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Lesson Planning and TEKS.pdf
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- 2. 2 Waste of Time? Whatdo you waste your time on when you’re lesson planning?
- 3. 1. WHAT is backwards design? Andhow is it different from what teachers have been doing?
- 4. Traditional Lesson Planning 4 Step 1 Identifya topic or chunk of content that needs to be covered. Step 2 Plan a sequence of lessons to teach that content. Step 3 Teach the lessons. Step 4 Create and give a test to measure the learning that should have taken place in those lessons.
- 5. Then teachers got smarter. 5 1989 Stephen Covey The 7 Habits of Highly Effective People Habit#2: Keeping the End in M ind. 1998 W iggins & M cTighe Understanding by Design Backw ard Planning & Design
- 6. Backward Planning & Design 6 Step1 Identify desired results What should students know and be able to do by the end of the learning cycle? Step 2 Determine acceptable evidence of learning Create an assessment to measure learning to level of cognition required. Step 3 Plan learning experiences Make lesson plans that will prepare students to successfully complete the assessment. Step 4 Teach the lessons, paying close attention to student understanding and transfer of learning.
- 7. Is the focuson teaching or learning in this design process?
- 8. 2. WHY do teachersuse backwards design? Assessment time! Come on, you know this.
- 9. What is problematicabout traditional lesson planning? 9 Likely to include activities with questionable value Lack of durable, transferable learning Poor student engagement because they don’t see the point Wasted time Missed standards Variation in student outcomes across teachers in same grade / course
- 10. What improves ifteachers use backwards planning and design? 10 Activities produce expected outcomes Learning is transferable and durable Student engagement because they are practicing the level of the verb Time on task matches district / state pacing All standards taught by EOY Alignment in student outcomes across teachers in same grade / course
- 11. 3. HOW do youplan with the end in mind? Don’t worry. That’s why we hired Instructional Coaches.
- 12. Backward Planning Process 12 Know them. Break themdown. Unpack them. TEKS Show enthusiasm. Listen to their learning. Make adjustments as necessary. Teach Create tests that cover the material to the level of the verb in the TEK. How will students demonstrate what they know and can do? Assessments Plan engaging learning experiences. Focus on student learning, not teaching. What learning experiences are needed to equip students with K/S? Lesson Plan Identify them. Follow the designated scope and sequence. What should students know & be able to do at the end of this lesson cycle? Learning Objectives
- 13. 13 Collaborate “Great discoveries and improvementsinvariably involve the cooperation of many minds.” Alexander Graham Bell
- 14. 5. TEKS in anutshell Start from the beginning.
- 15. Fist to 5: Levelof Understanding 15 5 Through professional dialogue, teachers continually articulate current TEKS, their structure, and differentiate between cognitive and content expectations. 4 Teachers are aware of TEKS and their structure. They routinely collaborate regarding the standards and come somewhat differentiate between cognitive and content expectations. 3 Teachers are aware of TEKS and their structure, but there is minimal evidence of teacher collaboration regarding the standards. 1 Teachers lack awareness of TEKS. They trust instructional resources to address state standards at the appropriate cognitive and process expectations. 2 Teachers are aware of TEKS, but lack a thorough understanding of their structure. Teachers determine the meaning of the TEKS by themselves. PLC
- 16. Introduction TEKS Terms 16 Describe ordefine each word. Tough, huh? Supporting Standard Knowledge & Skills Statement Readiness Standard Strand Process Standard Student Expectation Cognitive Expectation Content Expectation
- 17. TEKS Structure 17 STRAND Broad categories Onlyin TEKS for RLA, Math, Science, Social Studies, and ELPS 2 INTRODUCTION Brief overview of fundamental concepts & real-world applications 1 STUDENT EXPECTATION: Specific Verb WHAT the student is expected to do to demonstrate understanding of the K/S NEVER separate from the K/S 4 KNOWLEDGE & SKILLS STATEMENT: Big Idea Broad concepts or skills to learn NEVER separate from the SEs 3
- 18. Example: Grade 4Math 18
- 19. 3 Types ofStandards (TEKS) 19 60% READINESS Green grows learners. 60% of STAAR questions 35% SUPPORTING Put a little light on it. 35% of STAAR questions PROCESS Blue flows through everything we do. Fluid Colors based on Lead4ward docs.
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- 21. Readiness Standards 21 Require in-depth instruction Broadtopics that go deep Support college & career readiness Important for preparedness for the next grade / course Essential for success in the current grade level Will be on STAAR every year, so they need to be mastered
- 22. Supporting Standards 22 Address more narrowly-defined ideas Playa role in preparing student for the next grade / course, but not a central role Although reinforced in the current year, they may be emphasized in a previous year Although introduced in the current year, they may be emphasized in a later year Foundational to students mastering the readiness standards
- 23. Process Standards 23 Should be incorporated whenpossible to increase depth & complexity of content Will not be mastered, because they are worked on every year Describe ways students are expected to engage with the content Math, Science, Social Studies
- 24. 24 Expectations: Cognitive vs. Content ➔ Skill studentsare expected to perform in order to meet the standard ➔ Determined by the verbs used in both the K/S statements and SEs = Rigor ➔ Knowledge students must demonstrate understanding at the appropriate cognitive level in order to meet the standard ➔ Determined by the nouns in the SEs COGNITIVE CONTENT
- 25. 5. TEKS Breakdown Sooooooooooo muchto unpack.
- 26. 26 You must understand yourTEKS the way TEA wants you to. Texas Gateway TEKS Guide TEA Learn Math forAll Literacy forAll Click on links.
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- 36. 36 Did you know? 50%of what is in textbooks is not aligned with TEKS due to: ▫ Content ▫ Context ▫ Cognition
- 37. Content ▫ WHAT willbe assessed ▫ Noun modified by the verb in the SE Context ▫ HOW it will be assessed ▫ Details of the SE 37 Cognition ▫ The LEVEL to which it will be assessed ▫ Verb of the SE ▫ Rigor Margaret Kilgo: All TEKS have the 3 Cs. Confused by a word in the TEKS? Look it up in the dictionary!
- 38. 38 Don’t forget! 1. INCLUDING Mustbe mastered, because it will be tested 2. SUCH AS Just an example You may add others, but the ones listed are essential
- 39. 39 We can dothis! Questions? Comments? Profound statements? Rachel Bounds @EduBeautiful
- 40. 40 Credits Special thanks toall the people who made and released these awesome resources for free: ▫ Presentation template by SlidesCarnival ▫ Photographs by Unsplash ▫ Some photos royalty free from Google Photos