Standards-Based Planning

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Standards-Based Planning

• Essential Question
• What is good teaching?

Rigor, Consistency and Cohesiveness in Unit
Planning
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Standards-based Curriculum-mapping

• The unit has a clear focus on THE BIG IDEAS/
• CONCEPTS

• Begin with the Content and ELA standards and
  sub-standards being addressed
• Analyze Content standards to make the implied big
  ideas clear, using Blooms Taxonomy
• Organize content around key concepts
• Show how the big ideas offer a purpose and
  rationale for the student

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Blooms Taxonomy Chart

• A cognitive tool to reach consensus on the
  relationship between
• What the standard asks students to KNOW and
• What the standard asks them to be able to DO.

What is the level of rigor required by each
standard???
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Blooms Taxonomy Chart
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Think-Pair-Share Think about your own HS
experience - Plot where you think the majority of
your HS tasks fell in Blooms Taxonomy
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Pair-Share What Blooms Levels do you think
students need to be proficient at in order to
successfully handle college work??
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Factual Metacognitive
Basic elements for understanding a discipline terminology, details, vocab, dates, people How subject matter is organized, parts information connected and how they function together Knowledge of different processes, subject specific skills, methods algorithms WHEN to use them Knowledge about ones own thinking strategies, cognitive tasks, self-knowledge of strengths weaknesses
Conceptual
Procedural
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Conceptual
Procedural
Pair Share What is the connection between the
Types of Knowledge and Blooms Levels?
Conceptual
Procedural
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Conceptual
Procedural
Conceptual
Procedural
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Biology-an Example
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Standards-based Curriculum-mapping

• 1. What are the Content, I E and ELA standards
  and sub-standards being addressed?

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Standards-based Curriculum-mapping

• 2. What is the Level of Rigor (knowledge level
  cognitive domain) being asked for?

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Standards-based Curriculum-mapping

• 3. Identify the Essential Question or Student
  Learning Goal for this task.

• Evolution
• Why are there so many different forms of life on
  earth?
• How can we explain the physical similarities
  between species living in similar habitats on
  different continents?
• Why cant we kill all the predators and pests?

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Standards-based Curriculum-mapping

1. Design an Assessment / performance task

• Should be grounded in real-world applications
• Provide useful feedback to the learner, be
  transparent, and minimize secrecy
• Be valid, reliably aligned with the content
  standards

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Standards-based Curriculum-mapping

• 4. Design a culminating task that assesses both
  the concepts and process skills (I E) called
  for in the standards.

CONCEPT(S)
PROCESS SKILLS
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4. Design an Assessment/performance task
G
R
A
S
P
S
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Standards-based Curriculum-mapping

• 5. Collaboratively develop a rubric that will be
  used for the task

• What other evidence will be collected to build
  the case for understanding, knowledge, and skill?

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6. Scaffolding A focus on engaging and
effective learning

• What learning experiences and instruction will
  promote the desired understanding, knowledge,
  skills and concepts of the clustered standards?
• How will the scaffolded lessons ensure that all
  students are fully engaged and effectively
  meeting the goals?

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Standards-based Curriculum-mapping

• 6. Using Blooms Levels and the 5E model, what is
  the scaffolded lesson sequence necessary to
  develop student understanding?

Activity 2 (Understand) Engage Explore Explain Ex
tend Evaluate
Activity 3 (Apply) Engage Explore Explain Extend
Evaluate
Activity 4 (Evaluate) Engage Explore Explain Ext
end Evaluate
Culminating task
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Lesson Design

• 7. What teaching strategies will support
  student-centered learning?

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Lesson Design

• 8. What literacy strategies will increase student
  achievement?

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Standards-based Curriculum-mapping

• 10. What materials and resources are needed to
  teach each part of the unit?

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Standards-Based Planning

• In groups, use a
• Double-bubble Map or a Venn diagram to
• Compare and contrast
• Traditional vs Standards-based
• Instructional Practice

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Process of Instructional Planning
Traditional Practice
Standards-based Practice

• Select a topic from the curriculum
• Design instructional activities
• Design and give an assessment
• Give grade or feedback
• Move onto new topic

• Select and group key standards
• Design an assessment/task for students to
  demonstrate they have mastered the standard(s)
• Decide what key activities/learning that
  students need to show proficiency
• Plan scaffolded instruction to assure that each
  student has adequate opportunities to learn
• Use data from assessment to give feedback,
  re-teach or move to next level

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Think of your obligations via W. H. E. R. E. T.
O.
W

• Where are we headed? (the students Q!)
• How will the student be hooked?
• What opportunities will there be to be equipped,
  and to experience and explore key ideas?
• What will provide opportunities to rethink,
  rehearse, refine and revise?
• How will students evaluate their work?
• How will the work be tailored to individual
  needs, interests, styles?
• How will the work be organized for maximal
  engagement and effectiveness?

H
E
R
E
T
O
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Standards-based Bulletin Board

• Make the scaffolding VISIBLE to the students -
  they need to know where their going

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Developed by Fremont and UCLA Content and
Literacy Coaches