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Using Learning Progressions to Understand the Maryland Common Core Curriculum Frameworks Dr. Ronald Thomas Center for Leadership in Education at Towson University

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Title: Using Learning Progressions to Understand the Maryland Common Core Curriculum Frameworks Dr. Ronald Thomas Center for Leadership in Education at Towson University


1
Using Learning Progressions to Understand the
Maryland Common Core Curriculum Frameworks
Dr. Ronald Thomas Center for Leadership in
Education at Towson University
2
Objectives for this Session
  • Today, we will
  • Describe the advantages of writing learning
    progressions.
  • Identify the components of a learning progression
    and why each is important.
  • Identify how the use of learning progressions can
    help teachers understand and teach the Maryland
    Common Core Curriculum Frameworks more
    effectively.

3
Shifting the Focus to the Standards
Standards have created a kind of vacuum. In
the main, this vacuum is being filled by tests
obsessions about tests, preparation for tests,
and fears of test results.
4
Shifting the Focus to the Standards
Standards have created a kind of vacuum. In
the main, this vacuum is being filled by tests
obsessions about tests, preparation for tests,
and fears of test results. DOES THIS DESCRIBE
YOUR SCHOOL?
5
Shifting the Focus to the Standards
Standards have created a kind of vacuum. In
the main, this vacuum is being filled by tests
obsessions about tests, preparation for tests,
and fears of test results. So long as teachers
are ambivalent toward standards and passive about
them as a catalyst to improve instruction, tests
and accountability will fill the vacuum. Hayes
Mizell, Learning Forward
6
The Number One Hallmark of a Standards-based
Classroom
  • Educators understand the content (the knowledge
    and skills) and the level of rigor that are
    expected by the standards for the students of the
    grade level.

7
Collaborative Study of the Maryland Common Core
Curriculum Frameworks
  • Promotes clarity What the new curriculum will
    look and sound like in classrooms
  • Promotes consistent priorities Whether teachers
    will cover the essential targets before they run
    out of time
  • Is critical to common pacing How much time
    teachers will spend on a topic

8
Collaborative Study of the Maryland Common Core
Curriculum Frameworks
  • Establishes a viable curriculum So subsequent
    teachers will know what has been taught and what
    has not
  • Creates ownership of curriculum among those who
    are asked to teach it To make the intended
    curriculum the taught curriculum

  • -DuFour et al. (2006)

9
A Thought Question
Why would schools in which teachers were
absolutely clear about the learning targets
likely lead to higher achievement for students?
10
A Thought Question
Why would schools in which teachers were
absolutely clear about the learning targets
likely lead to higher achievement for
students? Have a 2-minute conversation with a
colleague about this question. If the teachers
dont understand the target, the students never
will!
11
Previous Ways We Have Studied the State Curriculum
  • Developed task analyses
  • Unpacked standards
  • Unwrapped standards
  • Deconstructed standards
  • Now, we are looking for a way to help teachers
    better understand the standards, sequence them in
    a logical way, and assess them

12
Learning Progressions
13
What Is a Learning Progression?
  • A sequenced set of subskills and bodies of
    enabling knowledge that students must master en
    route to mastering a more remote standard
  • OR
  • The step-by-step building blocks students need to
    master the SC/CCCF
  • -Adapted from Popham, Transformative
    Assessment (2008)

14
What Is a Learning Progression?
  • A sequenced set of subskills and bodies of
    enabling knowledge that students must master en
    route to mastering a more remote standard
  • OR
  • The step-by-step building blocks students need to
    master the SC/CCSS
  • -Adapted from Popham, Transformative
    Assessment (2008)

15
What Is a Learning Progression?
  • A sequenced set of subskills and bodies of
    enabling knowledge that students must master en
    route to mastering a more remote standard
  • OR
  • The step-by-step building blocks students need to
    master the SC/CCSS
  • -Adapted from Popham, Transformative
    Assessment (2008)

16
What Is a Learning Progression?
  • A sequenced set of subskills and bodies of
    enabling knowledge that students must master en
    route to mastering a more remote standard
  • OR
  • The step-by-step building blocks students need to
    master the SC/CCSS
  • -Adapted from Popham, Transformative
    Assessment (2008)

