TEACHER

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(No Transcript)
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TEACHER
FRIENDLY
L
G
E
s
Presented By Suzy Cutbirth Marsha
Lay scutbirth_at_missouristate.edu
marshalay_at_missouristate.edu
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Where Are You?

• Dont Have a Clue
• Know enough to be Dangerous
• Dont know what I Dont Know
• Somewhat Knowledgeable
• Very Knowledgeable

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Grade-Level Expectations

• Process, content, and skill benchmarks that
  provide support and specificity for local
  curriculum development

What did you say??
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GLEs
Interpretation of the Show-Me Standards for
Assessment
ASSESSMENT ANNOTATIONS
FRAMEWORKS for CURRICULUM DEVELOPMENT
Model Curriculum DOK
SHOW-ME STANDARDS
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Where can I find extra resources?
Where can I find extra resources?
Where can I find extra resources?
Where can I find extra resources?
Where can I find extra resources?
Where can I find extra resources?
Where can I find extra resources?
Where can I find extra resources?
How do I use the resources that I have?
How do I use the resources that I have?
How do I use the resources that I have?
How do I use the resources that I have?
How do I use the resources that I have?
How do I use the resources that I have?
How do I use the resources that I have?
How do I use the resources that I have?
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MAXIMIZING
the GLEs
Content
Objectives
Skills
Resource Crosswalk
Strategies
Activities
Sequence
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BIG IDEA
Data and Probability
STRAND

• Formulate questions that can be addressed with
  data and collect ,organize and display relevant
  data to answer them

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 12
Grade Level
A
design investigations to address a given question
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
formulate questions, design studies and collect
data about a characteristic
CONCEPT
Formulate questions
EXPECTATION
STANDARD
ST
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
FR
VII. 1.a
VII. 1.a
VII. 1.a
VII. 1.c
VII. a
FRAMEWORKS
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BIG IDEA
Data and Probability
STRAND

• Formulate questions that can be addressed with
  data and collect ,organize and display relevant
  data to answer them

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 12
Grade Level
A
design investigations to address a given question
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
formulate questions, design studies and collect
data about a characteristic
CONCEPT
Formulate questions
EXPECTATION
D.O.K
DOK
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3
3
ST
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
STANDARD
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BIG IDEA
Data and Probability
STRAND

• Formulate questions that can be addressed with
  data and collect ,organize and display relevant
  data to answer them

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 12
Grade Level
A
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
design investigations to address a given question
formulate questions, design studies and collect
data about a characteristic
CONCEPT
Formulate questions
EXPECTATION
STANDARD
ST
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3
1.2
FR
VII. 1.a
VII. 1.a
VII. 1.a
VII. 1.c
VII. a
FRAMEWORKS
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BIG IDEA
Data and Probability
STRAND

• Formulate questions that can be addressed with
  data and collect ,organize and display relevant
  data to answer them

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 12
Grade Level
A
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
pose questions and gather data about themselves
and their surroundings
design investigations to address a given question
formulate questions, design studies and collect
data about a characteristic
CONCEPT
Formulate questions
EXPECTATION
STANDARD
ST
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
MA 3 1.2
FR
VII. 1.a
VII. 1.a
VII. 1.a
VII. 1.c
VII. a
VII. 1.a
FRAMEWORKS
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BIG IDEA
Data and Probability
STRAND

• Formulate questions that can be addressed with
  data and collect ,organize and display relevant
  data to answer them

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 12
Grade Level
B
Sort items according to their attributes
Sort and classify items according to their
attributes
Sort and classify items according to their
attributes and organize data about the items
CONCEPT
Classify and organize data
ST
MA 2 1.8
MA 2 1.8
MA 2,3 1.8
FR
VI.a
VI.a
VI.a, VII.3
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MAXIMIZING
the GLEs
Resource Crosswalk
Curriculum Mapping
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The Curricular Rule of Threes
Written

• District Manuals
• Show-Me Standards
• Frameworks
• GLE's

Taught

• Lessons
• Activities

Assessed

• Knowledge Base (content)
• Process (performance)
• Level of Expectation (GLEs)

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Science Scope and SequenceMaking Connections
Back to Previous Learning
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GLEs build in complexity as they progress into
higher grade levels..
GLEs build in complexity as they progress into
higher grade levels..
The wording used in the GLE remains the same, but
the content used to teach the concept gets more
complex
The cognitive skill level increases as the GLE
progresses upwards. (For example identify?
explain? analyze? evaluate)
Content is added (or replaced with age
appropriate content) as the GLE progresses upwards
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BIG IDEA
Data and Probability
STRAND

• Formulate questions that can be addressed with
  data and collect ,organize and display relevant
  data to answer them

