This document provides training on backwards design and lesson planning using Florida State Standards. It explains the three stages of backwards design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. An example is provided walking through backwards design for a 5th grade math standard on graphing points. The goal is for teachers to understand how to design standards-based lessons with clear objectives and assessments. Implementing backwards design is intended to promote student understanding and ownership over their learning.
7th Grade Homeschool Curriculum - Seventh Grade Math - Best Homeschool Curric...<a>My Homeschool Texts</a>
The In Flight with Seventh Grade Math program offers a diverse approach for learning and affirming the material presented. The student is questioned and quizzed through exercise and Assessments, while also creatively challenged through writing and project assignments, on the practical nature of the mathematical principles.
Consistent with all Complete Curriculum texts, In Flight with Seventh Grade Math is dedicated to capturing the student’s immediate interest in each Lesson’s topic and focus by providing a thematically tied Engaging Question. Designed to be each Lesson’s opener, the Engaging Question will help the student be more receptive to acquiring the skill or principle being introduced or expanded.
If you are exploring a variety of Homeschool Curriculum's, such as ABC Mouse, Easy Peasy Homeschool or Ron Paul Homeschool, please check out this Complete Curriculum First. It is comprehensive, easy to understand, very sequential and a great deal!
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This paper examines the first year of a lesson study project and focuses on the individual and institutional affordances and constraints that affected the process of the lesson study cycle as well as the results of two cycles of lesson study from the perspectives of lesson study team members, affiliated engineering and physics faculty, and importantly, student learners. The context for the study is two gateway STEM courses taught at a large public university with a designation of Hispanic Serving and a student body of more than 50% minority and often bilingual students. The challenges associated with developing sustainable student learning focused pedagogical change is examined through a comparison of two newly formed lesson study groups, one focused on engineering coursework, the second focused on physics coursework.
These are the unpacking documents to better help you understand the expectations for 1st grade students under the Common Core State Standards for Math. The example problems are great.
7th Grade Homeschool Curriculum - Seventh Grade Math - Best Homeschool Curric...<a>My Homeschool Texts</a>
The In Flight with Seventh Grade Math program offers a diverse approach for learning and affirming the material presented. The student is questioned and quizzed through exercise and Assessments, while also creatively challenged through writing and project assignments, on the practical nature of the mathematical principles.
Consistent with all Complete Curriculum texts, In Flight with Seventh Grade Math is dedicated to capturing the student’s immediate interest in each Lesson’s topic and focus by providing a thematically tied Engaging Question. Designed to be each Lesson’s opener, the Engaging Question will help the student be more receptive to acquiring the skill or principle being introduced or expanded.
If you are exploring a variety of Homeschool Curriculum's, such as ABC Mouse, Easy Peasy Homeschool or Ron Paul Homeschool, please check out this Complete Curriculum First. It is comprehensive, easy to understand, very sequential and a great deal!
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This paper examines the first year of a lesson study project and focuses on the individual and institutional affordances and constraints that affected the process of the lesson study cycle as well as the results of two cycles of lesson study from the perspectives of lesson study team members, affiliated engineering and physics faculty, and importantly, student learners. The context for the study is two gateway STEM courses taught at a large public university with a designation of Hispanic Serving and a student body of more than 50% minority and often bilingual students. The challenges associated with developing sustainable student learning focused pedagogical change is examined through a comparison of two newly formed lesson study groups, one focused on engineering coursework, the second focused on physics coursework.
These are the unpacking documents to better help you understand the expectations for 1st grade students under the Common Core State Standards for Math. The example problems are great.
Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
3rd Grade Homeschool Curriculum - Third Grade Homeschool Math - Best Homescho...<a>My Homeschool Texts</a>
Voyages in Third Grade Math starts with a thorough review of the core K-2 Math concepts, offering a natural entry point for the beginning third grade Math student. Consistent in sequencing, and creative in presentation, each Lesson in this text is designed to engage the student in the material through actual everyday examples and prompts. The Lesson format ensures comprehensive coverage of daily material, but also accommodates the need and or desire to condense, supplement, or combine Lessons and Lesson content, as the class or the individual student may require. 180 lessons are provided.
If you are considering abc mouse, easy peasy homeschool curriculum, or Ron Paul, make sure to check out this Complete Curriculum digital text resource first, for your children.
