Training for the Georgia Performance Standards - PowerPoint PPT Presentation

Loading...

PPT – Training for the Georgia Performance Standards PowerPoint presentation | free to view - id: 711c0f-NDM2Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Training for the Georgia Performance Standards

Description:

Training for the Georgia Performance Standards Day 1: Standards-Based Education and the Georgia Performance Standards (GPS) Unpacking the Standards – PowerPoint PPT presentation

Number of Views:244
Avg rating:3.0/5.0
Slides: 58
Provided by: Kris4178
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Training for the Georgia Performance Standards


1
Training for the Georgia Performance Standards
  • Day 1 Standards-Based Education and the Georgia
    Performance Standards (GPS)
  • Unpacking the Standards

2
Module Overview Day One
  • Introduction
  • Overview of the Science Standards
  • Standards-Based Teaching and Learning
  • Unpacking Content Standards
  • Putting It All Together
  • Summary and Field Assignments

3
Goal
  • Demonstrate a deep understanding of the new
    Georgia Performance Standards and the
    standards-based education approach, through
    thoughtful curriculum planning, development of
    formative and summative assessments, and the
    design of instruction matched to the standards
    and research-based best practices. This shall be
    measured by student performance on progress
    monitoring and standardized criterion-referenced
    tests.

4
Days of Training
  • Implementation Year One
  • Day One Standards-based Education
  • Days Two - Four  Work on best practices in
    assessment, instruction, and unit design
  • Implementation Year Two
  • Three additional days of training to work on
    extension and enrichment

5
Group Norms and Housekeeping
  • Group Norms
  • Ask questions
  • Work toward solutions
  • Honor confidentiality
  • Meet commitments or let others know if you are
    struggling to do so
  • Housekeeping
  • Parking Lot
  • Phone calls
  • Rest rooms
  • Breaks
  • Lunch

6
What We KnowWhat We Want to Know
  • Label each flipchart with a title
  • What We Know
  • What We Want to Know
  • On scratch paper, list as many items as you can
    under each category.
  • Combine items that might go together under What
    We Know and put the most relevant ones on the
    flipchart.
  • Prioritize items under What We Want to Know and
    write the top priorities on the flipchart.

7
Essential Question 1
  • What are the Georgia Performance Standards?

8
Phase-in Plan
9
Test Alignment
  • Criterion-Referenced Competency Tests (CRCT) Test
    alignment is completed during Year II
    implementation for each content area and grade
    level.

10
3-5 Science Assessment Timeline
  • 2005-2006 School year All grades 3-5 science
    CRCT will assess the QCC.
  • 2006-2007 School year Grades 3-5 science CRCT
    will assess the GPS.

11
Benefits of the GPS
  • High expectations for all students
  • Aligned to national standards
  • Increased rigor and depth
  • Guides for teaching and learning
  • Assessment and accountability aligned to
    curriculum
  • Scaffold, not spiral

12
Georgia Performance Standards in Science
  • Based on the Benchmarks for Science Literacy and
    the National Science Education Standards
  • Written by Georgia teachers
  • Accepted by the Advisory Board and the Georgia
    Department of Education
  • Found on http//www.georgiastandards.org

13
Alignment to National Standards
  • All of the Georgia Performance Standards are
    aligned to the American Association for the
    Advancement of Science document, Benchmarks for
    Science Literacy.
  • http//www.project2061.org/tools/benchol/bolintro.
    htm
  • The GPS is also aligned to the National Science
    Education Standards developed by the National
    Research Council.
  • http//www.nap.edu/readingroom/books/nses/

14
Performance Standards. . .
  • Are
  • Georgia Performance Standards (GPS)
  • What students are to learn, know, and understand
  • Clear expectations of performance
  • Curriculum document
  • Few in number
  • Application of content
  • Are Not
  • New Quality Core Curriculum (QCC)
  • How teachers are to teach
  • Comprehensive school reform
  • Instructional handbook
  • Checklist of objectives
  • Coverage of content

15
QCC versus GPS Comparisons
  • QCC
  • 12   Topic Energy and Its Transformation Sound
    Standard Describes sources of sounds and how
    sounds move through different kinds of matter.
    Compares how different sounds move through air,
    water, rock and similar materials.             
      
