Plan 2a: The What and Why of Daily Vision Setting
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Plan 2a: The What and Why of Daily Vision Setting

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Plan 2a: The What and Why of Daily Vision Setting Plan 2a: The What and Why of Daily Vision Setting Presentation Transcript

  • PLAN 2a : The “WHAT” and the “WHY” of Daily-Vision Setting
  • Do Now
      • Bottom Line of Today’s Vision-Setting Sequence :
      • VISION PRECEDES ACTION
      • Your Task:
      • Write a non-teaching example that supports the statement: “Vision Precedes Action”
      • Example. -- If I wanted to bake cookies, I wouldn’t just start by throwing random ingredients into a bowl… and hoping that it resulted in something delicious. First I would decide what kind of cookie I wanted – chocolate chip? oatmeal raisin? peanut butter? I would also probably find a recipe for this type of cookie. These steps are my vision for my cookie – they help me determine both what I’m working toward, and also the steps I’ll need to take to get there. Once I have that vision, I can start the action – mixing the ingredients that will turn that vision into a tasty reality!”
  • Prior Knowledge
  • Sequence of 3 Linked Sessions on Vision-Setting
    • Objective : Corps members will write a daily lesson vision that will drive appropriate method selection and student mastery of the objective because it contains:
      • Key points that describe all the new knowledge and skills students need to master.
      • A lesson assessment that measures whether students have mastered the objective, and gives information regarding why or why not.
      • An exemplar student response that illustrates student mastery of the objective at the appropriate level of rigor.
  • PLAN 2a : Objectives & Agenda
      • Session Specific Objectives:
      • Corps members will :
      • Describe each component of a daily lesson vision and explain why it is important.
      • Use criteria to analyze each part of a completed daily lesson vision.
  • Session Agenda
    • Subsections will Answer:
      • What is it?
      • Why is it important?
      • What makes it strong?
    Area of Focus Opening & Do Now Overview of Daily Lesson Visions: Key Points: Three Questions Lesson Assessment: Three Questions Exemplar Student Response: Three Questions Closing
  • What Are The Components of a Daily Lesson Vision?
      • Handout 1 (pg 71-73): The “WHAT?” and the “WHY?” of Daily Vision-Setting
  • Objectives Drive Lesson Visions
  • Ms. Elder’s Example
      • Objective : SWBAT revise their own writing by adding details.
      • Handout 2 (pg 74): Ms. Elder’s Objective & Key
    • Ms. Elder considered how her students would ultimately be held accountable for this objective:
      • Takeaway #1 : Students will ultimately be held accountable for mastering this objective using a district-wide rubric.
    • Ms. Elder utilized Bloom’s Taxonomy to analyze the verb:
      • Takeaway #2 : This objective indicates a higher-level skill – students need to use judgment and critical thinking to apply this new content.
    • Ms. Elder has explored the state standard for 2 nd grade writing:
      • Takeaway #3 : Instruction for this daily objective should link to the overarching “big ideas” for Writing instruction (which are in turn linked to state standards).
  • Session Agenda
    • Subsections will Answer:
      • What is it?
      • Why is it important?
      • What makes it strong?
    Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  • Key Points : What Are They? Why Are They Important?
      • Key points list out the knowledge and skills students need to master an objective.
      • Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing
      • The right key points will drive us to :
        • Avoid activity-driven planning
        • Break down new content in a comprehensible way
          • “ bite-sized” learning
        • Teach the right stuff
  • Key Points : How Do We Know If They’re Good?
      • Accurate : Is this the “right stuff?” Do I know the what (content) ? Do I know the how (procedural steps) ? Do I know the why (conceptual big picture)?
      • Appropriate : Is this at the right level of rigor – not too hard and not too easy? Do I have the right number for this lesson – not too few and not too many?
      • Logically Sequenced : Are they in the right order to build student mastery?
      • Student-Friendly : Will these words mean something to my students?