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 12
Grade Level
B
Sort items according to their attributes
Sort and classify items according to their
attributes
Sort and classify items according to their
attributes and organize data about the items
CONCEPT
Classify and organize data
ST
MA 2 1.8
MA 2 1.8
MA 2,3 1.8
FR
VI.a
VI.a
VI.a, VII.3
The cognitive skill level increases as the GLE
progresses upwards. (For example identify?
explain? analyze? evaluate)
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Strand
Timeline
November
September
October
August
READING
Demonstrate concepts of print upper- and
lowercase letters first and last letters in
words spaces between words letter and
word order punctuation has meaning
Demonstrate ability to hear and say separate
sounds in words separate and say sounds in
words blend sounds to form words replace
beginning and ending sounds to form new words
Fluency/ Phonemic Awareness
Concepts
Develop and apply decoding strategies to
problem-solve regularly spelled one
or two-syllable words when reading
Develop and apply decoding strategies
to problem-solve unknown words when reading
Phonics
EXPECTATION
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Grade Level
Timeline
November
September
October
August
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1 A (Activity/Unit) 1 C (Activity/Unit)
1 B (Activity/Unit)
Number and Operations
Strands
2 B Activity/Unit
1 C (Activity/Unit
Algebraic Relationships
Big Idea/Concept
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Group (cluster) GLEsavoid focusing on one GLE
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Group (cluster) GLEsavoid focusing on one GLE
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Group (cluster) GLEsavoid focusing on one GLE
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MAXIMIZING
the GLEs
Resource Crosswalk
Curriculum Mapping
Lesson Planning
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The benefits are many

• They help teachers focus
• They identify, through their verbs, what students
  need to be able to do
• They help teachers articulate learner objectives,
  for themselves, their students and their parents
• They help you plan backwards so that you
  increase curriculum alignment---what you want
  students to learn is what you test and what you
  teach

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Stages in Backward Design Process

• Identify desired results
• Determine acceptable evidence
• Plan learning experiences and instruction

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Stage 1 Desired Results

Goal/Objective
What relevant goals (e.g. content standards,
course or program objectives, learning outcomes)
will this design address?
BIG IDEA ------ CONCEPTS
Performance Skills
Cognitive Understandings
Background Knowledge Content Vocabulary
Expectation description with emphasis on VERBS
Students will know..
Students will be able to..
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Stage 2 Assessment
Students who have mastered the essential elements
- Cognitive Understandings and Performance Skills
- listed above should be able to perform this task
SUMMATIVE ASSESSMENT
Frameworks MAP Released items Common
Assessment Levels of Achievement (Scoring Guide)
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Deconstructing GLEs
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Learning Targetsas per R. Stiggins

• Knowledge
• Reasoning
• Skill
• Product

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Knowledge Learning Target

• The facts and concepts we want students to know
  and understand
• Some to be learned outright
• Some via reference material

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Reasoning Learning Target

• The ability to use that knowledge and
  understanding to figure things out and to solve
  problems
• Analyze, compare/contrast, synthesize, classify,
  evaluate, etc.
• Inductive and deductive thinking

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Skill Learning Target

• The development of proficiency in doing something
  heard or seen where it is in the process that
  is important
• Oral presentation
• Team debate
• Speak a second language
• Playing a musical instrument

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Product Learning Target

• Using knowledge, reasoning, and skills to design,
  create, or develop a tangible product where
  creating the object itself is the focus of
  learning
• Writing sample
• Term project, exhibit
• Painting

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Finding our Targets

• Driving a Car
• What will students need to know?
• K Target Understand informal rules of the road.
• What reasoning skills are involved?
• R Target Analyze road conditions, vehicle
  performance, and other drivers actions.
• What will students need to be able to do?
• S Target Ability to steer, signal, park,
  backing up, etc.
• What are the requirements of the products that
  might be created as a result?
• P Target None

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Deconstructing Learning Targets
GLE Follow a writing process to apply writing
process to write effectively in various forms and
types of writing.
KNOWLEDGE

• Identify and describe components of a writing
  process
• Recognize various forms of writing
• Recognize various types of writing

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Deconstructing Learning Targets
GLE Follow a writing process to apply writing
process to write effectively in various forms and
types of writing.
REASONING

• Organize thoughts (b-m-e details/examples
  cohesive devices)
• Recognize and apply writing techniques (imagery
  humor point of view) using precise and vivid
  language
• Construct sentences that vary in structure
• Edit for usage/mechanics
• Determine effectiveness of form/type of writing
  (audience and purpose)

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Deconstructing Learning Targets
GLE Follow a writing process to apply writing
process to write effectively in various forms and
types of writing.
SKILL

• Write longhand or use keyboard

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Deconstructing Learning Targets
GLE Follow a writing process to apply writing
process to write effectively in various forms and
types of writing.
PRODUCT

• Compose and publish a writing piece using a
  writing process

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Identify the GLE Target-level
Product
Skill
Reasoning
Knowledge
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R2C (Fiction)Evaluate problem-solving processes
of characters, consequences of characters
actions and effectiveness of solutions

