the fundamental concepts and interrelationships of the United States economy

in the international marketplace.

7th GRADE ECONOMICS

I will compare how the USA’s economies

relate to other country’s economies.

STUDENT LANGUAGE

PLANNING QUESTIONS

STANDARD: Determine the meaning of words and phrases in a text, including vocabulary specific to domains related to history / social studies.

LEARNING OBJECTIVE: I must understand the meaning of vocabulary words and phrases that I read in social studies text.  

PLANNING OBJECTIVES:

HELP YOU DETERMINE WHAT YOU NEED TO INCORPORATE INTO YOUR LESSONS TO HELP STUDENTS MEET THE LEARNING OBJECTIVE.

Aligning your Lessons

Using the backward design, let’s

Learn to align lessons and assignments.

Understanding By Design by Grant Wiggins and Jay McTighe

Standards Based Education

Identify desired results

Determine acceptable evidence

Plan learning experiences

and instruction

BACKWARDS PLANNING

Backwards Planning Model

Stage 1 – Desired Results Standard: Learning Objectives: Students will understand that…

Planning Questions:

Facts: Students will know… (i.e. the concepts and vocabulary must be established in support of the standard)

Skills: Students will be able to… (i.e. the things students should be able to do as part of the standard. Ex. Map skills, etc.)

Stage 2 – Assessment Evidence Performance Tasks: (Through what authentic performance tasks will students demonstrate the desired understandings? By what criteria will performances of understanding be judged?)

Other Evidence: (Through what other evidence (e.g., quizzes, tests, observations, homework, journals) will students demonstrate achievement of the desired results? How will students reflect upon and self assess their learning?)

Stage 3 – Learning Plan Learning Activities: (What learning experiences and instruction will enable students to achieve the desired results? Ex. Preview, activities, reading notes, processing)

Best Practices: Backwards Lesson planning

1. Start with the end in mind

2. Know the standard

3. Find an access point

4. Establish a broad goal in writing the essential question

5. Write the objective in kid friendly words

6. Determine the assessment

Outlining the activities

7. Determine an engaging strategy

8. Establish a hook to capture students’ interest (Preview/Launch)

9. Connect the learning to where students were and where they are going (Develop Purpose)

LET’S LOOK AT THE TQG LESSON PLAN

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