PLAN 2b :  The “HOW” of Daily-Vision Setting
Do Now <ul><ul><li>“ The journey of a thousand miles  </li></ul></ul><ul><ul><li>begins with a single step.”   </li></ul><...
Sequence of 3 Linked Sessions on Vision-Setting <ul><li>Objective :  Corps members will write a daily lesson vision that w...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Five Basic Steps to Daily Vision-Setting  <ul><ul><li>Handout 1  (pg 81-82):  The “HOW?” of Daily Vision-Setting </li></ul...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Step One :  Understand Your Objective WHY  do we take this step? HOW  do we take this step?  Handout 2 (pg 83):  Understan...
Understand the Objective :  Action #1 <ul><ul><li>Examine exemplar assessments, curricular materials, student work, etc.  ...
Understand the Objective :  Action #1 <ul><ul><li>Takeaway #1 :  How will students ultimately be held accountable for mast...
Understand the Objective :  Action #2 <ul><ul><li>Use Bloom’s Taxonomy to analyze the verb  to  plan at the right level of...
Understand the Objective :  Action #2 <ul><li>Takeaway #2 :  What level of rigor does the verb indicate? </li></ul><ul><li...
Understand the Objective :  Action #3 <ul><ul><li>Connect the objective to the big ideas at the heart of the content  SO T...
Understand the Objective :  Action #3 <ul><ul><li>Takeaway #3:   How is this objective connected to the “big ideas” of thi...
Understand the Objective :  Why Is This Step Critical? <ul><ul><li>What will Mr. Rolle’s 3 takeaways drive him to do in hi...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Step Two :  Draft Key Points WHY  do we take this step? HOW  do we take this step?  <ul><ul><li>Key points tell the knowle...
Step Two :  Back to Ms. Elder (2 nd -Grade Writing Key Points) <ul><li>How do Ms. Elder’s key points show evidence of Step...
Step Two :  Your Turn (10 minutes) Draft KEY POINTS for Mr. Rolle’s Objective! Don’t strive for perfection – just get some...
Step Two :  Mr. Rolle’s Exemplar Key Points <ul><li>Decimals and percents are two other ways of representing fractions.  A...
Step Two :  How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the fo...
Step Two :  How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the fo...
Step Two :  How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the fo...
Step Two :  How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the fo...
Step Two :  How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the fo...
Step Two :  How Did Mr. Rolle Develop His Key Points? <ul><li>Reflection </li></ul><ul><ul><li>To what extent could you ex...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Step Three :  Draft Daily Lesson Assessment WHY  do we need to take this step? HOW  do we take this step?  <ul><ul><li>Les...
Step Three :  Back to Ms. Elder (2 nd -Grade Writing Assessment) <ul><li>How does Ms. Elder’s lesson assessment show evide...
Step Three :  Your Turn (10 minutes) <ul><li>Draft a DAILY LESSON ASSESSMENT for Mr. Rolle’s Objective! </li></ul><ul><li>...
Step Three :  Mr. Rolle’s Exemplar Daily Lesson Assessment <ul><li>How would you say the following numbers in different wa...
Step Three :  How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thoug...
Step Three :  How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thoug...
Step Three :  How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thoug...
Step Three :  How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thoug...
Step Three :  How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thoug...
Step Three :  How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Reflection </li></ul><ul><ul><li>To what exte...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Step Four :  Alignment Check WHY  do we need to take this step? HOW  do we take this step?  <ul><ul><li>The two parts of t...
Step Four :  Alignment Check HOW  do we take this step?  <ul><ul><li>Match every key point with an assessment item (or vic...
Step Four :  Your Turn (3 minutes) <ul><li>Show how each of Mr. Rolle’s assessment items matches up with a key point (or v...
Step Four :  Your Turn Continued (3 minutes) <ul><li>Why would an alignment check indicate to Mr. Rolle that he might not ...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Step Five :  Write Exemplar Student Response WHY  do we need to take this step? HOW  do we take this step?  <ul><ul><li>He...
