• Serve as Reps to your department• Ensure that 9th Grade is a cohesive year in which students develop identified skills (traditional and 21st Century)• Develop a common understanding of 9th grade Skill Standards and how (best practices) to teach them• Create a 9th Grade Skills Guide (audience)• Identify Ways to Better Integrate BOOM• Create a “Balanced Assessment” Experience• Leverage any Interdisciplinary Connection Points (using maps and conversation)
Agenda• Background• Examine Standards for General Consensus/Confirm Content• Further Develop Skills Packet – Does it cover all the standards? – Web vs Print version• Overview of Department Maps to look for places to Collaborate and to Connect to BOOM• Drill down - How to Collaborate on Teaching Skill(s)• Rolling “it” Out• Summer Assignment
Rational• Learning Research• Brain Research
BT-3:“Big Picture” Concepts/ Concept Mapping•How do we lead students tounderstanding global concepts ofcontent goals?•Use of “nonlinguisticrepresentation” such as conceptmaps is one of most effective strategies(Marzano, Pinkering, Pollock, 2001).
Brain Target 3: Best Practices• Use content standards to design unit scope and sequences.• Use scope and sequences to design learning units.• Begin learning units by allowing students to see “big-picture” concepts.• Use concept maps to allow students to understand concepts through nonlinguistic representation.• Design broad learning goals; allow students to design a personalized learning goal.• Design specific objectives that state what students will know and be able to do as a result of instruction.
BT-4:Repeated RehearsalThe most important factordetermining how well we rememberinformation is the degree to whichwe rehearse and repeat thatinformation (Squire, 2002).
Brain-Target 4: Best Practices Vary learning tasks that provide novelty to sustainattention and differentiate for the needs of the learners. Use multiple modalities and technology. Integrate arts into instructional activities to helpsustain memory: The arts integrate thought, feeling, andaction: Visual Arts seeing and doing; Dance movement; Dramaacting out; Music listening & playing The arts help to make a memory imprint ofconcept and skills.
BT-5:Modular Brain SystemsWhen we extend knowledge byexamining it in a deeper, moreanalytical way, the brain uses multipleand complex systems of retrieval andintegration.Brain scans demonstrate thatdifferent parts of the brain becomeengaged when we use complex thinking
Brain Target 5: Best Practices Compare and contrast Analyze perspectiveelements Create metaphors and Classify information analogies Inductive thinking: drawing Conduct investigations; designgeneralities from specific parts experiments Deductive thinking: making Solve problems using real-worldpredictions based on contextsgeneralizations Integrate visual and performing Analyze error patterns arts into curriculum
BT-6: Evaluation Techniques Supported by Brain ResearchProvide students withimmediate, frequent andrelevant feedback abouttheir performance(Marzano, Pinkering, andPollock, 2001).
Brain Target 6: Best Practices•Written comments on •Use of a checklistdocuments •Scoring tools such as rubrics•Conferences with guidingquestions •Asking learners to self- assess using a scoring•Post examples of varying tool and then providingproficiency levels and have feedbackstudents evaluate best •Collective feedbackresponses time where you discuss•Create a visual such as an feedback as a groupillustration or graph to •Portfolio assessmentexemplify a point•Peer review
What they are not?• Complete loss of autonomy• Complete lockstep approach between all sections
What they are?• Clearly communicated learning goals supported by brain based and learning research• Part of Mapping• Foundation for Standards Based Grading• Concrete way to assess progress towards skill acquisition• Foundation for the “P” word
Q1: What are Standards?• Three Parts – What to learn – What they will do to prove it – How well they can do it (rubric levels) • Level of Performance and Percent correct are NOT =
Q2: Are Standards New• Tyler (1949) – What do I want my students to know and be able to do? – What evidence would I accept to verify that learning – Most curriculum decisions not based on student learning goals but on TIME
Q3: Why do people oppose standards?• Different philosophies• Disagreement over who should write them
TIME TO WORK
Step 1: Examine Standards for General Consensus/Confirm Content• Common Core• AASL (American Association of School Libraries)• ISTE NETS• NAIS Schools of the Future
Small Groups• English and Science and Colleen• Math and History and KatieSpecifically:Level of priority High Medium Low NACurrent Coverage in your discipline Lots, Barely, NALook for what’s missing
Skills Packet Work• Where are we?• Are we missing anything given the standards we examined?• What about Media Literacy• What do we still need to do?• Extended web version (Canvas invitation) vs Print Version
Overview of Department Maps and Assessments
Connections• Opportunities to Connect?• How do we go about teaching the skills across disciplines – pick one or two and discuss?