17
What Is a Learning Progression?
  • A sequenced set of subskills and bodies of
    enabling knowledge that students must master en
    route to mastering a more remote standard
  • OR
  • The step-by-step building blocks students need to
    master the SC/CCSS
  • -Adapted from Popham, Transformative
    Assessment (2008)

18
Learning Progressions Definitive
progressions have been developed in science,
math, reading and other subjects. These are
multi-year, very lengthy, highly-researched, and
extensively evaluated documents.
19
But, when teachers develop their own learning
progressions, the process becomes
  • A vehicle to enable teachers to become absolutely
    clear about the learning targets, the knowledge
    and skills that students will need to master
    them, and the
  • ways to assess them.

20
The Learning Progression Reveals the Knowledge
and Skills
  • To pre-assess prior to instruction
  • On which to assess formatively and to provide
    students feedback during instruction using
    analytical scoring tools
  • To use as components of the summative assessment
    to determine if students have met the standard

21
Developing Learning Progressions
Developing learning progressions are perfect
professional development and planning activities
for teacher teams or PLCs to not only build their
understanding of the Maryland CCCFs but as a
strategy to strengthen a collaborative culture in
the school.
22
After Developing Learning Progressions, a Teacher
Said
Although Ive been teaching for several years,
this is the first time Ive really looked at the
standards and analyzed them with other teachers.
At last, I feel I really understand what it is I
am supposed to be teaching my students.
23
The Gold Standard for a Learning Progression
Could you cover over the standard and
confidently plan instruction and the assessment
using only your knowledge and skills listing,
knowing that you have faithfully captured every
important concept or skill that the students
needed to learn?
24
Components of Learning Progressions


THE GRADE-LEVEL STANDARD FROM THE MD. CCCF
25
Components of Learning Progressions
The big ideas and enduring understandings in
which the grade-level standard is
embedded EXPAND
BIG IDEAS
GRADE-LEVEL STANDARD FROM THE MD. CCCF
26
Big Ideas/Enduring Understandings
  • 1. Big ideas are expressed as declarative
    sentences.
  • 2. They state an essential concept or
    understanding that teachers want students to
    remember after they have forgotten the details.
  • 3. They answer questions such as
  • Why do I need to learn this?
  • Why is this important to me?
  • How does this fit in with other things I am
    learning? 4. Big ideas do not restate the
    standards but rather put the standards into
    bigger contexts. They are enduring.

27
Big Ideas
  • Why is connecting the specific grade-level
    standard with a BIG IDEA so important for student
    success?
  • Have a 3-minute conversation with a few
    colleagues around you about this question.

28
Components of Learning Progressions
BREAK
DOWN
GRADE-LEVEL STANDARD FROM MD. CCCF
ENABLING KNOWLEDGE Facts, concepts, or understandings that students must know or understand to master the standard SUBSKILLS Physical or cognitive skills students must know how to do to master the standard
29
Learning Progressions
GRADE 5.NBT.6 Find whole-number quotients of
whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on
place value, the properties of operations, and/or
the relationship between multiplication and
division. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or
area models.
KNOWLEDGE (Facts, concepts and understandings) Enabling knowledge is usually suggested by the NOUNS in the grade-level standards.
30
Learning Progressions
GRADE 5.NBT.6 Find whole-number quotients of
whole numbers with up to four-digit dividends and
two-digit divisors, using strategies based on
place value, the properties of operations, and/or
the relationship between multiplication and
division. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or
area models.
SUBSKILLS VERBS in the grade-level standards often suggest the skills that students must know how to do.
31
Format for Learning Progressions
GRADE-LEVEL STANDARD FROM MD. CCCF
In order to know this, students need to
know/know how to In order to know
this, students need to know/know how to
In order to know
this, students need to know/know how to
In order to know this, students need to
know/know how to





32
Developing Learning Progressions
GRADE-LEVEL STANDARD FROM MD. CCCF
In order to know this, students need to
know/know how to In order to know this,
students need to know/know how to
In order to know this,
students need to know/know how to In
order to know this, students need to know/know
how to Unpack
Down