Step Four :  Your Turn (3 minutes) Use Mr. Rolle’s assessment to generate an exemplar student response! <ul><li>How would ...
Step Four :  Your Turn (3 minutes) <ul><li>Use Mr. Rolle’s assessment to generate an exemplar student response! </li></ul>...
Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do ...
Summary :  The “HOW?” <ul><ul><li>Handout 1 :  The “HOW?” of Daily Vision-Setting </li></ul></ul><ul><li>What steps do we ...
Self-Evaluation <ul><ul><li>Fist to Five:  </li></ul></ul><ul><ul><li>I have a basic understanding of how to: </li></ul></...
Moving on to CMA 3 <ul><li>Putting it all into practice with our own ISAT objectives! </li></ul>
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Plan 2b: The How of Daily Vision Setting

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Plan 2b: The How of Daily Vision Setting

  1. 1. PLAN 2b : The “HOW” of Daily-Vision Setting
  2. 2. Do Now <ul><ul><li>“ The journey of a thousand miles </li></ul></ul><ul><ul><li>begins with a single step.” </li></ul></ul><ul><ul><li>-- Confucius </li></ul></ul><ul><ul><li>How do you think this quote applies to daily lesson planning? </li></ul></ul>
  3. 3. Sequence of 3 Linked Sessions on Vision-Setting <ul><li>Objective : Corps members will write a daily lesson vision that will drive appropriate method selection and student mastery of the objective because it contains: </li></ul><ul><ul><li>Key points that describe all the new knowledge and skills students need to master an objective. </li></ul></ul><ul><ul><li>A lesson assessment that measures whether students have mastered the objective, and gives information regarding why or why not. </li></ul></ul><ul><ul><li>An exemplar student response that illustrates student mastery of the objective at the appropriate level of rigor. </li></ul></ul>
  4. 4. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  5. 5. Five Basic Steps to Daily Vision-Setting <ul><ul><li>Handout 1 (pg 81-82): The “HOW?” of Daily Vision-Setting </li></ul></ul><ul><ul><ul><ul><ul><li>1. Understand the Objective </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>2. Draft Key Points </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Draft Daily Lesson Assessment </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Check Key Points and Lesson </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Assessment Against Each Other </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Write an Exemplar Student Response as </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>a Final Check </li></ul></ul></ul></ul></ul>Mr. Rolle’s 5th Grade Math Objective : SWBAT convert numbers between decimal and percent notation.
  6. 6. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  7. 7. Step One : Understand Your Objective WHY do we take this step? HOW do we take this step? Handout 2 (pg 83): Understanding Mr. Rolle’s Objective <ul><ul><li>To build our understanding of the knowledge and skills required by the objective </li></ul></ul><ul><li>Three specific actions: </li></ul><ul><ul><li>Examine exemplar assessments, curricular materials, student work, etc. </li></ul></ul><ul><ul><li>Use Bloom’s Taxonomy to analyze the verb </li></ul></ul><ul><ul><li>Connect the objective to the big ideas at the heart of this content </li></ul></ul>
  8. 8. Understand the Objective : Action #1 <ul><ul><li>Examine exemplar assessments, curricular materials, student work, etc. SO THAT we can build a picture of desired student outcomes . </li></ul></ul>Objective-Linked ISAT Pre- and Post-Assessment Items 1) Marina has $0.35. What percent of one dollar does she have? a. .0035% c. 35% b. 3.5% d. 350% 2) Isaiah scored an 85% on his last math quiz. Convert this percent to the equivalent decimal. a. .85 c. 8.5 b. .085 d. 85.0 <ul><li>Marcus has completed 9 out of 10 practice problems for his math homework – he is 90% done. </li></ul><ul><li>Convert this percent to the equivalent decimal. </li></ul><ul><li>a. .09 c. .90 </li></ul><ul><li>b. 9.0 d. 90 </li></ul><ul><li>Annabelle’s mother gives her $0.75 each day for doing her chores. What percent of one dollar </li></ul><ul><li>is her daily allowance? </li></ul><ul><li>a. 75% c. 750% </li></ul><ul><li>b. 7.5% d. .0075% </li></ul>