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
3rd Grade Homeschool Curriculum - Third Grade Homeschool Math - Best Homescho...<a>My Homeschool Texts</a>
Voyages in Third Grade Math starts with a thorough review of the core K-2 Math concepts, offering a natural entry point for the beginning third grade Math student. Consistent in sequencing, and creative in presentation, each Lesson in this text is designed to engage the student in the material through actual everyday examples and prompts. The Lesson format ensures comprehensive coverage of daily material, but also accommodates the need and or desire to condense, supplement, or combine Lessons and Lesson content, as the class or the individual student may require. 180 lessons are provided.
If you are considering abc mouse, easy peasy homeschool curriculum, or Ron Paul, make sure to check out this Complete Curriculum digital text resource first, for your children.
Best Homeschool Curriculum and Cheap Homeschool Curriculum (Affordable)!
This is the Basic Education Curriculum developed by the Education Department as a guide for teachers handling the subject English. Included are the COMPETENCIES that the learners must acquire in the course of the session
In this math Common Core State Standards training, participants will learn to recognize the structure of the Common Core State Standards (CCSS) in Mathematics, identify the shifts represented in the CCSS and consider implications and implementation plans.
This document provides a flipped lesson plan created for a third grade class on the topic of area. The lesson plan includes the following objectives
• Find the area of a rectangle by counting tiles
• Apply multiplication equations to solve the area of a rectangle
• Explain in numbers, words, or sketches how they found the area of a rectangle
This lesson includes alignment of common core standards, materials (including on-line sites for support), discussion questions, activities, and assessments.
Need some ideas to assist in EOG preparation? We have everything you need, EOG remediation with a twist! Unit lap book preparation from beginning to end with visuals, foldables, organizers and content all spiraled together in one clear unified study guide. Come see what we have to offer, we promise you will not leave empty handed.
Presenter(s): Diana Dubisky, Broxie Pone and Maria Caras
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
Preparing K-5 Students for the Focus, Coherence and Rigor of the Common Core ...npsmath
This is the powerpoint presentation presented by Shelbi Cole, Director of Mathematics at Smarter Balanced. Please contact Jill Bessette, April Schultz or Jackie Walsh if you would like to meet for an overview or a PLC session on the contents.
Guided Response Respond to at least one classmate with objesseniasaddler
Guided Response:
Respond to at least one
classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range.
Are their objectives clear and measurable?
Do they identify specifically, what the STUDENT will be doing and how?
Are they aligned (related) to the given standard?
It is important to remember professionalism in your feedback. You are to give constructive feedback by giving the author a different lens with which to view their original ideas. Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom’s Taxonomy.
(I will attach my work to help you guys )
Laura Powell
Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective.
How would you differentiate between the two if attempting to explain it to somebody else?
Eample: According to Lea, K. (2013)
Standard:
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. (This is a Common Core mathematics standard for seventh grade.)
Objective:
Students will compute lengths and areas of a classroom to create a blueprint of the classroom indicating the scale used. When finished, students will write a "sales pitch" to a person explaining why their blueprint is accurate and should be purchased.
A standard is what is expected and a objective is what goals are trying to be accomplished or met. With standards we teach what is suppose to be taught out of that subject and their are certain things from the subject that students needs to know and learn in order to move on and the objective is how can the teacher get the student there? What are the goals?
what is the relationship between formative assessments during instruction and the standards and objectives of that lesson?
It is hard to teach when the teacher does not know what type of learner they are trying to teach. So the relationship between assessment is to teach the teacher what type of student or learner they have. Than the standard is implying what the lesson is asking out the students and what the student needs to know from that lesson to master and the objectives are goals and steps to help the student get there. All three are vital ingrredents to help get the student where he or she needs to be to pass or master the lesson.
Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and tandards
. Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective. Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos.
Kindergarten:
Correct ...
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. Objectives: The Teacher will be able to:
● Understand the format of the 2014-2015 academic plan
● Understand how to implement the newly designed
academic plan for the 2014-2015 school year
● Understand Standards-based instruction through the
backwards design
● Understand and develop different levels of the Depth of
Knowledge (D.O.K.) questioning
● Collaborate as a professional learning community to
evaluate standards and develop plans implementing the
backwards design.