  • Key Points Analysis : Appropriate
      • Handout 3 (pg 75): Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing
    • Level of Rigor : Objective indicates students should apply new skill to their own writing – these key points lead to that
      • Would be too easy if students were only taught how to pick a good detail (rather than come up with a detail on their own)
      • Would be too hard if students were given more sub-questions
    Number : Seems like a reasonable number for a 65-minute block; no superfluous key points unconnected to the objective
  • Key Points Analysis : Accurate
      • Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing
    Tells The WHAT : Tells the HOW : Tells the WHY : gives definition of detail outlines steps for adding details to make our writing more exciting/interesting
  • Key Points Analysis : Logically Sequenced
      • Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing
    • Right Order :
      • WHY key point is appropriate starting point – invests students in lesson
      • WHAT key points are necessary pre-cursor to the HOW
  • Key Points Analysis : Student-Friendly
      • Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing
    • Meaningful to Students : Should make sense to 2nd-graders because:
      • Primary unfamiliar vocabulary is clearly defined (detail).
      • Phrase “build a picture” will make sense to young writers.
      • Questions students should ask themselves are simple, clear, and few-in-number.
  • Check for Understanding : Key Points
    • How will Ms. Elder’s strong key points help her accomplish each of these
    • three purposes of key points?
    • Avoid activity-driven planning
    • Break down new content in a way our students will understand
    • Tell us what to teach in a very specific way
  • Session Agenda
    • Subsections will Answer:
      • What is it?
      • Why is it important?
      • What makes it strong?
    Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  • Daily Lesson Assessment : What Is It? Why Is It Important?
      • Daily lesson assessments are how we determine whether our students have mastered the objective – or have made progress toward mastery – on a daily basis.
      • Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing
      • A strong daily lesson assessment will drive us to :
        • Avoid activity-driven planning (and plan methods that drive toward concrete student outcomes)
        • Use data to select appropriate next steps for individual students and sub-groups
  • Daily Lesson Assessment : Formative vs. Summative Data
      • WHEN do we give formative assessments?
      • WHAT does a formative assessment look like?
      • WHY do we give formative assessments?
    • Throughout and/or near the end of a single lesson cycle focused on a single objective
    • Quiz, exit ticket, response to oral questions, draft-in-progress, completion of practice task, anecdotal notes on center work, etc.
    • To gauge student progress toward mastery of a single objective
    • To help us make small-scale instructional decisions
      • Summative Assessment : Formal data at the end of a series of
      • connected lessons on different objectives, or at the end of a set period
      • of time; helps make large-scale instructional decisions
  • Daily Lesson Assessment : How Do We Know If It’s Good?
      • Aligned : Does the assessment test the knowledge and skills required by the objective and nothing else?
      • Rigorous : Are students demonstrating mastery at the same level of complexity as they will have to demonstrate on the final assessment?
      • Scaffolded : Do we know where student learning broke down ?
      • Reliable : Do students have multiple opportunities to demonstrate true mastery ?
  • Daily Lesson Assessment Analysis : Reliable
      • Handout 4 (pg 76): Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing
    • Multiple Opportunities :
      • In Guided Practice: students informally demonstrate they are on the road to mastery by adding details to example writing
      • In Independent Practice: students formally demonstrate mastery by adding details to their own writing
      • Checklist indicates students are prompted to add four different details to drafts
    • True Mastery : The formal assessment allows Ms. Elder to see all of the following:
      • That students understand what a detail should do
      • That students know appropriate places to insert details
      • That students can add details that accomplish a specific purpose
  • Daily Lesson Assessment Analysis : Rigorous
      • Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing
    • Complexity :
    • Final assessment for this skill is writing that measures up to at least the “Accomplished” bar of the rubric
    • Students who add strong details to their “My Life as a 2nd Grader” story according to the assessment checklist will be likely to score at a high level on the “Word Selection and Usage” row of the final rubric
        • Accomplished : Key related words and ideas used as details with meaning
        • - Exemplary : Key related words and ideas used correctly as details with meaning; defined for reader; interesting choices of words
  • Daily Lesson Assessment Analysis : Aligned
      • Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing
    Tests the Knowledge and Skills : Students are doing exactly what objective says they should do – revising their own work by adding details. Nothing Else : There aren’t any superfluous items on the assessment – every assessment item aligns to a key point.
