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Gps mod 7 v2.1


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Gps mod 7 v2.1

  1. 1. 1
  2. 2. Graduation Portfolio Modules 2 Modules Module 1 What is GPS? Module 2 What are Performance Outcomes? Module 3 How are Performance Outcomes Connected to Our Standards? Module 4 What kind of Instruction Supports our Work? Module 5 How do I Design Performance Tasks? Module 6 How do we Design Units that Support this Work? Module 7 What makes a High Quality Unit? Module 8 How do we give Meaningful Feedback to Students? Module 9 How do we connect this GPS work to our work across the network? Module 10 How do Students Manage the Process?
  3. 3. Unit Design Module 7 3
  4. 4. Objectives Participants will be able to answer: • How do we analyze an effective unit or task? 4
  5. 5. Introduction Discuss: • What would expect to see or hear happening in an effective unit focused on developing global competencies and college readiness? – What would kids be doing? – What would teachers be doing? – What kind of work would you expect to see? 5
  6. 6. Components of a Unit Design • Essential Understandings • Essential Questions • Strategies/Skills • Performance Outcomes • Other Outcomes • Assessments • Resources 6
  7. 7. 3 Ways to Give and Get Feedback 1. Task Design Checklist 2. Annotated Task 3. Tuning Protocol 7
  8. 8. Task Design Checklist 8
  9. 9. Annotated Tasks • An annotated task gives notes and feedback about how it was designed and where it might be improved • Annotating your own task can be useful once you have completed it so it can be improved next year 9
  10. 10. How to Annotate a Task or Unit • Some people like to use highlighter, sticky notes, or track changes on a Word document • There is no best way, but these steps help: 1. Identify why that was originally chosen 2. Identify how the students responded 3. Make a recommendation to keep, change, or remove the idea 10
  11. 11. My class needed some affirmation so this was a good focus ✪This focus on “story telling” lead to a lot of good discussions about gossiping and perspective Next year it will make sense to focus more on perspectives and then jump into the way our societies influence our perspectives, so we can think globally  ✪ ✪ ✪    Perspectives Sample of an Annotated Unit 11
  12. 12. Annotate a Task or Unit • Select a task or unit from your own experience • Pick a method for annotating the task, with colors, coding, sticky notes, etc. • Follow these easy steps: 1. Identify why that was originally chosen 2. Identify how the students responded 3. Make a recommendation to keep, change, or remove the idea 12
  13. 13. Feedback for Others • The Tuning Protocol provides a way to give warm and cool feedback to colleagues about their work • Rather than making direct suggestions or trying to “fix” a task or unit, the focus is on inquiry and probing feedback 13
  14. 14. Use the Tuning Protocol • Review the steps to the Tuning Protocol • Select a piece of work for the group to discuss • Using the protocol, have a facilitator lead the group to “tune” the work 14
  15. 15. Classroom Follow-up • How will we communicate these ideas to the student? – Advisory? – Content area courses? – Schoolwide? 15