CREATING STANDARDS BASED TEACHING UNITS

Presented by:

Dr. Patricia Johnson

Senior Faculty – Curriculum Institute

www.ptjconsulting.com

Email: Pat@ptjconsulting.com

FIVE STEPS TO STANDARDS BASED TEACHING

1. Choose Standards.

2. Build goals (understanding, knowledge and skills).

3. Build assessments.

4. Take stock of student interests, events and projects.

5. Build lessons, using interests, events or projects as a means of instruction.

WHY?

1. Events and student interests eat up instructional time.

2. You, not textbook companies, know what works for your students.

3. Standards can control you or you can make them work for you.

4. It’s way more fun to teach your own stuff!

STUDY FINDS ACHIEVEMENT GAP PERSISTS FOR HISPANIC STUDENTS

Hispanic students have made significant gains on National Assessment of Educational Progress tests in math and reading since 1990, but a wide achievement gap between Hispanic students and their white counterparts remains, a new federal study released today shows…. Education Week (premium article access compliments of EdWeek.org)(6/23)

ASPIRATIONS FOR TODAY

•You will leave the workshop well on your way to developing Standards Based teaching units.

•You will use students’ interests and events as part of your teaching.

•As school leaders, you will have tools to assist other staff members.

REALITIES OF EDUCATION TODAY•Students will be limited if they end their formal education with high school.

•Common Core State Standards (CCSS) are the educational goals for the nation.

•Everyone – students, teachers, and administrators -- will be accountable for CCSS.

COMPETING REALITIES• All students must be successfully educated to the same Standards.

•Many taxpayers have never heard of the CCSS.

•Many local taxpayers value athletics and student activities over “book learning.”

•School events cost much instructional time.

OVERVIEW COMMON CORE STATE STANDARDS (CCSS)

The website for Common Core State Standards is

www.corestandards.org

Contained into one document: K-8 and High School with one appendix.

K-12 Standards for Mathematical Practice are common for all grades.

K-8 is organized by grade levels.• Pages 1and 2 for each grade directs what the

mathematical emphasis should be.• Mathematical domains, e. g., numbers and

operations, geometry, and data provide the next level of organization.

CCSS: K-12 MATHEMATICS

SAMPLE: FIRST PAGE EXCERPT

Mathematics | Grade Five

In Grade 5, instructional time should focus on three critical areas:

(1) developing fluency with addition and subtraction of fractions,…

(2) extending division to 2-digit divisors, integrating decimal fractions into the place value system … and

(3) developing understanding of volume.

SAMPLE: FIRST PAGE EXCERPT CONTINUED TEXT

DEVELOPING UNDERSTANDING OF VOLUME … (3) Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-size units…. They select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume. They decompose three-dimensional shapes …They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems.

SAMPLE: SECOND PAGE EXCERPT

GRADE FIVE OVERVIEWOperations Algebraic Thinking• Write …interpret numerical expressions.• Analyze patterns …relationships.

Number and Operations in Base Ten• Understand the place value system.• Perform operations….

Number and Operations—Fractions• Use equivalent fractions as a strategy to add and subtract fractions.• Apply and extend previous …

Measurement and Data

Graph points on the coordinate ….

Mathematical Practices1. Make sense of problems and persevere insolving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critiquethe reasoning of others.4. Model with mathematics…

MATHEMATICAL STANDARDS FOR HIGH SCHOOL-- Organized around six conceptual categories:

•Number and Quantity, •Algebra, •Functions, •Modeling, •Geometry•Statistics and Probability

SAMPLE: HS CONCEPTUAL FIRST PAGE EXCERPT

HIGH SCHOOL FUNCTIONS

 Functions describe situations where one quantity determines another. For example, the return on $10,000 invested at an annualized percentage rate of 4.25% is a function of the length of time the money is invested. Because we continually make theories about dependencies between quantities in nature and society, functions are important tools in the construction of mathematical models.

In school mathematics, functions usually have numerical inputs …

SAMPLE: SECOND PAGE EXCERPT

FUNCTIONS OVERVIEWInterpreting Functions• Understand the concept…and use function notation• Interpret functions …in terms of the context• Analyze functions using different representations…

Building Functions…

Linear, Quadratic, and Exponential Models…

Trigonometric Functions…

Mathematical Practice1. Make sense of problems and persevere insolving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critiquethe reasoning of others.4. Model with mathematics…

MATHEMATICS APPENDIX

2 HS Pathways with specific units• Integrated Math, e.g., Math 1, 2, 3, 4•Traditional HS, e.g., Alg. 1, Geom., Alg. 2, Math 4

•Accelerated math in middle school•Compacted grade 7•Algebra 8 (same as Algebra 1)

WHAT ARE TWO EXPERIENCES OR EVENTS IN 5TH GRADERS’ LIVES THAT COULD BE USED TO HELP THEM UNDERSTAND THE CONCEPTS BELOW?

UNDERSTANDING VOLUME

•Students recognize volume as an attribute of three-dimensional space.

•They understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps.

• They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume.

•…They measure necessary attributes of shapes in order to determine volumes to solve real world and mathematical problems.

Grades K-5: (one section)• Includes Reading, Writing Speaking, Listening & Language

Grades 6–12: (two sections)• ELA classes: Reading Writing, Speaking, Listening & Language

• History, Social Studies, Science, and technical subjects: Reading, and Writing across the content areas

Three ELA appendices (A, B, & C)

ENGLISH LANGUAGE ARTS (ELA)

Reading: 4 descriptors

• Key Ideas and Details (3 standards)• Craft and Structure (3 standards)• Integration of Knowledge and Ideas (3 standards)• Range of Reading and Level of Text Complexity (1 standard)

Writing: 4 descriptors• Text Types and Purposes (3 standards)• Production and Distribution of Writing (3 standards)• Research to Build and Present Knowledge (3 standards)• Range of Writing (1 standard)

Speaking and Listening: 2 descriptors • Comprehension and Collaboration (3 standards) • Presentation of Knowledge and Ideas (3 Standards)

Language: 3 descriptors • Conventions of Standard English (2 Standards)• Knowledge of Language (1 Standards)• Vocabulary Acquisition and Use (3 Standards)

ELA ANCHOR STANDARDS

ANCHOR STANDARDS “ANCHOR” GRADE LEVEL STANDARDS

7. Reading Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*

Reading Informational Text #7. (Grade 5) Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

UNIT PRIORITIES AND TEMPLATE DESIGN

Part 1:

Backward Design

Adapted from the work

Understanding by DesignGrant Wiggins and Jay McTighe

THE “WHAT?” OF TEACHING UNITS(DERIVED FROM STANDARDS)

Based on Wiggins and McTighe

ENDURING UNDERSTANDINGS IN LIFE

• What grandparents know and children have to work to learn.

• THE BIG PICTURE STUFF we need to know for success.

ENDURING UNDERSTANDINGS FOR SUCCESS IN LIFE

• Age 5: Not wetting your pants• Age 16: Having your driver’s license• Age 20: Having sex• Age 35: Having money• Age 55: Having money• Age 65: Having sex• Age 75: Having your driver’s license• Age 85: Not wetting your pants

KNOWLEDGE AND SKILLS: VALUABLE? WORTH KNOWING?

How can teachers build a case for what knowledge is valuable? What is only worth knowing?

How should teachers assess knowledge and skills that are valuable as opposed to those which are merely worth knowing?

BACKWARD DESIGN

1st: Identify desired results

2nd: Determine acceptable evidence

3rd: Plan learning activities

WHY?

It’s way more fun for them and for you!

Thanks for your time and attention – Dr. Pat Johnson