  9. 9. Understand the Objective : Action #1 <ul><ul><li>Takeaway #1 : How will students ultimately be held accountable for mastering </li></ul></ul><ul><ul><li>this objective? What do they need to know and be able to do? </li></ul></ul><ul><ul><li>Convert ___________________________________________________________ </li></ul></ul><ul><ul><li>Convert ___________________________________________________________ </li></ul></ul><ul><ul><li>Do these conversions in the context of ___________________________________ </li></ul></ul><ul><ul><li>Work with percents up to _____________________________________________ </li></ul></ul><ul><ul><li>Work with decimals to the _____________________________________________ </li></ul></ul>decimals to percents percents to decimals simple word problems 100% hundredth place
  10. 10. Understand the Objective : Action #2 <ul><ul><li>Use Bloom’s Taxonomy to analyze the verb to plan at the right level of rigor . </li></ul></ul>Handout 3 (pg 85): Bloom’s Taxonomy Lower Level Knowledge List, match, tell, label, name, locate, memorize, repeat Comprehension Describe, explain, summarize, restate, identify, translate Higher Level Application Solve, classify, demonstrate, dramatize, manipulate Analysis Debate, compare, differentiate, separate, group, research Synthesis Create, produce, reconstruct, arrange, pretend, assemble, organize, blend, generate Evaluation Assess, justify, rate, revise, defend, support, prioritize
  11. 11. Understand the Objective : Action #2 <ul><li>Takeaway #2 : What level of rigor does the verb indicate? </li></ul><ul><li>The verb ________________ is a ___________________________________________ </li></ul><ul><li>on Bloom’s Taxonomy. </li></ul><ul><li>Students who master this objective at the right level of rigor need to be able to </li></ul><ul><li>________________________________________________________________________. </li></ul><ul><li>It is not enough for students to just _____________________________________________. </li></ul>convert higher-level application skill independently apply knowledge/skills to make conversions choose the correct conversion
  12. 12. Understand the Objective : Action #3 <ul><ul><li>Connect the objective to the big ideas at the heart of the content SO THAT our planning isn’t too narrow in scope . </li></ul></ul><ul><li>ISAT Big Idea </li></ul><ul><li>Upper-elementary Math is about building problem-solvers for whom math makes sense. Daily objectives, units, and entire courses of study should build toward students who can: </li></ul><ul><ul><li>Accurately solve problems in a variety of ways </li></ul></ul><ul><ul><li>Clearly communicate how and why they approached the problems as they did </li></ul></ul><ul><ul><li>Use experience and prior knowledge to make sense of new knowledge </li></ul></ul>
  13. 13. Understand the Objective : Action #3 <ul><ul><li>Takeaway #3: How is this objective connected to the “big ideas” of this content? </li></ul></ul><ul><ul><li>What does this big idea mean in terms of Mr. Rolle’s daily objective? </li></ul></ul><ul><ul><li>It’s not enough for ____________________________________________________. </li></ul></ul><ul><ul><li>The ability to make this conversion needs to be grounded in </li></ul></ul><ul><ul><li>_____________________________________________________________________. </li></ul></ul><ul><ul><li>The conversion process needs to ______________________________________. </li></ul></ul><ul><ul><li>Students need to be able to explain ____________________________________. </li></ul></ul>students to know a “trick” for the conversion process an understanding that decimals and percents represent the same quantity make sense why it works
