GPS, Essential Questions, and Word Walls

1
GPS, Essential Questions, and Word Walls

• taking the first steps toward backward design.

2
Partner Organizer

• Chat with a few neighbors and share your most
  recently read novel, a vacation destination from
  the summer, and a favorite dessert.

3
Paired Verbal Fluency-Thoughts on Backward Design
Set up Students Pair, decide who
will be 1 and 2 in each
pair. Announce topic. Round 1 1 Talks 2
Listens 45 seconds Switch roles Round 2
1 remembers more ideas 2 Listens
30 seconds
Switch roles Repeat for Round 3
20
seconds Process or Write Things you and your
partner shared Ideas shared that need
clarification Questions about the topic
4
Essential Questions

• How do skillful teachers deliver instruction at
  the level requested in the GPS?
• How do you move from a content standard to a well
  crafted essential question?

5
Beginning with Standards

• Georgia Standards
• Quality Core Curriculum
• Georgia Performance Standards
• National Standards
• Cobb Standards

• Resources to access standards
• PICASSO
• Course Guides
• Unit Outlines
• Exemplary units
• Resources
• www.gastandrds.org

6

• How do you move from a content standard to a well
  crafted essential question?

Essential Questions
Identify Understanding
Standards
7

• What comes first learning or understanding?

8
Standards/Picasso/GPS

• Begin with your standards
• Consider your learning goals before creating
  lessons or activities

Worth Being familiar with
Important to know
Enduring Understanding
9
Begin with NOUNS and VERBS

• Decide What Students
• Must KnowandHow They Are to Demonstrate
  Knowledge

10
Unpacking a standard 4th grade Science Strand
Physical Science

• S4E3 States of Water, Water Cycle, and Weather
  Students will differentiate between the states of
  water and how they relate to the water cycle and
  weather.
• Element S4E3a States of Matter (Water)
• a. Demonstrate how water changes states from
  solid (ice) to liquid (water) to gas (water
  vapor/steam) and changes from gas to liquid to
  solid.
• Element S4E3b Freezing/Boiling Temperatures of
  Water
• b. Identify the temperatures at which water
  becomes a solid and at which water becomes a gas.

11
Unpacking a standard 4th grade Science Strand
Physical Science

• S4E3 States of Water, Water Cycle, and Weather
  Students will differentiate between the states of
  water and how they relate to the water cycle and
  weather.
• Element S4E3a States of Matter (Water)
• a. Demonstrate how water changes states from
  solid (ice) to liquid (water) to gas (water
  vapor/steam) and changes from gas to liquid to
  solid.
• Element S4E3b Freezing/Boiling Temperatures of
  Water
• b. Identify the temperatures at which water
  becomes a solid and at which water becomes a gas.

12
S2P1 Properties of Matter and Changes in Objects
13
Unpacking your standard

• Take a few minutes to
• Circle the verbs
• Underline nouns

14
Create a Graphic Organizer

• If done by teacher, can be used by students as a
  preview
• If done by students can be used as a word wall

15

• states of water

S4E3 States of Water, Water Cycle, and Weather
Differentiate
Demonstrate
Relation
Weather
Water Cycle
Changes in States
Identify
Solid
Temperatures
Gas
Liquid
16
Your Turn!

• Think- Pair- Share!
• Step 1 Review the standard identify nouns and
  verbs on your own.
• Step 2 Pair up to create a concept map.
• Step 3 Share your map with the class!

17

• How do you move from a content standard to a well
  crafted essential question?

Essential Questions
Identify Understanding
Standards
18
What Is Understanding?

• Understanding is different than knowledge
• Understanding is fluid, transferable to new
  contexts and transformable into new theory
• Mere knowledge can be rote, understanding
  provides insight

19
Stage OneContent Standards to Understandings

• When writing understandings, ask yourself these
  questions
• What are the enduring understanding I want my
  students to take away from this unit?
• Does my understanding have lasting value beyond
  the classroom?
• Does the understanding help dispel misconceptions
  is the understanding not obvious?

20
Modified Concept Attainment for Enduring
Understandings

• The student will understand that
• Effective readers use specific strategies to help
  them better understand the text.
• A texts structure helps a reader better
  understand its meaning.

• The student will understand
• How to predict.
• The table of contents.

21
Examples of Understandings

• Reading involves making sense of the text, not
  just decoding the words.
• History is a story, who tells the story affects
  how it is presented.
• Punctuation marks and grammar rules are like
  highway signs and traffic signals. They guide
  readers through the text to help avoid confusion.
• Meaning is conveyed through phrasing, intonation,
  and syntax.