4. CCSS vs. Florida State Standards
Florida has taken the Common Core State
Standards, made some changes, and they are
now called Florida State Standards.
Language Arts: Click on the following link to see an example the LAFS standards:
http://www.flstandards.org/sites/www/Uploads/G5_LanguageArts_Florida_Stan
dards.pdf
Math:Click on the following link to see an example of the MAFS standards:
http://www.flstandards.org/sites/www/Uploads/G5_Mathematics_Florida_Stand
ards.pdf
5. Theories behind Florida State
Standards
● Watch the following video:
https://www.youtube.com/watch?v=dY2mRM4i6tY
6. Theories behind Florida State
Standards continued…
● Florida state standards have a higher level of rigor than NGSSS.
● Students will be challenged to use higher-level thinking skills. They will be
expected to explain their thought processes rather than just choosing an
answer.
● The goal is for students to be better prepared for college and careers when
they graduate from high school.
7. Connecting all Content Areas
● Teach Science and Social Studies
within the the English Language Arts
block.
● Connect fictional text with non-fiction
concepts.
● Thematic Units
10. Implementation in PLCs/Grade levels or content area
teachers work together
● More professional minds are better than one.
● More accountability to carry out our goals and missions when working as a
team than as a stand alone teacher
● Open minded to trying new strategies and seeing new perspectives on
students in the classroom
● Transition our thinking from “these are my students” to “these are our
students.”
● Deeper look at the data as well as different perspectives as to what to do
with the data
● Increased student achievement
● Renew our passion for being in the classroom when there are a
collaboration of minds being problem-solvers.
11. Backwards Design
There are three stages within this process.
-Stage 1:Identify desired results.
-Stage 2:Determine acceptable evidence.
-Stage 3:Plan learning experiences and
instruction.
12. Backwards Design Stage 1
Desired Result
● See the end before planning the beginning.
● What do you want your students to be able
to do by the end of the unit/lesson?
● What will mastery of the standard, unit, or
lesson look like?
13. Backwards Design Stage 2
Evidence
● What resources or evidence will the teacher use to
show the mastery or end result?
● Collecting the data to show evidence of the end result.
● How do we do this? Through formative and summative
assessments.
14. Backwards Design Stage 3
Plan Learning Experiences and Instruction
During this stage learning activities must be planned.
Ensuring that activities are aligned with the goals or desired
results is key. However, it is important to focus on the
sequencing and effectiveness of the activities.
15. DOK Leveled Questioning and the
Backwards Design
● D.O.K.- Depth of Knowledge
● Different levels of complexity in questioning
● Four different levels
1. Recall
2. Basic application of concepts and skills
3. Strategic thinking and complex reasoning
4. Extended thinking and complex reasoning (Learning task)
Click on the following link to see the different complexity levels of the
standards.
http://www.flstandards.org/sites/www/Uploads/G5_LanguageArts_Florida_Stan
dards.pdf
17. Backwards Design at work
Subject Area: Math
Grade Level: 5
Domain: Geometry
Standard: MAFS.5.G.1.2
Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in
the context of the situation.
18. Backwards Design at work
Stage 1: Identify Desired Results
Goal - Students will be able to graph points on
the coordinate plane to solve real-world and
mathematical problems.(MAFS.5.G.1.2)
19. Backwards Design at work
Stage 2: Determine Acceptable Evidence
Performance Task:
Describe the Graph: In this lesson, students will review plotting points and labeling axes. Students generate a set of random points
all located within the first quadrant. Students will plot and connect the points, and then create a short story that could describe the
graph. Students must ensure that the graph is labeled correctly and that someone could recreate their graph from their story.
(Note: the “best” mathematical scenario is one in which a student can describe a reall-life situation in regards to their graph and
that it aligns with labels, minimum/maximums, and math values)
Other Evidence:
A. Foldable is labeled correctly with example points
B. Figures are graphed properly
C. HW: Graphing local temperatures with correct trends, interpretations of graph, and predictions.
20. Backwards Design at work
Stage 3: Plan Learning Experience and
Evidence
1.Determine learning targets.
MAFS.5.G.1.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the
lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of
numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one
axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of
the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MAFS.5.G.1.AP.1a: Locate the x- and y-axis on a coordinate plane.
MAFS.5.G.1.AP.1b: Locate points on a coordinate plane.
