PLAN 2a :  The “WHAT” and the “WHY” of Daily-Vision Setting
Do Now <ul><ul><li>Bottom Line of Today’s Vision-Setting Sequence :  </li></ul></ul><ul><ul><li>VISION PRECEDES ACTION </l...
Prior Knowledge
Sequence of 3 Linked Sessions on Vision-Setting <ul><li>Objective :  Corps members will write a daily lesson vision that w...
PLAN 2a :  Objectives & Agenda <ul><ul><li>Session Specific Objectives: </li></ul></ul><ul><ul><li>Corps members will : </...
Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it imp...
What Are The Components of a Daily Lesson Vision?  <ul><ul><li>Handout 1  (pg 71-73):  The “WHAT?” and the “WHY?” of Daily...
Objectives Drive Lesson Visions
Ms. Elder’s Example  <ul><ul><li>Objective :  SWBAT revise their own writing by adding details. </li></ul></ul><ul><ul><li...
Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it imp...
Key Points :  What Are They?  Why Are They Important? <ul><ul><li>Key points list out the  knowledge and skills  students ...
Key Points :  How Do We Know If They’re Good? <ul><ul><li>Accurate :   Is this the “right stuff?”  Do I know the  what (co...
Key Points Analysis :  Appropriate <ul><ul><li>Handout 3  (pg 75):  Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing ...
Key Points Analysis :  Accurate <ul><ul><li>Handout 3 :  Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </li></ul><...
Key Points Analysis :  Logically Sequenced <ul><ul><li>Handout 3 :  Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing ...
Key Points Analysis :  Student-Friendly <ul><ul><li>Handout 3 :  Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </l...
Check for Understanding :  Key Points <ul><li>How will Ms. Elder’s strong key points help her accomplish each of these  </...
Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it imp...
Daily Lesson Assessment :  What Is It?  Why Is It Important? <ul><ul><li>Daily lesson assessments are  how we determine wh...
Daily Lesson Assessment :  Formative vs. Summative Data  <ul><ul><li>WHEN do we give formative assessments? </li></ul></ul...
Daily Lesson Assessment :  How Do We Know If It’s Good? <ul><ul><li>Aligned :   Does the assessment  test the knowledge an...
Daily Lesson Assessment Analysis :  Reliable <ul><ul><li>Handout 4  (pg 76):  Ms. Elder’s Exemplar Daily Lesson Assessment...
Daily Lesson Assessment Analysis :  Rigorous <ul><ul><li>Handout 4 :  Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd ...
Daily Lesson Assessment Analysis :  Aligned <ul><ul><li>Handout 4 :  Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -...
Daily Lesson Assessment Analysis :  Scaffolded <ul><ul><li>Handout 4 :  Ms. Elder’s Exemplar Daily Lesson Assessment – 2 n...
Check for Understanding :  Daily Lesson Assessment <ul><li>How will Ms. Elder’s strong daily lesson assessment help her ac...
Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it imp...
Exemplar Student Response :  What Is It?  Why Is It Important? <ul><ul><li>What is it? </li></ul></ul><ul><ul><li>An exemp...
Exemplar Student Response :  How Do We Know If It’s Good? <ul><ul><li>We ask ourselves: </li></ul></ul><ul><ul><li>Does th...
Exemplar Student Response :  Analysis  <ul><li>Does this represent the type of work Ms. Elder’s students need to do to: </...
Session Agenda Area of Focus Opening & Do Now Overview of Daily Lesson Visions  Key Points Lesson Assessment Exemplar Stud...
Summary :  The “WHAT?” and the “WHY?” <ul><ul><li>Handout 1 :  The “WHAT?” and the “WHY?” of Daily Vision-Setting </li></u...
Self-Evaluation <ul><li>The “GOT IT!” question :  </li></ul><ul><ul><li>What do I  completely understand  from this sessio...
