Essential Common Outcomes of the  Course and/or  Unit of Study
ESSENTIAL OUTCOMES
Clarifying What Students Must Learn. . . <ul><li>Collaborative study of essential learning promotes clarity. </li></ul><ul...
What is Essential? <ul><li>Given the limited time you have with students…you can’t do it all…you must choose the essential...
Saving Time <ul><li>“In addition to providing time for instruction and effective collaboration, leaders must also conserve...
<ul><li>All standards must be taught… </li></ul><ul><li>Which ones are crucial for student success? </li></ul><ul><li>Whic...
Criteria for Identifying Essential Common Outcomes <ul><li>Separating essential from the peripheral </li></ul><ul><li>Endu...
Deconstructing  Essential Outcomes <ul><li>What are the  prerequisite  knowledge and skills students need to have in order...
<ul><li>Determining what is most essential… </li></ul>“ Enduring” understanding Important to  know and do Worth being fami...
<ul><li>“ Common pacing is a prerequisite for common formative assessments, which are some of the most powerful tools for ...
Mapping Units of Study <ul><li>Determine essential outcomes for your students, by the end of unit/course/grade. </li></ul>...
Planning <ul><li>Discuss with your coaching team where your school is in the process of identifying essential outcomes. </...
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Essential Common Outcomes 18th Gen 08

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Essential Common Outcomes 18th Gen 08

  1. 1. Essential Common Outcomes of the Course and/or Unit of Study
  2. 2. ESSENTIAL OUTCOMES
  3. 3. Clarifying What Students Must Learn. . . <ul><li>Collaborative study of essential learning promotes clarity. </li></ul><ul><li>Collaborative study of essential learning promotes consistent priorities. </li></ul><ul><li>Collaborative study of essential learning is crucial to the common pacing required for formative assessments. </li></ul><ul><li>Collaborative study of essential learning can help establish a curriculum that is viable. </li></ul><ul><li>Collaborative study of essential learning creates ownership of the curriculum among those who are called upon to teach it. </li></ul>
  4. 4. What is Essential? <ul><li>Given the limited time you have with students…you can’t do it all…you must choose the essential. </li></ul><ul><li>What knowledge and skills must I impart to my students this year so that they will enter next year’s class with confidence and a readiness for success? </li></ul>
  5. 5. Saving Time <ul><li>“In addition to providing time for instruction and effective collaboration, leaders must also conserve the time of classroom teachers by helping them focus on those academic content standards that are most important.” </li></ul><ul><li>Doug Reeves,2006 p.105 </li></ul>
  6. 6. <ul><li>All standards must be taught… </li></ul><ul><li>Which ones are crucial for student success? </li></ul><ul><li>Which other ones can be given less emphasis – taught and assessed as they relate to the concepts and skills within other essential outcomes? </li></ul><ul><li>Think about essential outcomes as </li></ul><ul><li>a prioritized subset of state standards. </li></ul>
  7. 7. Criteria for Identifying Essential Common Outcomes <ul><li>Separating essential from the peripheral </li></ul><ul><li>Endurance – are students expected to retain the skills/knowledge long after the text is completed? </li></ul><ul><li>Leverage – is this skill/knowledge applicable to many academic disciplines? </li></ul><ul><li>Readiness/Prerequisite – is this skill / knowledge preparing the student for success in the next grade/course? </li></ul>
  8. 8. Deconstructing Essential Outcomes <ul><li>What are the prerequisite knowledge and skills students need to have in order to demonstrate successful learning? </li></ul><ul><li>What are the knowledge and reasoning skills students need to have in order to demonstrate successful learning? </li></ul><ul><li>Are students able to articulate the desired learner objective? </li></ul>
  9. 9. <ul><li>Determining what is most essential… </li></ul>“ Enduring” understanding Important to know and do Worth being familiar with Created by Barbara St. Clair, MAP Facilitator, 2006
  10. 10. <ul><li>“ Common pacing is a prerequisite for common formative assessments, which are some of the most powerful tools for improvement available to a school.” </li></ul><ul><li>DuFour, DuFour, Eaker, Many. 2006 </li></ul>
  11. 11. Mapping Units of Study <ul><li>Determine essential outcomes for your students, by the end of unit/course/grade. </li></ul><ul><ul><li>GLES; state/national standards; and other resources </li></ul></ul><ul><ul><li>Habits and attitude </li></ul></ul><ul><li>Identify instructional structures to support goals. </li></ul><ul><ul><li>Whole group/small group/partnerships </li></ul></ul><ul><ul><li>Scaffolding support </li></ul></ul><ul><li>Explore broad units of study. </li></ul><ul><ul><li>Prerequisite knowledge and skills needed to achieve goals </li></ul></ul><ul><li>Develop a ‘working’ curriculum map. </li></ul><ul><ul><li>Monthly goals </li></ul></ul><ul><ul><li>Teaching focuses </li></ul></ul><ul><li>Design an individual teaching plan. </li></ul><ul><ul><li>Daily lessons </li></ul></ul><ul><ul><li>Resources needed </li></ul></ul>
  12. 12. Planning <ul><li>Discuss with your coaching team where your school is in the process of identifying essential outcomes. </li></ul><ul><li>What is your next step(s) to have an instructional focus on essential outcomes? </li></ul><ul><li>Keep in mind that this might be a district issue that needs to be addressed at the district level. </li></ul>

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