• Knowledge
• Identify story elements
• Locate details
• Reasoning
• Character analysis
• Analyze problem-solving processes of characters
• Make inferences about problem, solution, and
  consequences
• Determine importance
• Cause and effect
• Examine the perspective of others (?)
• Evaluate effectiveness of solution
• Skill
• None
• Product
• None

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How to Make GLEs Student-Friendly

• Think about them as conversational
• Extract the essence of the GLE and then
  substitute simpler language
• A student might say, I can., I know
• OR
• Think about the essential questions
• students will be able to answer
• Invite students into the learning process
• Guide instruction and assessment

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• Teacher Language
• Recognize equivalent representation of numbers
  decomposing/composing numbers
• Student-Friendly
• Conversational
• Numbers can be made in lots of ways. Different
  number combinations can be worth the same amount.
• I can write a number in many ways.
• Essential Question
• What are numbers?
• How do we use them?
• How many different ways can we write a number?

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• Teacher Language
• Identify and explain connections between text
  ideas text ideas and own experiences text ideas
  and the world
• Student-Friendly
• Conversational
• Making Connections
• Book to self
• Book to book
• Book to world
• I can make connections with the books I read.
• Essential Question
• How is your experience the same as in the book?
• How are events in books the same?
• How are events in books the same as events in the
  world?

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• Teacher Language
• The place of a digit determines its value.
  Student-Friendly
• Conversational
• Where a digit is in a big number shows what it is
  worth.
• I can identify how much a number is worth?
• Essential Question
• - What determines the value of a number?

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Target to be assessed
Assessment Method
Extended Graphic Response
Performance Assessment
Selected Response
Personal Communication
Knowledge Mastery
Good match for understanding of relationships
among elements of knowledge
Not a good match too time consuming to cover
everything
Can ask questions, evaluate answers and infer
mastery but a time-consuming option
Good match for assessing mastery of elements of
knowledge
recall of information, such as a fact,
definition, term, or performance of a simple
process or procedure.
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Assessment Method
Target to be assessed
Extended Graphic Response
Performance Assessment
Selected Response
Personal Communication
Reasoning Proficiency
Written descriptions or representations of
complex solutions can provide a window into
reasoning proficiency
Can watch students solve some problems and infer
reasoning proficiency
Can ask students to think about or can ask
follow-up questions to probe reasoning
Good match only for assessing under-standing of
some patterns of reasoning
requires deep understanding as exhibited through
planning, using evidence, and more demanding
cognitive reasoning that are often complex and
abstract.
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Assessment Method
Target to be assessed
Extended Graphic Response
Performance Assessment
Selected Response
Personal Communication
Skills/ Concepts
Good match. Can observe and evaluate skills as
they are being performed.
Strong match when skill is oral communication
proficiency, not a good match otherwise
Not a good match. Can assess mastery of the
knowledge prerequisites to skillful performance,
but cannot rely on these to tap the skill itself
requires some mental processing beyond recall or
reproducing a response students make some
decisions as to how to approach the question or
problem.
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Assessment Method
Target to be assessed
Extended Graphic Response
Performance Assessment
Selected Response
Personal Communication
Ability to Create Products
Not a good match. Can assess mastery of knowledge
prerequisite to the ability to create quality
products, but not the quality of the product
Strong match when the product is written. Not a
good match when the product is not written.
Good match, can assess the attributes of the
product itself.
Not a good match
high cognitive demand and very complex -
expected to make connections and relate ideas -
have to select or choose one approach among many
alternatives
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3 Stages of Backward Design Stage 3
2. Determine acceptable evidence
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Stage 3 Learning Plan
LEARNING ACTIVITIES
What learning experiences and instruction will
enable students to achieve mastery of the
essential understandings and skills required to
successfully complete the assessment task?
Formative Assessments
W Help the students know where the unit is
going and what is expected H Hook all students
and Hold their interest E Equip students, help
them Experience the key ideas and Explore the
issues R Provide opportunities to Rethink
and Revise their understandings and
work E Allow students to evaluate their work
and its implications T Be tailored
(personalized) to different needs, interests, and
abilities of learners O Be organized
to maximize initial and sustained engagement as
well as effective learning
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MAXIMIZING
the GLEs
Resource Crosswalk
Curriculum Mapping
Content
Objectives
Lesson Planning
Skills
Strategies
Activities
Sequence
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Frameworks Link http//dese.mo.gov/divimprove/cur
riculum/frameworks/index.html Curriculum
Assessment Link http//dese.mo.gov/divimprove/cur
riculum/unitindex.html Grade Level Expectations
Link http//dese.mo.gov/divimprove/curriculum/GLE
/GLEindex.html CA Model Curriculum Link
http//dese.mo.gov/divimprove/curriculum/ModelCurr
iculum/index.html