33
Developing Learning Progressions
GRADE-LEVEL STANDARD FROM MD. CCCF
In order to know this,
students need to know/know how to
In order to know this, students need to
know/know how to
In order to know this, students
need to know/know how to
In order to know this, students need to know/know
how to TEACH UP





34
Developing Learning Progressions
CCCF GRADE-LEVEL STANDARD Assess Summatively - GIVE FEEDBACK
In order to know this,
students need to know/know how to
In order to know this, students need to
know/know how to
In order to know this, students
need to know/know how to
In order to know this, students need to know/know
how to TEACH UP

TEACH 3 Assess Formatively GIVE FEEDBACK RETEACH DIFFERENTLY
TEACH 2 Assess Formatively GIVE FEEDBACK
TEACH 1 Assess Formatively - GIVE FEEDBACK
PRE-ASSESS Students know it, skip it.
35
The Learning Progression May Look Like This

36
Or, this
37
Or, this
38
Or, this
39
Or, this
40
Or, this
41
Or, this
42
Or, this
43
Cautions When Building Learning Progressions
  • Your learning progression may not be correct.
    Think of it as an hypothesis that may need to be
    modified during instruction.
  • Your learning progression may not work equally
    well with all students.
  • Make your learning progression as simple as
    required, but not more so.

44
Pophams Steps in Constructing a Learning
Progression
Please form groups of four. Would each person
read one of the steps and explain to the rest of
the group the big ideas found in that step.
You may record the big ideas of each step on
page 17. Step 1 Page 19 Step 2 Page 20 Step 3
Page 21 Step 4 Page 22
45
Steps in Constructing a Learning Progression
What was the big idea from Step 1? Step
2? Step 3? Step 4?
46
Constructing a Learning Progression
Can we give it a try? Pages 27-28
47
Try to Construct a Learning Progression (pp.
27-28)
EXPAND BREAK DOWN
BIG IDEAS/ENDURING UNDERSTANDINGS
MARYLAND COMMON CORE CURRICULUM FRAMEWORK GRADE 5 MATH STANDARD
ENABLING KNOWLEDGE SUBSKILLS
48
Share Your Learning Progression (pp.
27-28)
EXPAND BREAK DOWN
BIG IDEAS/ENDURING UNDERSTANDINGS
MARYLAND COMMON CORE CURRICULUM FRAMEWORK GRADE 5 MATH STANDARD
ENABLING KNOWLEDGE SUBSKILLS
49
What did you learn from this process about
LPs?
EXPAND BREAK DOWN
BIG IDEAS/ENDURING UNDERSTANDINGS
MARYLAND COMMON CORE CURRICULUM FRAMEWORK GRADE 5 MATH STANDARD
ENABLING KNOWLEDGE SUBSKILLS
50
Student Speak Not Edu-Speak
  • Write targets are in student friendly terms.
  • Produce separate progressions with the targets in
    student-friendly language and share them with the
    students.
  • TEACHERS CAN NEVER TEACH A TARGET THEY DONT
    UNDERSTAND!
  • STUDENTS CAN NEVER HIT A TARGET THEY DONT
    UNDERSTAND!

51
Quality Expectations for Learning Progressions
  • The grade-level objective is unpacked
    completely, showing all appropriate enabling
    knowledge and subskills in the learning.
  • All targets can be assessed.
  • All big ideas are written in declarative
    sentences and summarize for students the main
    concepts that they will be expected to remember
    in this unit that relate to the learning
    progression.
  • All targets are written in student-friendly
    terms, if needed for the grade level.
  • There is an appropriate balance between
    lower-level knowledge and higher-level reasoning
    targets.

52
Objectives for this Session
  • Today, we
  • Described the advantages of writing learning
    progressions.
  • Identified the components of a learning
    progression and why each is important.
  • Identified how use of learning progressions will
    help teachers understand and teach the Maryland
    Common Core Curriculum Framework more
    effectively.

53
Your Exit Ticket 70/30 Rule of Professional
Development
  • The 70 On one side of the card, write one
    learning from this session that validated or
    supported something you already knew.
  • The 30 On the other side, identify a new
    learning for you from this session.
  • Please share your card with me on the way out.
    Thank you.
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