Moving on to PLAN 2b <ul><li>Focus </li></ul><ul><li>on the </li></ul><ul><li>HOW </li></ul>
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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

  1. 1. PLAN 2a : The “WHAT” and the “WHY” of Daily-Vision Setting
  2. 2. Do Now <ul><ul><li>Bottom Line of Today’s Vision-Setting Sequence : </li></ul></ul><ul><ul><li>VISION PRECEDES ACTION </li></ul></ul><ul><ul><li>Your Task: </li></ul></ul><ul><ul><li>Write a non-teaching example that supports the statement: “Vision Precedes Action” </li></ul></ul><ul><ul><li>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!” </li></ul></ul>
  3. 3. Prior Knowledge
  4. 4. 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. </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>
  5. 5. PLAN 2a : Objectives & Agenda <ul><ul><li>Session Specific Objectives: </li></ul></ul><ul><ul><li>Corps members will : </li></ul></ul><ul><ul><li>Describe each component of a daily lesson vision and explain why it is important. </li></ul></ul><ul><ul><li>Use criteria to analyze each part of a completed daily lesson vision. </li></ul></ul>
  6. 6. Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it important? </li></ul></ul><ul><ul><li>What makes it strong? </li></ul></ul>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
  7. 7. What Are The Components of a Daily Lesson Vision? <ul><ul><li>Handout 1 (pg 71-73): The “WHAT?” and the “WHY?” of Daily Vision-Setting </li></ul></ul>
  8. 8. Objectives Drive Lesson Visions
  9. 9. Ms. Elder’s Example <ul><ul><li>Objective : SWBAT revise their own writing by adding details. </li></ul></ul><ul><ul><li>Handout 2 (pg 74): Ms. Elder’s Objective & Key </li></ul></ul><ul><li>Ms. Elder considered how her students would ultimately be held accountable for this objective: </li></ul><ul><ul><li>Takeaway #1 : Students will ultimately be held accountable for mastering this objective using a district-wide rubric. </li></ul></ul><ul><li>Ms. Elder utilized Bloom’s Taxonomy to analyze the verb: </li></ul><ul><ul><li>Takeaway #2 : This objective indicates a higher-level skill – students need to use judgment and critical thinking to apply this new content. </li></ul></ul><ul><li>Ms. Elder has explored the state standard for 2 nd grade writing: </li></ul><ul><ul><li>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). </li></ul></ul>
  10. 10. Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it important? </li></ul></ul><ul><ul><li>What makes it strong? </li></ul></ul>Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  11. 11. Key Points : What Are They? Why Are They Important? <ul><ul><li>Key points list out the knowledge and skills students need to master an objective. </li></ul></ul><ul><ul><li>Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </li></ul></ul><ul><ul><li>The right key points will drive us to : </li></ul></ul><ul><ul><ul><li>Avoid activity-driven planning </li></ul></ul></ul><ul><ul><ul><li>Break down new content in a comprehensible way </li></ul></ul></ul><ul><ul><ul><ul><li>“ bite-sized” learning </li></ul></ul></ul></ul><ul><ul><ul><li>Teach the right stuff </li></ul></ul></ul>
  12. 12. Key Points : How Do We Know If They’re Good? <ul><ul><li>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)? </li></ul></ul><ul><ul><li>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? </li></ul></ul><ul><ul><li>Logically Sequenced : Are they in the right order to build student mastery? </li></ul></ul><ul><ul><li>Student-Friendly : Will these words mean something to my students? </li></ul></ul>
  13. 13. Key Points Analysis : Appropriate <ul><ul><li>Handout 3 (pg 75): Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </li></ul></ul><ul><li>Level of Rigor : Objective indicates students should apply new skill to their own writing – these key points lead to that </li></ul><ul><ul><li>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) </li></ul></ul><ul><ul><li>Would be too hard if students were given more sub-questions </li></ul></ul>Number : Seems like a reasonable number for a 65-minute block; no superfluous key points unconnected to the objective
  14. 14. Key Points Analysis : Accurate <ul><ul><li>Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </li></ul></ul>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
  15. 15. Key Points Analysis : Logically Sequenced <ul><ul><li>Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </li></ul></ul><ul><li>Right Order : </li></ul><ul><ul><li>WHY key point is appropriate starting point – invests students in lesson </li></ul></ul><ul><ul><li>WHAT key points are necessary pre-cursor to the HOW </li></ul></ul>
