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Unpacking Standards

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  • 1. Unpacking the Standards HowDo I Know What to Teach and How to Teach It?
  • 2. The Nature of Standards Standards indicators may contain one or more elements State Standard indicator indicator indicator element element element element element
  • 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. 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. Declarative and Procedural Knowledge Networks Kris Nei, 2000
  • 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. 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. 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. Evaluation Synthesis Analysis A q u ic k lo o k a t Application Comprehension Bloom ! Knowledge Skill (Verb)
  • 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. What about the… BIG Ideas Essential Questions
  • 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. USING STANDARDS AS A TEACHING TOOL
  • 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. 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. 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. 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. 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. 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. Ready to unpack?