Unwrapping The Standards

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Unwrapping The Standards
Identifying the Cognitive Expectations of the
SCoS Adapted from Wake County Data Team
Presentation February 20 2008
2
I expect todays topic to be interesting

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

3
I expect todays topic to be useful

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

4
Our level of depth for this topic is

• Water Skiing

• Deep Diving

Not
5
Taking Two Perspectives

• As you consider what you might do with todays
  information, consider these two tasks.
• Develop your personal understanding of the ideas
  presented.
• Consider the implications for your PLC as you
  design common assessments.

6
I belong to a high functioning PLC

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

7
My PLC has begun to identify essential learning
and concepts

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

8
I know what the grade level above/below mine has
defined as essential

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

9
If We Believe All Kids Can Learn

• What is it we expect them to learn?
• How will we know when they have learned it?
• How will we respond when they dont learn it?
• How will we respond when they already know it?

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How Hard Can it Be?

• it
• just two letters
• a single syllable
• a simple word

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The Definition of it

• it pronoun, nominative it, possessive
  its or (Obsolete or Dialect ) it, objective it
  plural nominative they, possessive their or
  theirs, objective them noun
• pronoun 1.(used to represent an inanimate thing
  understood, previously mentioned, about to be
  mentioned, or present in the immediate context)
  It has whitewall tires and red upholstery. You
  can't tell a book by its cover. 2.(used to
  represent a person or animal understood,
  previously mentioned, or about to be mentioned
  whose gender is unknown or disregarded) It was
  the largest ever caught off the Florida coast.
  Who was it? It was John. The horse had its saddle
  on. 3.(used to represent a group understood or
  previously mentioned) The judge told the jury it
  must decide two issues. 4.(used to represent a
  concept or abstract idea understood or previously
  stated) It all started with Adam and Eve. He has
  been taught to believe it all his life. 5.(used
  to represent an action or activity understood,
  previously mentioned, or about to be mentioned)
  Since you don't like it, you don't have to go
  skiing. 6.(used as the impersonal subject of the
  verb to be, esp. to refer to time, distance, or
  the weather) It is six o'clock. It is five miles
  to town. It was foggy. 7.(used in statements
  expressing an action, condition, fact,
  circumstance, or situation without reference to
  an agent) If it weren't for Edna, I wouldn't go.
  8.(used in referring to something as the origin
  or cause of pain, pleasure, etc.) Where does it
  hurt? It looks bad for the candidate. 9.(used in
  referring to a source not specifically named or
  described) It is said that love is blind.
  10.(used in referring to the general state of
  affairs circumstances, fate, or life in
  general) How's it going with you? 11.(used as an
  anticipatory subject or object to make a sentence
  more eloquent or suspenseful or to shift
  emphasis) It is necessary that you do your duty.
  It was a gun that he was carrying. 12.Informal.
  (used instead of the pronoun its before a
  gerund) It having rained for only one hour
  didn't help the crops. noun 13.(in children's
  games) the player called upon to perform some
  task, as, in tag, the one who must catch the
  other players. Idioms 15.get with it, Slang. to
  become active or interested He was warned to get
  with it or resign. 16.have it, Informal. a.to
  love someone She really has it bad for him. b.to
  possess the requisite abilities for something be
  talented, adept, or proficient In this business
  youeither have it or you don't. 17.with it,
  Slang. a.aware of the latest fads, fashions,
  etc. up-to-date. b.attentive or alert I'm just
  not with it early in the morning. c.understanding
  or appreciative of something, as jazz. d.Carnival
  Slang. being a member of the carnival.

Source http//dictionary.reference.com/browse/it
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The Curriculum Management Audit

• Gives us some things to think about

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I have a pretty good understanding of what the
Curriculum Management Audit was all about

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

14
We know what to say
When the auditors asked What is it you expect
them to learn? We replied The North Carolina
Standard Course of Study
it
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(a.k.a. Curriculum)
Much more than a single simple word
16
A focused effort to review a complex system

Curriculum


Processes
Resources
Structures
People
Students

Missed learning opportunities
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and we have a few leaks to fix!
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Because our students deserve the best we have to
offer!
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Three Dimensions of Curriculum

• Intended (DPI)
• Identifies Critical Expectations
• Implemented (Teachers)
• Defines Essential Outcomes
• Presents Relevant Information
• Develops Understanding
• Achieved (Students)
• Assess Students Skills
• Formative
• Summative

20
Learning occurs best when there is

• A purposeful process that aligns
• Curriculum
• Instruction
• Assessment
• Complete alignment
• External
• Internal

