Unpacking the Standards

 HowDo I Know
 What to Teach
 and How to
 Teach It?
The Nature of Standards
Standards indicators may contain one or more elements
                     State Standard



     ...
Be able to K N O W and
                      DO
          Knowledge (Declarative)                           Skills (Proced...
Types of Memory
                         Eric Jensen



Uses language, text,     Learn by doing, hands-on    Associating w...
Declarative and Procedural Knowledge
  Networks




Kris Nei, 2000
U n p a c k in g
          S ta n d a rd s
SS-HS-1.1.1
Students will compare and contrast (purposes,
sources of power) var...
U n p a c k in g
Standard
                  S t a n d a r dNouns (What
                      Verbs (How
                  ...
U n p a c k in g y o u r
         s ta n d a rd …
   In pairs, select a Core Content
    standard

   Circle verbs

   Und...
Evaluation
             Synthesis
             Analysis
A q u ic k lo o k a t




             Application
             Co...
Bloom’s Taxonomy
Knowledge: defines, describes, identifies, knows, labels, lists, matches, names,
outlines, recalls, recog...
What about the…

BIG   Ideas
Essential   Questions
Communicating Standards

 Current research (Marzano, McREL, Ruby
Payne) reveals that communicating learning
  objectives o...
USING
STANDARDS
   AS
A TEACHING
   TOOL
C r e a t e a G r a p h ic
       O r g a n iz e r
If done by teacher, can be used by
students as preview prior to
teachin...
U n p a c k in g S t a n d a r d s
            w it h S t u d e n t s !
                          WORD WALLS
Students will...
SS-HS-1.1.1
   Students will compare and contrast
    (purposes, sources of power) various forms
    of government in the ...
S o c ia l S t u d ie s S t a n d a r d
 HS-SS-1.1.1     C o nc e p t Ma p
                       Forms of government



 ...
RD-05-3.0.9
Students will identify commonly used persuasive techniques
(bandwagon, emotional appeal, testimonial, expert o...
MA-04-4.1.3
Students will construct data displays (pictographs, bar graphs, line plots,
Venn diagrams, tables).
DOK 2
    ...
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Unpacking Standards

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Unpacking Standards

  1. 1. Unpacking the Standards HowDo I Know What to Teach and How to Teach It?
  2. 2. The Nature of Standards Standards indicators may contain one or more elements State Standard indicator indicator indicator element element element element element
  3. 3. Be able to K N O W and DO Knowledge (Declarative) Skills (Procedural) What we want What we want students to be able to students to know: do: Vocabulary Decoding, computation Definitions Communication skills- Concepts listening, speaking, writing Laws, Formulas Thinking skills – compare, Key facts infer, analyze Critical details Research – inquiry, Sequence timelines investigate Study Skills – notetaking Grant Wiggins, Jay McTighe, Understanding by Design, 2004 Group skills
  4. 4. Types of Memory Eric Jensen Uses language, text, Learn by doing, hands-on Associating what’s going words, symbols. experience. on with where you are. Word association. Movement, position, Revisiting initial learning Repetition, rhymes, posture, tastes, feeling, conditions, locations, time mnemonics states or aromas. and circumstances. High Low-Moderate Minimal Unlimited – chunking Unlimited Unlimited uses short/long term memory
  5. 5. Declarative and Procedural Knowledge Networks Kris Nei, 2000
  6. 6. U n p a c k in g S ta n d a rd s SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
  7. 7. U n p a c k in g Standard S t a n d a r dNouns (What Verbs (How s students will students are show what is required to know) required) SS-HS-1.1.1 Forms of Government: Students will compare and contrast (purposes, Compare Monarchy sources of power) various Democracy forms of government in Contrast Republic the world (e.g., monarchy, Evaluate Dictatorship democracy, republic, dictatorship) and evaluate Order how effective they have Security been in establishing Common goals order, providing security and accomplishing common goals.
  8. 8. U n p a c k in g y o u r s ta n d a rd … In pairs, select a Core Content standard Circle verbs Underline nouns Create a graphic organizer
  9. 9. Evaluation Synthesis Analysis A q u ic k lo o k a t Application Comprehension Bloom ! Knowledge Skill (Verb)
  10. 10. Bloom’s Taxonomy Knowledge: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Comprehension: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Application: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Analysis: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates Synthesis: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes Evaluation: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.
  11. 11. What about the… BIG Ideas Essential Questions
  12. 12. Communicating Standards Current research (Marzano, McREL, Ruby Payne) reveals that communicating learning objectives or goals clearly to students increases student achievement and motivation.
  13. 13. USING STANDARDS AS A TEACHING TOOL
  14. 14. C r e a t e a G r a p h ic O r g a n iz e r If done by teacher, can be used by students as preview prior to teaching. If done by students can be used as a word wall Using word walls or graphic organizers can provide conceptual frameworks as part of the content. Graphic organizers give students the ability to identify main concepts, assign specific labels to concepts, and sort relevant and non-relevant cues.
  15. 15. U n p a c k in g S t a n d a r d s w it h S t u d e n t s ! WORD WALLS Students will describe the migrations and settlements of various ethnic groups and explain their impact on the development of the region.
  16. 16. SS-HS-1.1.1 Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
  17. 17. S o c ia l S t u d ie s S t a n d a r d HS-SS-1.1.1 C o nc e p t Ma p Forms of government Monarchy Dictatorship Democracy Republic Evaluate effectiveness compare contrast Accomplishing Sources of Establishing Purposes Order Providing Common Goals Power Security
  18. 18. RD-05-3.0.9 Students will identify commonly used persuasive techniques (bandwagon, emotional appeal, testimonial, expert opinion) used in a passage. bandwagon Emotional appeal Persuasive Identify Techniques Testimonial I can explain what the bandwagon technique is. Expert Opinion I can identify the bandwagon persuasive technique in a reading passage. This means I can pick out places where the writer is using the bandwagon technique to convince the reader
  19. 19. MA-04-4.1.3 Students will construct data displays (pictographs, bar graphs, line plots, Venn diagrams, tables). DOK 2 Construct Data Displays tables pictographs Bar graphs Venn diagrams Line plots
  20. 20. Ready to unpack?
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