  14. 14. Understand the Objective : Why Is This Step Critical? <ul><ul><li>What will Mr. Rolle’s 3 takeaways drive him to do in his vision planning? </li></ul></ul><ul><ul><li>Takeaway #1 : Specific list of knowledge and skills indicated by the objective </li></ul></ul><ul><ul><li>Takeaway #2 : Level of rigor indicated by the objective </li></ul></ul><ul><ul><li>Takeaway #3 : Connection between objective and big ideas </li></ul></ul>Focus planning very specifically – list will lend itself to the creation of key points Prevent “shooting too low” – informs the lesson-level assessment Teach in a way that reaches short- and long-term goals – helps with investment
  15. 15. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  16. 16. Step Two : Draft Key Points WHY do we take this step? HOW do we take this step? <ul><ul><li>Key points tell the knowledge and skills students need to master an objective </li></ul></ul><ul><ul><li>All instructional methods and activities are built around these key points </li></ul></ul><ul><ul><li>Use the NOUNS in the objective to draft knowledge-based key points </li></ul></ul><ul><ul><li>Use the VERB(S) in the objective to draft skill-based key points </li></ul></ul><ul><ul><li>Use the “BIG IDEAS” to ensure that our key points drive not only toward the knowledge and skills required for objective mastery but also toward the lasting understandings that will eventually help students “connect the dots” between daily lesson objectives </li></ul></ul><ul><ul><li>Use the CRITERIA to fine-tune </li></ul></ul>
  17. 17. Step Two : Back to Ms. Elder (2 nd -Grade Writing Key Points) <ul><li>How do Ms. Elder’s key points show evidence of Step Two?: </li></ul><ul><li>- Look for evidence of NOUNS, VERBS, BIG IDEA </li></ul><ul><li>Objective: SWBAT revise their own writing by adding detail </li></ul><ul><li>Details make our writing clearer and more interesting to our readers. </li></ul><ul><li>A detail is a piece of information that: </li></ul><ul><ul><li>Supports the main idea </li></ul></ul><ul><ul><li>Answers questions our readers might have </li></ul></ul><ul><ul><li>Helps our readers build a picture in their minds. </li></ul></ul><ul><li>To add details to our writing, we should: </li></ul><ul><ul><li>Step One : Think about where we could add information to answer one of the following questions: </li></ul></ul><ul><ul><ul><li>When did it happen? </li></ul></ul></ul><ul><ul><ul><li>Where did it happen? </li></ul></ul></ul><ul><ul><li>What was it like? </li></ul></ul><ul><ul><li>Step Two : Add words that support the main idea, that answer the question, and that help the readers build a picture in their minds. </li></ul></ul>NOUN VERBS BIG IDEA We already know the key points meet the CRITERIA!
  18. 18. Step Two : Your Turn (10 minutes) Draft KEY POINTS for Mr. Rolle’s Objective! Don’t strive for perfection – just get something down on paper Use these questions as a guide: NOUNS : What do the nouns tell me my students should know? VERBS : What do the verbs tell me my students should be able to do ? BIG IDEAS : Why is it important that my students master and retain this list of knowledge and skills? CRITERIA : Does what I have on paper meet the bar for each criterion? * 5 th -graders should be coming into this lesson already having a strong understanding of fractions. You may want to build on this prior knowledge!