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Importance of Alignment

• Alignment is an even stronger predictor
• of student achievement on standardized
• tests than are socioeconomic status,
• gender, race, and teacher effect.
• (Elmore Rothman, 1999 Mitchell, 1998
  Wishnick,1989)

22
According to the Audit Team, if we wish to
improve our core business of Learning Teaching

• Curriculum learning tasks need to be clearly
  stated (More specifically than the DPI SCoS)
• There needs to be a plan to assess all areas
  taught (Even those the state doesnt test)
• We need to close achievement gaps
• (At the current rate well NEVER meet our
  goals)
• We need to instruct toward a higher level of
  thinking (Bloom/Marzano)

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In Other Words

• We need to seek the most effective means to
  systematically
• Define It (Curriculum learning tasks need to be
  clearly stated)
• Measure It (There needs to be a plan to assess
  all areas taught)
• Scaffold It (We need to close achievement gaps)
• Extend It (We need to instruct toward a higher
  level of thinking)

24
Im concerned about what the Audit will add to my
workload

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

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Need for aCollaborative Culture

• The flightless fairy penguin of Australia
  stands less than a foot tall and is clumsy on
  land, where the fox is its natural enemy. Alone,
  one penguin wouldnt survive for long. So. After
  each day in the water, they gather where the surf
  meet s the shore, waiting until the last penguin
  joins them. Then, shoulder to shoulder they
  march up the beach to their burrows. They
  support each other. They rely on each other.
  And everyone, except the fox, wins.
• Were a stronger team because of you.

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We are right on track with PLCs

• Curriculum learning tasks need to be clearly
  stated
• There needs to be a plan to assess all areas
  taught
• We need to close achievement gaps
• We need to instruct toward a higher level of
  thinking

• What is it we expect them to learn?
• How will we know when they have learned it?
• How will we respond when they dont learn it?
• How will we respond when they already know it?

27
The four PLC questions guide my PLCs work

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

28
Start at the Right Place
Instructional Planning
AND Know Where We Are Headed
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External Alignment
Does the teacher teach and test the topics
listed in the curriculum?
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Unwrapping the Standards

• To clearly identify the most critical content
  (essential learning)
• To ensure that teachers clearly understand the
  cognitive tasks implicit in the standard.
• To prepare for designing lessons
• Prerequisite skills
• Vocabulary
• Enrichment and intervention
• Assessment

31
I understand what Unwrapping the Standards means

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

32
Lets Start With Something We All Understand
Chocolate!
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Why Unwrap?
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The GOOD STUFF is INSIDE
Whats Really in the Bag?
35
Each Bag is a Unique Collection
36
How would you decide?

• By Specific Color
• By Specific Number
• By Approximate Number
• Other Method

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This is Half
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This is Half
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This is Half
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How Can I Reduce AND Maintain the Integrity of
the Collection?
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Organizing What You Have
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(No Transcript)
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(No Transcript)
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(No Transcript)
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Did We Maintain the Integrity?
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Did We Maintain the Integrity?
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How much more can we reduce?
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We thought about the skills kids bring

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

49
We thought about what kids need next year

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

50
We talked to the grade level below us

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

51
We talked to the grade level above us?

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

52
 The Focus of Collaboration

• Collaborative cultures, which by definition have
  close relationships, are indeed powerful, but
  unless they are focusing on the right things they
  may end up being powerfully wrong.

53
According to the Audit Team, if we wish to
improve our core business of Learning Teaching

• Curriculum learning tasks need to be clearly
  stated (More specifically than the DPI SCoS)
• There needs to be a plan to assess all areas
  taught (Even those the state doesnt test)
• We need to close achievement gaps
• (At the current rate well NEVER meet our
  goals)
• We need to instruct toward a higher level of
  thinking (Bloom/Marzano)

54
Evidence of Higher Order Thinking
NOTE Social Studies represents grades 5-11, as
there were no Social Studies artifacts
collected K-4
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Internal Alignment
Do the students get to work and think at the
level the curriculum prescribes ?
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Consider this Standard

• The learner will evaluate how the lives of
  individuals and families of the past are
  different from what they are today.

57
Providing Context

• This story is set back in a time when there
  wasnt any plumbing and life was more simplistic.
  
• It shares the childhood memories of a little girl
  living with her grandparents in the mountains.
• Read to find out how life was different then.

58
Assessing Understanding

• Describe the life of the mountain girls family.
• How was the life of the mountain girls family
  different from your family?