  • 13 Defines sound and identifies its properties.
    Observes that sound is produced by vibrations.  
                 
  • 14  Discovers that sound varies in pitch,
    intensity and quality. Produces sounds that vary
    as to high, low or loud, soft, and produces
    sounds that differ in tone.                
  • 15  Investigates the relationship between
    attributes of waves and qualities of sound.
    Connects attributes of waves (wavelength and
    frequency) to attributes of sound (pitch,
    intensity).                
  • 16  Describes how we hear sounds. Describes how
    the outer, middle and inner ear transmit
    vibrations to the brain.                
  • 17  Recognizes technological devices that produce
    sound (loudspeakers, bullhorns) or help humans
    hear better (hearing aid, stethoscope).        
        
  • GPS
  • S4P2. Students will demonstrate how sound is
    produced by vibrating objects and how sound can
    be varied by changing the rate of vibration.
  • a. Investigate how sound is produced.
  • b. Recognize the conditions that cause pitch to
    vary.

16
K 5 At A Glance
17
Performance Standards
  • Four parts to Performance Standards

Content Standard Elements
Sample Tasks
Student Work
Teacher Commentary
18
Format of Curriculum
  • Curriculum Descriptions from Project 2061s
    Benchmarks for Science Literacy
  • Grade Level Theme
  • Grade Level Introduction
  • Concepts and Skills Text Box
  • Characteristics of Science Standards
  • Content Standards
  • Sample Tasks

19
How to Read the GPS code
  • Characteristics of Science Standards
  • S3CS2
  • Science Grade 3 Characteristics of Science
    Standard 2
  • Content Standards
  • S3P1
  • Science Grade 3 Physical Science Standard 1
  • S4E2
  • Science Grade 4 Earth Science Standard 2
  • S5L2
  • Science Grade 5 Life Science Standard 2

20
Standards and Elements
  • Overall Standard is in bold print. It sets the
    parameters of the standard.
  • Elements are listed under the standard. This is
    the level where the expectations for
    understanding and student evidence of that
    understanding are set.
  • It explains what the student should know and be
    able to do to show evidence of what the student
    understands.

21
Example of Content Standards
  • S3L1. Students will investigate the habitats of
    different organisms and the dependence of
    organisms on their habitat.
  • a. Differentiate between habitats of Georgia
    (mountains, marsh/swamp, coast, Piedmont,
    Atlantic Ocean) and the organisms that live
    there.
  • b. Identify features of green plants that allow
    them to live and thrive in different regions of
    Georgia.
  • c. Identify features of animals that allow them
    to live and thrive in different regions of
    Georgia.
  • d. Explain what will happen to an organism if
    the habitat is changed.

22
Co-Requisites
  • You cant teach one without the other!
  • Characteristics and Nature of Science Standards
  • Processes and skills
  • Items from the Characteristics of Science
    Standards will be embedded in content.
  • Content Standards

23
Lesson Planner
Unit S3E1a Rock/ Mineral differences S3E1b Test/ measure rocks/ minerals S3E1c Observe soils S3E1d Changes in rocks/soils S3E2a Observe fossils S3E2b Fossil formation S3P1a Production of heat energy S3P1b Effects of insulation S3P1c Transfer of suns heat S3P1d Measure temperature of water
S3CS1a Keep honest records
S3CS1b Use reasoning
S3CS1c Responsible for safety
S3CS2a Use computation skills
S3CS2b Calculate with fractions
S3CS2c Judge measurements
S3CS3a Choose appropriate materials
S3CS3b Use devices for capturing information
S3CS3c Use materials and equipment safely
24
Characteristics of Science Standards
  • S3CS1. Students will be aware of the importance
    of curiosity, honesty, openness, and skepticism
    in science and will exhibit these traits in their
    own efforts to understand how the world works.
  • a. Keep records of investigations and
    observations and do not alter the records later.
  • S3CS3. Students will use tools and instruments
    for observing, measuring, and manipulating
    objects in scientific activities utilizing safe
    laboratory procedures.
  • b. Use computers, cameras, and recording devices
    for capturing information.
  • S3CS4. Students will use ideas of system, model,
    change, and scale in exploring scientific and
    technological matters.
  • a. Observe and describe how parts influence
    one another in things with many parts.
  • S3CS5. Students will communicate scientific ideas
    and activities clearly.
  • b. Make sketches to aid in explaining
    scientific procedures or ideas.
  • d. Locate scientific information in reference
    books, back issues of newspapers and magazines,
    CD-ROMs, and computer databases.