  19. 19. Step Two : Mr. Rolle’s Exemplar Key Points <ul><li>Decimals and percents are two other ways of representing fractions. Any number can be expressed equivalently as a fraction, decimal, and percent. </li></ul><ul><li>25/100 = .25 = 25% 6/100 = .06 = 6% </li></ul><ul><li>Decimal : a way to represent a part that’s less than a whole </li></ul><ul><ul><li>If I answered 62 out of 100 questions correctly on a test, I got 0.62 of them correct. </li></ul></ul><ul><ul><li>If I needed $1.00 but had only collected 72 pennies, I have 0.72 of the total. </li></ul></ul><ul><ul><ul><li>Decimals to the hundredths place should be read as “_____ hundredths” </li></ul></ul></ul><ul><ul><ul><li>.25 = twenty-five hundredths = 25/100 .09 = nine hundredths = 9/100 </li></ul></ul></ul><ul><li>Percent : a way to represent a number if it’s out of 100 </li></ul><ul><ul><li>If I answered 93 out of 100 questions correctly in a test, I got 93% of them correct. </li></ul></ul><ul><ul><li>If I made 57 out of 100 practice free throws, I am shooting 57%. </li></ul></ul><ul><ul><ul><li>The word percent means “_____ out of 100” and also means “hundredths” </li></ul></ul></ul><ul><ul><ul><li>35% = thirty-five percent = thirty-five hundredths = 35/100 </li></ul></ul></ul><ul><li>60% = sixty percent = sixty hundredths = 60/100 </li></ul><ul><li>Because they represent the same number, decimals can be converted to equivalent percents and percents can be converted to equivalent decimals by asking: What are these numbers saying? What part of 100 do they represent? </li></ul><ul><ul><li>Decimal to Percent : .25 = twenty-five hundredths = 25/100 = 25% </li></ul></ul><ul><ul><li>Percent to Decimal : 35% = thirty-five percent = thirty-five hundredths = 35/100 = .35 </li></ul></ul>
  20. 20. Step Two : How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his key points: </li></ul><ul><ul><ul><ul><ul><li>- The nouns? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- The verb? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- The “big ideas” of his content? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- The criteria for effective key points? </li></ul></ul></ul></ul></ul>
  21. 21. Step Two : How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his key points: </li></ul><ul><li>The nouns? </li></ul><ul><li>There are four nouns in this objective: number, decimal, percent, notation </li></ul><ul><li>The noun “number” does not need to be defined for 5 th grader </li></ul><ul><li>The most critical nouns– the terms decimal and percent--- are clearly and explicitly defined </li></ul><ul><li>While “notation” is not explicitly defined, the first Key Point clearly establishes the connection between decimals, percents, and fractions– that they are different notations of the same number </li></ul>
  22. 22. Step Two : How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his key points: </li></ul><ul><li>The verbs? </li></ul><ul><li>The final key point makes explicit the steps a student should take to convert numbers between decimal and percent notation </li></ul>
  23. 23. Step Two : How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his key points: </li></ul><ul><li>The Big Ideas? </li></ul><ul><li>This entire set of key points is geared toward the following big idea: </li></ul><ul><ul><li>Math should make sense to students </li></ul></ul><ul><ul><ul><li>Rather than learning a “trick” for the conversion, students will learn how to make the conversion in the context of why doing so is even possible </li></ul></ul></ul><ul><ul><li>Students should be able to clearly communicate how they solved a problem </li></ul></ul><ul><ul><ul><li>Decimals and percents (and fractions) can represent the same number </li></ul></ul></ul><ul><ul><ul><li>When converting decimals and percents, they need to consider what part of 100 the number represents </li></ul></ul></ul>
  24. 24. Step Two : How Did Mr. Rolle Develop His Key Points? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his key points: </li></ul><ul><li>The criteria? </li></ul><ul><li>Mr. Rolle was likely thinking about his key points being “student friendly” when he made the decision to add sub-bullets with examples. </li></ul><ul><ul><li>The numeric examples help contextualize the wordy definitions in a way that is helpful to 5 th graders learning. </li></ul></ul>