  16. 16. Key Points Analysis : Student-Friendly <ul><ul><li>Handout 3 : Ms. Elder’s Exemplar Key Points – 2 nd -Grade Writing </li></ul></ul><ul><li>Meaningful to Students : Should make sense to 2nd-graders because: </li></ul><ul><ul><li>Primary unfamiliar vocabulary is clearly defined (detail). </li></ul></ul><ul><ul><li>Phrase “build a picture” will make sense to young writers. </li></ul></ul><ul><ul><li>Questions students should ask themselves are simple, clear, and few-in-number. </li></ul></ul>
  17. 17. Check for Understanding : Key Points <ul><li>How will Ms. Elder’s strong key points help her accomplish each of these </li></ul><ul><li>three purposes of key points? </li></ul><ul><li>Avoid activity-driven planning </li></ul><ul><li>Break down new content in a way our students will understand </li></ul><ul><li>Tell us what to teach in a very specific way </li></ul>
  18. 18. Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it important? </li></ul></ul><ul><ul><li>What makes it strong? </li></ul></ul>Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  19. 19. Daily Lesson Assessment : What Is It? Why Is It Important? <ul><ul><li>Daily lesson assessments are how we determine whether our students have mastered the objective – or have made progress toward mastery – on a daily basis. </li></ul></ul><ul><ul><li>Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing </li></ul></ul><ul><ul><li>A strong daily lesson assessment will drive us to : </li></ul></ul><ul><ul><ul><li>Avoid activity-driven planning (and plan methods that drive toward concrete student outcomes) </li></ul></ul></ul><ul><ul><ul><li>Use data to select appropriate next steps for individual students and sub-groups </li></ul></ul></ul>
  20. 20. Daily Lesson Assessment : Formative vs. Summative Data <ul><ul><li>WHEN do we give formative assessments? </li></ul></ul><ul><ul><li>WHAT does a formative assessment look like? </li></ul></ul><ul><ul><li>WHY do we give formative assessments? </li></ul></ul><ul><li>Throughout and/or near the end of a single lesson cycle focused on a single objective </li></ul><ul><li>Quiz, exit ticket, response to oral questions, draft-in-progress, completion of practice task, anecdotal notes on center work, etc. </li></ul><ul><li>To gauge student progress toward mastery of a single objective </li></ul><ul><li>To help us make small-scale instructional decisions </li></ul><ul><ul><li>Summative Assessment : Formal data at the end of a series of </li></ul></ul><ul><ul><li>connected lessons on different objectives, or at the end of a set period </li></ul></ul><ul><ul><li>of time; helps make large-scale instructional decisions </li></ul></ul>
  21. 21. Daily Lesson Assessment : How Do We Know If It’s Good? <ul><ul><li>Aligned : Does the assessment test the knowledge and skills required by the objective and nothing else? </li></ul></ul><ul><ul><li>Rigorous : Are students demonstrating mastery at the same level of complexity as they will have to demonstrate on the final assessment? </li></ul></ul><ul><ul><li>Scaffolded : Do we know where student learning broke down ? </li></ul></ul><ul><ul><li>Reliable : Do students have multiple opportunities to demonstrate true mastery ? </li></ul></ul>
  22. 22. Daily Lesson Assessment Analysis : Reliable <ul><ul><li>Handout 4 (pg 76): Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing </li></ul></ul><ul><li>Multiple Opportunities : </li></ul><ul><ul><li>In Guided Practice: students informally demonstrate they are on the road to mastery by adding details to example writing </li></ul></ul><ul><ul><li>In Independent Practice: students formally demonstrate mastery by adding details to their own writing </li></ul></ul><ul><ul><li>Checklist indicates students are prompted to add four different details to drafts </li></ul></ul><ul><li>True Mastery : The formal assessment allows Ms. Elder to see all of the following: </li></ul><ul><ul><li>That students understand what a detail should do </li></ul></ul><ul><ul><li>That students know appropriate places to insert details </li></ul></ul><ul><ul><li>That students can add details that accomplish a specific purpose </li></ul></ul>
  23. 23. Daily Lesson Assessment Analysis : Rigorous <ul><ul><li>Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing </li></ul></ul><ul><li>Complexity : </li></ul><ul><li>Final assessment for this skill is writing that measures up to at least the “Accomplished” bar of the rubric </li></ul><ul><li>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 </li></ul><ul><ul><ul><li>Accomplished : Key related words and ideas used as details with meaning </li></ul></ul></ul><ul><ul><ul><li>- Exemplary : Key related words and ideas used correctly as details with meaning; defined for reader; interesting choices of words </li></ul></ul></ul>
  24. 24. Daily Lesson Assessment Analysis : Aligned <ul><ul><li>Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing </li></ul></ul>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.