  • Daily Lesson Assessment Analysis : Scaffolded
      • Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing
    • Identify Learning Breakdown : Both informal and formal assessments give clues as to where student learning might break down:
      • Informally observing and tracking during Guided Practice shows which students are struggling early in the lesson
      • Asking specific questions during Independent Practice will double-check that students are practicing the right things in the right way
      • Formal checklist will show if there is a particular aspect of adding details that students find challenging
      • Self-evaluation will show students have mastered something a step beyond the mere mechanics of the objective
  • Check for Understanding : Daily Lesson Assessment
    • How will Ms. Elder’s strong daily lesson assessment help her accomplish
    • each of these two purposes of lesson assessments?
        • Avoid activity-driven planning
        • Provide formative data
  • Session Agenda
    • Subsections will Answer:
      • What is it?
      • Why is it important?
      • What makes it strong?
    Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  • Exemplar Student Response : What Is It? Why Is It Important?
      • What is it?
      • An exemplar student response consists of the answers we want to see, hear, or observe when students complete the daily lesson assessment – all at the appropriate level of rigor .
      • Handout 5 (pg 78): Ms. Elder’s Exemplar Student Response – 2 nd -Gr. Writing
      • Your Task:
      • Read Exemplar Student Response
      • Why is it important?
      • The exemplar student response will drive us to :
        • Clarify exactly what our students will understand and be able to do at the end of a lesson
        • Check if our ideas are as strong in practice as they are in theory
  • Exemplar Student Response : How Do We Know If It’s Good?
      • We ask ourselves:
      • Does this represent the type of work my students need to do to:
      • Demonstrate mastery of the objective at the level indicated by rigorous exemplar assessments?
      • Build a deeper understanding of the big ideas of my content area?
      • If “yes” to the above:
      • Will my key points drive students to this kind of work?
  • Exemplar Student Response : Analysis
    • Does this represent the type of work Ms. Elder’s students need to do to:
      • Build a deeper understanding of the big ideas of my content area?
    Johnquetta’s Draft #3 would likely score an “Accomplished” on the “Word Selection and Usage” row of the rubric because she uses details with meaning
      • Demonstrate mastery of the daily objective at the level indicated by a rigorous exemplar assessment?
    Will my key points drive students to this kind of work?
    • Johnquetta’s Draft #3 is clearer and more interesting – this links to the big idea.
    • Johnquetta is likely to retain the process for how she did this because she is applying the process to her own work
    • Johnquetta’s self-evaluation is an indication she has learned this content not just for a single lesson, but internalized it in a way that she will be able to apply to future writing
    • KP #1 : Links to oral questions and to self-evaluation
    • KP #2 : Links to oral questions and establishes foundation for adding details
    • KP #3 : Links to revision of draft essay
  • Session Agenda Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  • Summary : The “WHAT?” and the “WHY?”
      • Handout 1 : The “WHAT?” and the “WHY?” of Daily Vision-Setting
      • 3 Components to Objective-Driven Daily Lesson Visions:
        • Key Points
        • Daily Lesson Assessment
        • Exemplar Student Response
      • What is it?
      • Why is it important?
      • How do we know if it’s good?
  • Self-Evaluation
    • The “GOT IT!” question :
      • What do I completely understand from this session?
    • The “HUH?” question :
      • What am I utterly confused about from this session?
  • Moving on to PLAN 2b
    • Focus
    • on the
    • HOW