  25. 25. Step Two : How Did Mr. Rolle Develop His Key Points? <ul><li>Reflection </li></ul><ul><ul><li>To what extent could you explain the steps used to develop key points? </li></ul></ul><ul><ul><li>To what extent could you employ the steps used to develop key points? </li></ul></ul>
  26. 26. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  27. 27. Step Three : Draft Daily Lesson Assessment WHY do we need to take this step? HOW do we take this step? <ul><ul><li>Lesson assessments give us preliminary information about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way </li></ul></ul><ul><ul><ul><li>MODEL assessment after exemplar assessments, curricular materials, key points, and other aligned resources </li></ul></ul></ul><ul><ul><ul><li>Ensure that assessment contains both “BIG-PICTURE” and “BUILDING-BLOCK” items </li></ul></ul></ul><ul><ul><ul><li>Create a lesson assessment that considers CONTEXT (the content, time available in class, age of students, etc.) </li></ul></ul></ul><ul><ul><ul><li>Use the CRITERIA to fine-tune </li></ul></ul></ul>
  28. 28. Step Three : Back to Ms. Elder (2 nd -Grade Writing Assessment) <ul><li>How does Ms. Elder’s lesson assessment show evidence of Step Three? </li></ul><ul><li>Use of Models ? </li></ul><ul><li>“ Big Picture” Items? </li></ul><ul><li>“ Building Block” Items ? </li></ul><ul><li>Consideration of Context ? </li></ul>Checklist for Draft #3 modeled after overarching rubric, and generated from the steps and questions outlined in the key points Checklist tells in a holistic way if students “did” the objective – if they revised their writing by adding details Informal checks for understanding, self-evaluation, and the way the checklist is broken down help show where student comprehension may have broken down Students working on piece of writing already in-progress ; balance of formal and informal assessment. We already know the key points meet the CRITERIA !
  29. 29. Step Three : Your Turn (10 minutes) <ul><li>Draft a DAILY LESSON ASSESSMENT for Mr. Rolle’s Objective! </li></ul><ul><li>Don’t strive for perfection – just get something down on paper </li></ul><ul><li>Use Mr. Rolle’s exemplar key points as a reference </li></ul><ul><li>Use these questions as a guide: </li></ul><ul><li>MODELS : What materials should I mimic? </li></ul><ul><li>BIG-PICTURE : Am I assessing mastery of the objective as a whole? </li></ul><ul><li>BUILDING BLOCKS : Am I assessing mastery of the building block steps that lead to objective mastery (i.e., the key points)? </li></ul><ul><li>CONTEXT : What’s the best way to assess this content on the lesson level? </li></ul><ul><li>CRITERIA : Does what I have on paper meet the bar for each criterion? </li></ul>
  30. 30. Step Three : Mr. Rolle’s Exemplar Daily Lesson Assessment <ul><li>How would you say the following numbers in different ways? </li></ul><ul><li>83 = ____________________ = ____________________ = ____________________ </li></ul><ul><li>100 (spell it out) (decimal) (percent) </li></ul><ul><li>2) 3 = ____________________ = ____________________ = ____________________ </li></ul><ul><li>100 (spell it out) (decimal) (percent) </li></ul><ul><li>Change the following numbers. </li></ul><ul><li>3) .24 =__________________ 5) 38% =________________ </li></ul><ul><li> (percent) (decimal) </li></ul><ul><li>4) .90 =____________________ 6) 7% =________________ </li></ul><ul><li> (percent) (decimal) </li></ul><ul><li>Solve the following problems. </li></ul><ul><li>7) Orange sodas cost $1.00 and Kristen only has $0.75. What percent of a dollar does she have? </li></ul><ul><li>a. 75% c. 75% </li></ul><ul><li>b. .075% d. .75% </li></ul><ul><li>8) Tanisha completed 84% of her math homework, and proudly told her mother she can write this as the decimal 8.4 Identify and correct Tanisha’s mistake. </li></ul>
  31. 31. Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his daily lesson assessment: </li></ul><ul><ul><ul><ul><ul><li>- Using models? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- Big-picture items? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- Building-block items? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- Context? </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>* Timing </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>* Students </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>* Content </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>- The criteria for effective assessments? </li></ul></ul></ul></ul></ul>