  25. 25. Daily Lesson Assessment Analysis : Scaffolded <ul><ul><li>Handout 4 : Ms. Elder’s Exemplar Daily Lesson Assessment – 2 nd -Gr. Writing </li></ul></ul><ul><li>Identify Learning Breakdown : Both informal and formal assessments give clues as to where student learning might break down: </li></ul><ul><ul><li>Informally observing and tracking during Guided Practice shows which students are struggling early in the lesson </li></ul></ul><ul><ul><li>Asking specific questions during Independent Practice will double-check that students are practicing the right things in the right way </li></ul></ul><ul><ul><li>Formal checklist will show if there is a particular aspect of adding details that students find challenging </li></ul></ul><ul><ul><li>Self-evaluation will show students have mastered something a step beyond the mere mechanics of the objective </li></ul></ul>
  26. 26. Check for Understanding : Daily Lesson Assessment <ul><li>How will Ms. Elder’s strong daily lesson assessment help her accomplish </li></ul><ul><li>each of these two purposes of lesson assessments? </li></ul><ul><ul><ul><li>Avoid activity-driven planning </li></ul></ul></ul><ul><ul><ul><li>Provide formative data </li></ul></ul></ul>
  27. 27. Session Agenda <ul><li>Subsections will Answer: </li></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it important? </li></ul></ul><ul><ul><li>What makes it strong? </li></ul></ul>Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  28. 28. Exemplar Student Response : What Is It? Why Is It Important? <ul><ul><li>What is it? </li></ul></ul><ul><ul><li>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 . </li></ul></ul><ul><ul><li>Handout 5 (pg 78): Ms. Elder’s Exemplar Student Response – 2 nd -Gr. Writing </li></ul></ul><ul><ul><li>Your Task: </li></ul></ul><ul><ul><li>Read Exemplar Student Response </li></ul></ul><ul><ul><li>Why is it important? </li></ul></ul><ul><ul><li>The exemplar student response will drive us to : </li></ul></ul><ul><ul><ul><li>Clarify exactly what our students will understand and be able to do at the end of a lesson </li></ul></ul></ul><ul><ul><ul><li>Check if our ideas are as strong in practice as they are in theory </li></ul></ul></ul>
  29. 29. Exemplar Student Response : How Do We Know If It’s Good? <ul><ul><li>We ask ourselves: </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 objective at the level indicated by rigorous exemplar assessments? </li></ul></ul><ul><ul><li>Build a deeper understanding of the big ideas of my content area? </li></ul></ul><ul><ul><li>If “yes” to the above: </li></ul></ul><ul><ul><li>Will my key points drive students to this kind of work? </li></ul></ul>
  30. 30. Exemplar Student Response : Analysis <ul><li>Does this represent the type of work Ms. Elder’s students need to do to: </li></ul><ul><ul><li>Build a deeper understanding of the big ideas of my content area? </li></ul></ul>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 <ul><ul><li>Demonstrate mastery of the daily objective at the level indicated by a rigorous exemplar assessment? </li></ul></ul>Will my key points drive students to this kind of work? <ul><li>Johnquetta’s Draft #3 is clearer and more interesting – this links to the big idea. </li></ul><ul><li>Johnquetta is likely to retain the process for how she did this because she is applying the process to her own work </li></ul><ul><li>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 </li></ul><ul><li>KP #1 : Links to oral questions and to self-evaluation </li></ul><ul><li>KP #2 : Links to oral questions and establishes foundation for adding details </li></ul><ul><li>KP #3 : Links to revision of draft essay </li></ul>
  31. 31. Session Agenda Area of Focus Opening & Do Now Overview of Daily Lesson Visions Key Points Lesson Assessment Exemplar Student Response Closing
  32. 32. Summary : The “WHAT?” and the “WHY?” <ul><ul><li>Handout 1 : The “WHAT?” and the “WHY?” of Daily Vision-Setting </li></ul></ul><ul><ul><li>3 Components to Objective-Driven Daily Lesson Visions: </li></ul></ul><ul><ul><ul><li>Key Points </li></ul></ul></ul><ul><ul><ul><li>Daily Lesson Assessment </li></ul></ul></ul><ul><ul><ul><li>Exemplar Student Response </li></ul></ul></ul><ul><ul><li>What is it? </li></ul></ul><ul><ul><li>Why is it important? </li></ul></ul><ul><ul><li>How do we know if it’s good? </li></ul></ul>
  33. 33. Self-Evaluation <ul><li>The “GOT IT!” question : </li></ul><ul><ul><li>What do I completely understand from this session? </li></ul></ul><ul><li>The “HUH?” question : </li></ul><ul><ul><li>What am I utterly confused about from this session? </li></ul></ul>
  34. 34. Moving on to PLAN 2b <ul><li>Focus </li></ul><ul><li>on the </li></ul><ul><li>HOW </li></ul>

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