25
QCC versus GPS Comparisons
  • QCC
  • Topic The Living World Living Things
  • Standard Recognizes and describes basic life
    processes. Identifies evidence of basic life
    processes in the immediate environment such as
    gathering and digesting food, excreting waste
    products, reproducing, breathing and responding
    to the environment.                
  • 13 Identifies the cell as an important unit of
    structure in living things. Observes actual
    cells, cell models, diagrams of cells, and groups
    of cells                
  • 14 Recognizes and describes how traits are passed
    from parents to offspring. Describes features
    inherited associated with living things.        
           
  • 15 Recognizes and describes a variety of animal
    and plant life cycles. Illustrates the life
    cycles of a chicken, butterfly, frog, turtle,
    grasshopper, dog and fish.
  • GPS
  • S3L1. Students will investigate the habitats of
    different organisms and the dependence of
    organisms on their habitat.
  • a. Differentiate between habitats of Georgia
    (mountains, marsh/swamp, coast, Piedmont,
    Atlantic Ocean) and the organisms that live
    there.
  • b. Identify features of green plants that allow
    them to live and thrive in different regions of
    Georgia.
  • c. Identify features of animals that allow them
    to live and thrive in different regions of
    Georgia.
  • d. Explain what will happen to an organism if the
    habitat is changed.

26
Scaffold versus Spiral
  • The content standards are built by grade band
    K-2, 3-5, 6-8, 9-12.
  • The QCC was a spiral approachcontent was
    repeated in multiple grade levels.
  • The Georgia Performance Standards uses a scaffold
    approach. No standards are repeated in a grade
    band. When a standard is taught in the next
    grade band, it is at a different level of
    understanding.

27
Vertical Alignment
  • Small group activity
  • Choose a topic
  • Classification
  • Energy
  • Matter
  • Other
  • Choose a grade span (K-2, 3-5, 6-12)
  • Investigate scaffolding of K-12 standards
  • Report findings to large group

28
Scaffold versus Spiral
  • Using classification as an example
  • SKL1. Students will sort living organisms and
    non-living materials into groups by observable
    physical attributes.
  • a. Recognize the difference between living
    organisms and nonliving materials.
  • b. Group animals according to their observable
    features such as appearance, size, motion, where
    it lives, etc. (Example A green frog has four
    legs and hops. A rabbit
  • also hops.)
  • c. Group plants according to their observable
    features such as appearance, size, etc.

29
Scaffold versus Spiral
  • Using classification as an example
  • S5L1. Students will classify organisms into
    groups and relate how they determined the groups
    with how and why scientists use classification.
  • a. Demonstrate how animals are sorted into
    groups (vertebrate and invertebrate) and how
    vertebrates are sorted into groups (fish,
    amphibian, reptile, bird, and mammal).
  • b. Demonstrate how plants are sorted into groups.

30
Scaffold versus Spiral
  • Using classification as an example
  • S7L1. Students will investigate the diversity of
    living organisms and how they can be compared
    scientifically.
  • a. Demonstrate the process for the development
    of a dichotomous key.
  • b. Classify organisms based on a six-kingdom
    system and a dichotomous key.