  32. 32. Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his daily lesson assessment: </li></ul><ul><li>Using models? </li></ul><ul><li>* Question #7 is modeled directly from the ISAT assessment </li></ul><ul><li>* Question #1 and #2 assess student mastery of Key Points leading up to the actual conversion process. These are the Key Points which ensure students understand that decimals and percents can represent the same number </li></ul>
  33. 33. Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his daily lesson assessment: </li></ul><ul><li>Big Picture Items? </li></ul><ul><li>* Question #3-8 all demonstrate mastery at the objective level. Students would not be able to answer these questions successfully if hey were not able to convert decimals to percents and vise versa </li></ul>
  34. 34. Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his daily lesson assessment: </li></ul><ul><li>Building Block Items? </li></ul><ul><li>Question #1-2 show that students have mastered the building block step of understanding that the same number can be represented in different ways </li></ul><ul><ul><li>This conceptual understanding is what will enable them to make the appropriate conversions </li></ul></ul>
  35. 35. Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Where do we see evidence that Mr. Rolle thought about the following when drafting his daily lesson assessment: </li></ul><ul><li>Context? </li></ul><ul><li>Timing: </li></ul><ul><ul><li>It will likely take a 5 th grader just 5 minutes to complete </li></ul></ul><ul><ul><ul><li>it is appropriate to spend 10% of class time on this type of formative assessment </li></ul></ul></ul><ul><li>Students: </li></ul><ul><ul><li>Fifth-graders are strong enough writers to spell out numbers and are strong enough readers to make sense of word problems </li></ul></ul><ul><li>Content: </li></ul><ul><ul><li>This assessment aligns to both the key points and to the way students will be expected to demonstrate mastery on the summative ISAT assesment </li></ul></ul>
  36. 36. Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? <ul><li>Reflection </li></ul><ul><ul><li>To what extent could you explain the steps used to develop a daily lesson assessment? </li></ul></ul><ul><ul><li>To what extent could you employ the steps used to develop a daily lesson assessment? </li></ul></ul>
  37. 37. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  38. 38. Step Four : Alignment Check WHY do we need to take this step? HOW do we take this step? <ul><ul><li>The two parts of the lesson vision must also be aligned to each other </li></ul></ul><ul><ul><ul><ul><li>Students who have mastered every key point should be able to succeed on the entire lesson assessment </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>If it’s on the assessment, it probably should be a key point </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><li>The lesson assessment should tell us whether students have mastered the key points </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>If it’s important enough to be a key point, it probably important enough to be assessed </li></ul></ul></ul></ul></ul><ul><ul><li>Match every key point with an assessment item (or vice versa) </li></ul></ul>
  39. 39. Step Four : Alignment Check HOW do we take this step? <ul><ul><li>Match every key point with an assessment item (or vice versa) </li></ul></ul><ul><ul><li>Number Mr. Rolle’s Key Points #1-4 </li></ul></ul><ul><ul><li>Examine the assessment, each time you see a question that tests student knowledge of a Key Point, place the coinciding number next to it </li></ul></ul><ul><ul><li>Check to see that each and every key point aligns with at least one question (ideally more than one question) </li></ul></ul><ul><ul><li>Check to see that each and every assessment question aligns with one key point </li></ul></ul>