MAFS.5.G.1.AP.1c: Graph ordered pairs (coordinates).
*Unit Target- MAFS.5.G.1.2 Graph points on coordinate plane to solve real-world and mathematical problems.
21. Backwards Design at work
Stage 3: Plan Learning Experience and
Evidence
2.Determine learning activities that align with targets.
Coordinate Plane Foldable: The students will make a foldable on graph paper that labels all points of a coordinate
plane. It will include labeling and example coordinates with ordered pairs both teacher given and student created.
Graphing figures: Students will learn how to set up a coordinate plane on graph paper and will practice graphing
ordered pairs that make figures (ex: bugs bunny, daffy the duck, snoopy, bunny with balloons, etc.). There figures will
be compared to actual pictures to measure accuracy.
Cartesian Classroom: The classroom is set up as a Cartesian coordinate plane. Students will see what quadrants they
sit in and will be given ordered pairs with which they must determine their relative location.
“Design A Town” Coordinates: Students will plot ordered pairs in the first quadrant starting with simple shapes and
moving to complex shapes. THe end product will be using their plots to make a town.
22. Backwards Design at work
Stage 3: Plan Learning Experience and
Evidence
3.Determine learning activities that align with desired result.
Describe the Graph: In this lesson, students will review plotting points and labeling axes. Students generate a set of random points
all located within the first quadrant. Students will plot and connect the points, and then create a short story that could describe the
graph. Students must ensure that the graph is labeled correctly and that someone could recreate their graph from their story.
Chameleon Graphing: This resource illustrates vocabulary for the Cartesian Coordinate Plane and introduces students to finding
and plotting ordered pairs using a fly and chameleon. A glossary is included.
Dig That Grid!: In this lesson, students will use their knowledge of coordinates and coordinate pairs in a real life situation as they
become archaeologists excavating a dig site. They will measure their site, label the grids with correct coordinates and use
coordinate pairs to record the location of the artifacts they discover.
Graphing Local Temperatures as Continuous Data: In this lesson, students construct a graph using local daily temperatures to
demonstrate the ability to graph continuous data. Students graph and analyze temperature trends over the time of one month.
23. Your turn
With your PLC and unit of focus. Pick a standard to use for the purpose of
practicing the backwards design. Together complete the three stages to
develop a lesson(s).
The goal of this activity is to plan a lesson(s) that uses the backward design to
be implemented in your classroom.
24. The Intent
The intent of this training is to learn how to plan with purpose which leads to meaningful instruction.
This helps promote understanding from the teacher and the students. Teachers are more aware of the
acquired skills to look for as their students progress through lessons or units, while, students become
more aware of content in terms of what they are really learning and why.
By implementing this model teachers are able to truly breakdown content for themselves and their
students. If students understand what it is they have to learn and what is expected of them, they take
ownership. With this, the hope is to increase student retention which should in turn promote overall
student performance. If students are performing well based off of instruction and learning activities, the
teacher gains the knowledge of knowing that the instructional practices being used are working. In the
case that students are not performing to the standard, the teacher will need to go back and reteach
content with the intent to revise the lesson for future use.
25. Feedback
Before you leave, please fill out the survey and
share with us your thoughts on how beneficial
you think this training was in regard to planning
and promoting student performance.
26. Refrences
Introduction- The Logic of Backward Design. (2004). Retrieved from http://www.ascd.org/ascd/pdf/books/mctighe2004_intro.pdf
Language Arts Florida Standards (LAFS) Grade 5. (2014). Florida Standards College and Career Ready. Retrieved from
http://www.flstandards.org/sites/www/Uploads/G5_LanguageArts_Florida_Standards.pdf
MAFS.5.G.1.1 (2014). CPALMS. Stanards. Retrieved from http://www.cpalms.org/Public/PreviewStandard/Preview/5431
Mathematics Florida Standards (MAFS) Grade 5. (2014). Florida Standards College and Career Ready. Retrieved from
http://www.flstandards.org/sites/www/Uploads/G5_Mathematics_Florida_Standards.pdf
Tools and Resources for Teachers (2014). Florida Standards College and Career Ready
http://www.flstandards.org/resources/teachers.aspx
Why We need Common Core. (2012). Retrieved from:https://www.youtube.com/watch?v=dY2mRM4i6tY