31
Scaffold versus Spiral
  • Using classification as an example
  • SB3. Students will derive the relationship
    between single-celled and multi-celled organisms
    and the increasing complexity of systems.
  • a. Relate the complexity and organization of
    organisms to their ability for obtaining,
    transforming, transporting, releasing, and
    eliminating the matter and energy used to
  • sustain the organism.
  • b. Examine the evolutionary basis of modern
    classification systems. (Six kingdoms)

32
Essential Question 2
  • How is the unit design process used in
    standards-based teaching and learning?

33
Standards-Based Education
  • The focus is on student learning.
  • Expectations are the same for all students.
  • Teachers work on building enduring
    understandings. 
  • Standards are expressed through essential
    questions and supporting skills and knowledge.
  • Assessments are used to guide and modify
    instruction.

34
Standards-Based Education, cont.
  • The effectiveness of instruction is judged on
    whether students meet the standard.
  • Instructional strategies provide opportunities
    for students to learn expectations outlined in
    the standards.
  • Student interests, previous achievements, and
    developmental levels are considered in planning
    instructional methods.
  • Curriculum maps are aligned to the standards.

35
Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards Elements
Stage 2 Determine Acceptable Evidence (Design
Balanced Assessments) (To assess student
progress toward desired results)
All above, plus Tasks Student Work Teacher
Commentary
Stage 3 Plan Learning Experiences and
Instruction (to support student success on
assessments, leading to desired results)
All above
36
Unit Design
  • Design with the goal in mind
  • Integration of Co-Requisites
  • Unpacking the Standards
  • Process of Unit Design
  • Big Ideas
  • Enduring Understanding
  • Essential Questions
  • Evidence of understanding

37
Standards Based Education Model
GPS
Stage 1 Identify Desired Results (Big Ideas)
?Enduring Understandings ? Essential Questions
? Skills and Knowledge
(one or more) Standards Elements
38
Big Ideas
  • What are the big ideas and core processes at the
    heart of this standard?
  • What do I want to concentrate on and emphasize in
    this unit?

39
Looking for Big Ideas
  • Big Ideas are key concepts. Look for ideas in
    key nouns found in the standards.
  • S3E1. Students will investigate the physical
    attributes of rocks and soils.
  • a. Recognize the physical attributes of rocks
    and minerals using observation (shape, color,
    texture), measurement, and simple tests
    (hardness).
  • Participants Guide
  • Workbook page 69 Big Idea Examples

40
Gallery Walk Big Ideas
  • Get a colored marker and flipchart paper.
  • Work in groups who chose similar standards. Label
    the chart Big Ideas, write the standard and big
    ideas that you wrote for the standard. Post your
    work.
  • Walk around and view others work. Draw a star by
    any statements you find particularly insightful.
  • Use a post-it note to record any questions or
    concerns on specific items.

41
Enduring UnderstandingsBad to Best
  • NO Students will understand rocks.
  • NO Students will know how to classify rocks
  • NO Explain how to classify rocks.
  • YES Students will understand that rocks are
    classified according to properties that you can
    observe and/or test.

42
S3E1. Students will investigate the physical
attributes of rocks and soils.a. Recognize the
physical attributes of rocks and minerals using
observation (shape, color, texture), measurement,
and simple tests (hardness).
  • Big Idea Rocks and Minerals
  • Enduring Understanding Students will understand
    that rocks are classified according to properties
    that you can observe and/or test.

43
Enduring UnderstandingsBad to Best
  • Students will understand weather.
  • Bad. It does not tell us what they should
    understand about weather.
  • Students will understand weather instruments.
  • Better. It narrows the focus, but it still does
    not state what insights we want students to leave
    with.
  • Students will understand that weather
    instruments give us data to use in forecasting
    the weather.
  • Best. This summarizes intended insight, helps
    students and teachers realize what types of
    learning activities are needed to support the
    understanding.

44
Enduring Understandings Overarching and
TopicalWe Need Both!
  • Overarching More abstract and general relate to
    many units of study
  • Students will understand that rocks are
    classified according to properties that you can
    observe and/or test.
  • Topical More specific related to a single unit
  • Students will understand that the texture of
    rocks can be explained as rough, smooth, shiny,
    dull, glossy, etc.