  40. 40. Step Four : Your Turn (3 minutes) <ul><li>Show how each of Mr. Rolle’s assessment items matches up with a key point (or vice versa)! </li></ul><ul><ul><li>Questions 1 & 2 : </li></ul></ul><ul><ul><li>Questions 3-7 : </li></ul></ul><ul><ul><li>Question 8 : </li></ul></ul>Correspond to first 3 key points about the overarching concept of equivalent numbers Correspond to the final key point about the process of how to make conversions Corresponds to all key points – students need to understand both the concept and the process to correct and explain the error
  41. 41. Step Four : Your Turn Continued (3 minutes) <ul><li>Why would an alignment check indicate to Mr. Rolle that he might not want to include the following item on his assessment? </li></ul><ul><ul><li>`Ms. Masterman’s class needs 100 points to earn a pizza party. So far they have earned 53 points. What percentage of 100 do they still need to earn? </li></ul></ul>
  42. 42. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  43. 43. Step Five : Write Exemplar Student Response WHY do we need to take this step? HOW do we take this step? <ul><ul><li>Helps answer the following questions: </li></ul></ul><ul><ul><li>- Does this represent the type of work my students need to do to: </li></ul></ul><ul><ul><li>- Demonstrate mastery of the daily objective at the level </li></ul></ul><ul><ul><li>indicated by rigorous exemplar assessments? </li></ul></ul><ul><ul><li>- Build a deeper understanding of the big ideas of my content </li></ul></ul><ul><ul><li>area? </li></ul></ul><ul><ul><li>- If yes to the above, will my key points drive students to this kind </li></ul></ul><ul><ul><li>of work? </li></ul></ul><ul><ul><li>Complete the lesson assessment as if we were a student who has fully mastered the objective –answers should represent the highest level of rigor we want to see in our students’ responses </li></ul></ul>
  44. 44. Step Four : Your Turn (3 minutes) Use Mr. Rolle’s assessment to generate an exemplar student response! <ul><li>How would you say the following numbers in different ways? </li></ul><ul><li>83 = ____________________ = ____________________ = ____________________ </li></ul><ul><li>100 (spell it out) (decimal) (percent) </li></ul><ul><li>2) 3 = ____________________ = ____________________ = ____________________ </li></ul><ul><li>100 (spell it out) (decimal) (percent) </li></ul><ul><li>Change the following numbers. </li></ul><ul><li>3) .24 =__________________ 5) 38% =________________ </li></ul><ul><li> (percent) (decimal) </li></ul><ul><li>4) .90 =____________________ 6) 7% =________________ </li></ul><ul><li> (percent) (decimal) </li></ul><ul><li>Solve the following problems. </li></ul><ul><li>7) Orange sodas cost $1.00 and Kristen only has $0.75. What percent of a dollar does she have? </li></ul><ul><li>a. 75% c. 75% </li></ul><ul><li>b. .075% d. .75% </li></ul><ul><li>8) Tanisha completed 84% of her math homework, and proudly told her mother she can write this as the decimal 8.4 Identify and correct Tanisha’s mistake. </li></ul>
  45. 45. Step Four : Your Turn (3 minutes) <ul><li>Use Mr. Rolle’s assessment to generate an exemplar student response! </li></ul><ul><ul><li>What does completing this exemplar student response tell you about Mr. Rolle’s vision? </li></ul></ul><ul><ul><li>How does the completed exemplar student response help you picture the types of methods Mr. Rolle might use to teach his key points? </li></ul></ul>
  46. 46. Session Agenda <ul><li>Why is this step necessary? </li></ul><ul><li>How do we take this step? </li></ul>Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing
  47. 47. Summary : The “HOW?” <ul><ul><li>Handout 1 : The “HOW?” of Daily Vision-Setting </li></ul></ul><ul><li>What steps do we take? </li></ul><ul><li>Why is each step necessary? </li></ul><ul><li>How do we take each step? </li></ul>
  48. 48. Self-Evaluation <ul><ul><li>Fist to Five: </li></ul></ul><ul><ul><li>I have a basic understanding of how to: </li></ul></ul><ul><ul><ul><li>Make meaning of my objective </li></ul></ul></ul><ul><ul><ul><li>Draft Key Points </li></ul></ul></ul><ul><ul><ul><li>Draft Lesson Assessment </li></ul></ul></ul><ul><ul><ul><li>Check Alignment </li></ul></ul></ul><ul><ul><ul><li>Write Exemplar Student Response </li></ul></ul></ul>
  49. 49. Moving on to CMA 3 <ul><li>Putting it all into practice with our own ISAT objectives! </li></ul>

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