59
Those tasks are a good measure of this objective
(formative assessment)

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

60
Those are tasks a teacher could use to assign a
grade (summative assessment)

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

61
Teaching for Higher Order Thinking
The key to mastery of a standard is the
teachers clear understanding of the level of
cognition required and how to support students in
reaching that level.
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Sometimes We Miss the Mark

• If the teaching sequence is designed to support
  student learning at the knowledge level, but the
  standard is actually at the analysis level, we
  have taught to the wrong target.

63
You Find It in the Nouns and the Verbs
Standard The learner will evaluate how the lives
of individuals and families of the past are
different from what they are today

• Verbs Evaluate

• Nouns Lives
• Individuals (past present)
• Families (past present)

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Determining the Cognitive Demands of the Standards
The learner will evaluate how the lives of
individuals and families of the past are
different from what they are today
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Describe the life of the mountain girls family.
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How was the life of the mountain girls family
different from your family?
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Those tasks are a good measure of this objective
(formative assessment)

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

68
Those are tasks a teacher could use to assign a
grade (summative assessment)

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

69
What questions would move closer to the target?
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Adjust the questions to move closer to the target?

• Assess
• Choose
• Decide
• Judge
• Justify
• Prioritize
• Rank
• Rate
• Select

• Describe the life of the mountain girls family.
• How was the life of the mountain girls family
  different from your family?

71
Standards Must be Unwrapped

• To ensure that teachers clearly understand the
  cognitive tasks implicit in the standard.
• To prepare for designing lessons
• Prerequisite skills
• Vocabulary
• Enrichment and intervention
• Assessment

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Competency Goal 3

• The learner will recognize and understand the
  concept of change in various settings.
• Objectives
• 3.01 Observe and describe how individuals and
  families grow and change.
• 3.02 Evaluate how the lives of individuals and
  families of the past are different from what they
  are today.
• 3.03 Observe and summarize changes within
  communities.
• 3.04 Recognize changes in the classroom and
  school environments.

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Unwrapping Change

• Verbs Skills
• Observe
• Recognize
• Describe
• Summarize
• Evaluate
• Understand
• (change in individual, family, school, and
  community)

• Nouns Concepts
• Change/Growth in various human contexts
• Individuals
• Families
• Classroom
• School Environment
• Community

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Create a Graphic OrganizerWhat students need to
be able to know and do in a specific context

• Skills (Verbs)
• Observe
• Recognize
• Describe
• Summarize
• Evaluate
• Understand

Concepts (Nouns) Change/Growth
Topic/Context individual, family, school, and
community
Big Ideas Essential Questions Evaluation/Asses
sment
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A Few Big Ideas

• Individuals and families grow and change over
  time.
• The way people live has changed over time.
• Communities change over time

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Big Ideas

• Those AHA realizations
• Big Picture
• What will they take with them?
• Internalization
• Connections within and between subjects areas

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Essential Questions

• How do individuals and families change over time?
• How has the way people live changed over time?
• How has our community changed over time?

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Assessment/Evaluation Change in individual,
family, school, and community

• Skills to teach
• Observe
• Recognize
• Describe
• Summarize
• Evaluate
• Understand

• Skills to evaluate
• Describe
• Evaluate

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It is Complex

• It involves understanding how the language of the
  standards identifies both process and content
• It is about identifying and focusing on the most
  essential concepts
• It is about getting identifying and teaching the
  cognitive processes identified in the standards
• It is about designing instruction and assessment
  in a way that is tightly aligned to the standards
  and the needs of students

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• All of our students belong to each of us
• each of our students belongs to all of us

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Well Worth Repeating!

• Alignment is an even stronger predictor of
  student achievement on standardized tests than
  are socioeconomic status, gender, race, and
  teacher effect.
• (Elmore Rothman, 1999 Mitchell, 1998
  Wishnick, 1989)

82
Were figuring it out

• Look at the latest documents from DPI
• Do you suppose they have read the research?

83
Our work today was interesting

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

84
I have a better understanding of what the
Curriculum Management Audit was all about

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

85
The MMs provided a good frame of reference(They
helped make things make sense)

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

86
I have a better understanding of unwrapping

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

87
I can see how unwrapping can help us design
better formative assessments

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

88
I think other teachers should learn this stuff

• Strongly Agree
• Agree
• Disagree
• Strongly Disagree

89
How did I do?

• What parts really worked for you?

• What do I need to adjust or change before I
  present this to the next group of teachers?