45
Gallery Walk-- Understandings
  • Get a colored marker and flipchart paper.
  • Work in groups who chose similar standards. Under
    the Big Ideas section, label the chart
    Understandings. Write the understandings that
    you wrote for the standard. Post your work.
  • Walk around and view others work. Draw a star by
    any statements you find particularly insightful.
  • Use a post-it note to record any questions or
    concerns on specific items.

46
Developing Essential Questions
  • Essential Questions
  • Are big, open-ended or topic-related
  • Examine how (process) and why (cause and effect)
  • Consider various levels in Blooms taxonomy
  • Use language appropriate to students
  • Sequence so they lead naturally from one to
    another
  • Can be used as organizers for the unit, making
    the content answer the questions
  • Can be shared with other teachers

47
Types of Questions
  • Questioning is a strong tool for teachers
  • Essential Questions
  • Unit Questions
  • Key Questions
  • Daily Questions
  • Lesson Questions
  • Diagnostic and Formative Questions

48
From Understandings to Questions
  • S4E2. Students will model the position and motion
    of the earth in the solar system and will explain
    the role of relative position and motion in
    determining sequence of the phases of the moon.
  • b. Explain the sequence of the phases of the
    moon.
  • Students will understand that the moons orbit
    around the earth once in about 28 days changes
    what part of the moon is lighted by the sun and
    how much of that part can be seen from the earth.
  • Why does the moon appear to change shape?
  • Why can we sometimes see the moon during the day?
  • How come the moon reflects light, but rocks on
    earth dont seem to reflect light?

49
Co-RequisitesYou cant teach one without the
other!Remember to use the Characteristics of
Science Standards to learn and apply the Content
Standards.
  • S4CS4. Students will use ideas of system, model,
    change, and scale in exploring scientific and
    technological matters.
  • c. Identify patterns of change in thingssuch as
    steady, repetitive, or irregular changeusing
    records, tables, or graphs of measurements where
    appropriate.
  • Students will understand that patterns are
    studied because they help to explain how the
    world works.
  • What would I have to know to accurately predict
    the moon phase on my birthday for next year?
  • Why do news media report the current moon phase?

50
Gallery Walk
  • Get a colored marker and flipchart paper.
  • Work in groups who chose similar standards. Write
    an essential question for the standard. Post
    your work.
  • Walk around and view others work. Draw a star by
    any essential questions you find particularly
    insightful.
  • Use a post-it note to record any questions or
    concerns on specific items.

51
Skills and Knowledge
  • Facts
  • Concepts
  • Generalizations
  • Rules, laws, procedures

Skills Procedures Processes
KNOWLEDGE (declarative)
SKILLS (procedural)
52
What Students Should Know and Be Able to Do
  • Brainstorm a list of evidence you could use to
    show that a student has mastered the
    understandings of those big ideas.
  • Add those ideas to your chart.
  • Share your ideas with the group.

53
7 Days of Training
  • Implementation Year I
  • Day 1 Becoming familiar with science standards
    and Stage One of Unit Design
  • Day 2 Stage Two--Balanced Assessment
  • Days 3 and 4 Stage Three--Unit/Instruction
    Design
  • Implementation Year II
  • Day 5 Differentiation
  • Day 6 Examining Student Work
  • Day 7 Putting It All Together

54
http//www.georgiastandards.org

Standards
Training Materials
Frequently Asked Questions

55
Discussion of Redelivery Action Plan
  • Determine your goal for redelivery.
  • Determine time allotted.
  • Develop timeline of activities.
  • List resources and ideas.

56
Day 2 Prework Assignment
  • Redeliver how to unpack a standard.
  • Day 2 will focus on determining acceptable
    evidence.
  • Use the standard you unpacked or choose a
    different one to unpack.
  • Make a list of ways to assess a students
    understanding of those big ideas and
    understandings.
  • How good is good enough?

57
Contact Information
  • Marlee Tierce
  • K-5 Science Education Program Specialist
  • 1754 Twin Towers East, Atlanta, Georgia 30334
  • Office phone (404) 463-1977
  • Office email mtierce_at_doe.k12.ga.us
About PowerShow.com