22
Examples of Understandings

• Science claims must be verified by independent
  investigations.
• The topography, climate, and natural resources of
  a region influence the culture, economy, and
  lifestyle of its inhabitants.
• Meaning is conveyed through phrasing, intonation,
  and syntax.

23
Enduring Understandings Format

• No Students will understand principles of
  persuasive speaking
• No Students will know how to speak
  persuasively
• No Speak persuasively in public
• YES Students will understand that persuasion
  often involves an emotional appeal to the
  particular wishes, needs, hopes, and fears of an
  audience, irrespective of how logical and
  rational the argument

24
Begin with Understandings to get to Essential
Questions

• Remember understanding should be
• Knowledge that is enduring
• Has value beyond the classroom
• Understanding is not obvious to students
• Most be uncovered inferred, revealed, come to
  be seen, constructed
• Can often be applied to other situations
• Should be written as a full sentence statement

25
Your Turn!

• With a partner determine an Enduring
• Understanding for your standard.
• State understandings as sentences
• Students will understand that
• Write 1-2 understandings for the standard and
  elements.

26
Flip Book 1

• Record the definition of an Enduring
  Understanding under the first flap.
• You may also include an example.

27

• How do you move from a content standard to a well
  crafted essential question?

Essential Questions
Identify Understanding
Standards
28
Essential Questions

• Questions of different scope and purpose are used
  to uncover important ideas and issues in a unit
• Are arguable and lead to understandings, rather
  than leading questions that point to facts
• Have no simple right answer
• Raise other important questions, often across
  subject boundaries
• Are thought provoking

29
Partner Activity

• Concept Attainment
• With a partner, review the questions in the
  envelope.
• Determine if the question is a yes example or a
  no example of EQs.
• Record their common characteristics.

30
Modified Concept Attainment

• To what extent does form derive from function
  in biology?
• How do effective writers hook and hold their
  readers?
• Who wins and who loses when technologies
  change?
• How do you know that you comprehend when you
  read?
• How do native speakers differ from fluent
  foreigners?
• How can technology enhance understanding?

• How many legs does a spider have?
• How does an elephant use its trunk?
• What is foreshadowing? Can you find an example
  of foreshadowing in the story?
• What is the original meaning of the term,
  technology (from its Greek root, techne)?
• What are continents?
• How many hours are in day?
• When was the Magna Carta signed and by whom?

31
3 Types of Questions

• Overarching Essential Questions
• Point to broad transferable ideas
• Transcend a particular unit
• Can apply to various subjects or topics
• Topical Essential Questions
• Frame a particular unit of study
• Specific to a particular content topic
• Guiding Questions
• NOT an Essential Question
• More specific than topical
• Answers are right or wrong
• Can be looked up

32
Essential Questions

• Geography
• How does where you live affect how you live?
• History
• How does the past shape the present?
• Government
• How does citizen satisfaction influence a
  countrys government?
• Economics
• What factors influence a countrys standard of
  living?
• Culture
• How cultural diffusion shape a region?

33
Essential and Guiding Questions

• How does where you live affect how you live?
• What landforms and bodies of water are located in
  _______________?
• What are the natural resources in
  _________________?
• What are the vegetation and climate zones in
  ___________?

Guiding Questions
34
Your Turn!

• Write 2 or 3 essential questions for your unit
  standard that are tied to your understandings.

35
Flip Book 2

• Complete the analogy.
• Overarching is to topical as ___________ is to
  _____________.
• Share with a neighbor.

36
Elements of Word Walls

• A Word Wall is something you and your class
  should Do, not Have.
• A Word Wall is a work in progressbuilt over time
  and referenced frequently.
• Add content words as they are taught or
  encountered in reading.
• Word Walls are a source for informal writing
  activities to demonstrate student understanding.
• Assessment tool

37
Example Word Wall
38
Example Word Wall
39
Example Word Wall
40
Example Word Wall
41
(No Transcript)
42
(No Transcript)
43
(No Transcript)
44
(No Transcript)
45
(No Transcript)
46
(No Transcript)
47
(No Transcript)
48
Flip Book 3

• One Sentence Summary
• A Word Wall is a kind of _________ that
  __________________.

49

• Education is what survives when what has been
  learned has been forgotten.
• B.F. Skinner