This document discusses teaching and learning standards. It begins with an anecdote from a professor who realized his students were memorizing rather than understanding. It then outlines the agenda, which includes discussing teaching and learning standards, higher order thinking, and analyzing teaching videos. The learning target is to evaluate the four standards of teaching and learning. These standards are then defined as higher order thinking, deep knowledge, substantive conversation, and connections to real world. A graphic organizer is created to explain each standard. The document concludes by explaining why teaching and learning standards are important through discussing rigor and relevance frameworks.

1. TEACHING AND
LEARNING STANDARDS
Laura Chambless
St. Clair RESA Consultant
www.protopage.com/lchambless

2. Agenda
 Opening discussion
 Teaching & Learning Standards
 Using Higher Order Thinking verbs and
questions
 Watch teaching videos to find the Teaching &
Learning Standards
 Why are this so important?

3. Eric Mazur: Professor of
Physics and Applied Physics
at Harvard University
“ I thought I was a good teacher until I
discovered my students were just
memorizing information rather than
learning to understand the material. Who
was to blame? The students? The material?
The teacher?”
What is the reason for your students not doing well? Vote

4. Learning Target
 Evaluate the four standards of
Teaching and Learning and reflect
how you are using them in your
classroom.

5. Four Standards for Authentic
Teaching and Learning
 What are they?
 Where to find them?
 Intent of standards?
 Why we need them?

6. Make a Graphic Organizer
 Make foldable –
 Title: Teaching & Learning Standards
 Label each corner




Higher Order Thinking
Deep Knowledge
Substantive Conversation
Connections to Real World
 Read: Four Standards for Authentic Teaching and
Learning – handout by COOR ISD
 Find:
 3 points of information about each standard
 3 examples of student using each standard

7. Hold a Debate- Defend Your
Standard
Finishing Question: (write on back of foldable)
Which standard is the most important? Why
Discuss in small groups
each person reads and defends answer with
evidence

8. How does the 4 standards
change our teaching and
student learning?

9. Analyzing MDE Videos
 Visit Laura’s Protopage
 http://www.michigan.gov/mde/0,4615,7-140-
5235_53792-219150--,00.html
 Pick Partner and watch same video
 Pick a video according to your grade level.
 Listen to video
 Look at the lesson plan
 Discuss PD questions with a partner

10. Analyzing 3 Ways Video
 Engaging Students in Direct Instruction:
https://www.teachingchannel.org/videos/dire
ct-instruction-lesson-tips
 Watch video and take notes on the four
Teaching and Learning Standards.
 After video, make a generalization about the
four standards.

11. Small Group Discussion about
Video
 Form groups of 3 and compare answers
 Add other peoples answers to your page when
needed
 Come up with a group consensus for the
generalization
 Share consensus with another group

12. Why are Teaching and
Learning Standards Important

13. Rigor/Relevance Framework
C
R
I
G
O
R
High
A
Low
Students reflect
on the potential use
of the new
information as
a solution
Students seek
information to
answer question or
solve problem
D
Students apply the
information learned
to answer the
question or to solve
the problem
the
B Students testthe
relevancy of
Low
RELEVANCE
information as it relates
to the
question or problem
High

15. Rigor/Relevance Framework
C
R
I
G
O
R
High
Rigor
Critical Thinking
A
Low
D
Motivation
Creativity – Innovation
Problem Solving
B
Acquisition of
knowledge / skills
Low
RELEVANCE
Relevancy
Validation
High

16. Rigor/Relevance Framework
C
R
I
G
O
R
High
Student
Thinks
Student Thinks
and Works
B
A
Low
D
Teacher
Works
Low
RELEVANCE
Student
Works
High

17. RIGOR MEANS
FRAMING
LESSONS AT THE
HIGH END OF THE
KNOWLEDGE
TAXONOMY
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE

18. Rigorous Lessons ask Students to:
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
CREATE
PRIORITIZE
SCRUTINIZE
DECIDE

19. RELEVANCE
IS THE PURPOSE OF THE LEARNING
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE

20. A Relevant Lesson asks Students to:
USE THEIR KNOWLEDGE
TO TACKLE REAL-WORLD
PROBLEMS THAT HAVE
MORE THAN ONE SOLUTION

21. Eric Mazur
 “ I thought I was a good teacher until I discovered
my students were just memorizing information
rather than learning to understand the material.
Who was to blame? The students? The material?
The teacher?”
 Who was to blame?

22. Learning Target
 Evaluate the four standards of
Teaching and Learning and reflect
how you are using them in your
classroom.

23. Ticket Out the Door
 On the back of your evaluation, answer the
following:
 Now I know…
 Now I am going to implement …