StandardsBased Instruction

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Standards-Based Instruction

• Keep the Focus on Learning

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Truly Believe In All of Your Students
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How about YOU Raleigh County?

• Do you believe in YOUR students? Will YOU and
  YOUR students be ready for the challenges of the
  21st Century?
• How can we ensure this success?

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Teaching Is A Circular not Linear Process
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What is Standards- Based Instruction?

• Standards-based education is the ongoing
  teaching/learning cycle that ensures ALL students
  learn and can demonstrate proficiency with their
  states content standards and benchmark skills.

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Teacher Friendly DefinitionActivity

• Summarize Standards-Based instruction for a new
  teacher using one of the following formats
• Text Message
• Emergency News Bulletin
• Advertisement
• News Article with Headline
• A Song
• Cheer
• A Blog

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• Group Sharing

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Depth of Knowledge and the WESTEST2
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2008-9 WESTEST 2 (Form A) DOK Levels

• 3rd Grade Reading
• Level 1 Questions 10
• Level 2 Questions 29
• Level 3 Questions 5
• 4th Grade Reading
• Level 1 Questions 8
• Level 2 Questions 25
• Level 3 Questions 9
• 5th Grade Reading
• Level 1 Questions 3
• Level 2 Questions 35
• Level 3 Questions 6

• 3rd Grade Math
• Level 1 Questions 10
• Level 2 Questions 22
• Level 3 Questions 4
• 4th Grade Math
• Level 1 Questions 15
• Level 2 Questions 29
• Level 3 Questions 1
• 5th Grade Math
• Level 1 Questions 11
• Level 2 Questions 34
• Level 3 Questions 0

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Questioning in the ClassroomBlooms /DOKs
Remembering Can the student recall or remember
the information? define, duplicate, list,
memorize, recall, repeat, reproduce state
DOK Level One Recall
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Questioning in the ClassroomBlooms /DOKs
Understanding Can the student explain ideas or
concepts? classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase
DOK Level One Recall
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Questioning in the ClassroomBlooms /DOKs
Applying Can the student use the information in
a new way? choose, demonstrate, dramatize,
employ, illustrate, interpret, operate, schedule,
sketch, solve, use, write.
DOK Level Two Skill/Concept
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Questioning in the ClassroomBlooms /DOKs
Analyzing Can the student distinguish
between the different parts? appraise,
compare, contrast, criticize, differentiate,
discriminate, distinguish, examine, experiment,
question, test
DOK Level Three Strategic Thinking
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Questioning in the ClassroomBlooms /DOKs
Evaluating Can the student justify a stand or
decision? appraise, argue, defend, judge,
select, support, value, evaluate
DOK Level Four Extended Thinking
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Questioning in the ClassroomBlooms /DOKs
Creating Can the student create new product or
point of view? assemble, construct, create,
design, develop, formulate, write
DOK Level Four Extended Thinking
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Compare Two Problems
DOK Level One Math 18 x 9
DOK Level Two Math Ron and John mow lawns
to earn money in the summer. Ron has a riding
mower. He charges 18.00 a yard and pays his
little brother 7.00 a day to help. He is able
to do 9 yards in a day. John has a walking mower.
He charges 20.00 a yard and does 8 yards a
day. Who do you think makes the most
money? Explain your answer.
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Questioning in the Classroom

• 10 Strategies That Lead to
• Better Questioning in Your Classroom

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Research reports that 70 to 80 percent of the
questions posed in both elementary and secondary
classrooms are at the recall or memory level.
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Select 3 Key Factors that Influence Lower Level
Questioning

• Coverage of content and textbook
• (time and planning)
• Recall questions are easier to ask
• (provides more teacher control)
• Schools are driven by curriculum, state
  standards, and state tests
• Society sees learning as knowing facts
• Tradition - This is the way teachers have been
  trained its what we know
• Lack of teacher knowledge and skills
• Easier to assess

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Strategy 1Write the questions ahead of time!

• Write questions as part of lesson plans.
• This approach leads to questions that engage
  students in deep, high-quality thinking and,
  consequently, engaged learners. Wilen et al.
  (2004)

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Set the guidelines for questioning ahead of time!
Strategy 2

• Teachers may want to remind students to raise
  their hands, listen carefully to classmates'
  comments, and respect one another's right to
  self-expression.
• (Emmer, Evertson, and Worsham 2006).
• Students learn important real-world social skills
  that can be used later in life, for example, in a
  business or work setting.

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Strategy 3Call on a variety of students!

• Keep students on their toes" during a
  discussion by calling on them randomly.
• Effective educators know that they must interact
  with all children by the end of the lesson and
  that they must keep all children engaged for
  maximum learning to occur.

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Strategy 4Ask questions that are the
appropriate level for each student.

• Success Breeds Success." When students feel
  success, they are more inclined to continue with
  a task.
• Lower-achieving students especially need to feel
  success and should be given appropriate feedback.

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Strategy 5Wait Time! Wait Time! Wait Time!

• Students must
• First- hear and understand the question
• Second- recall the information from their
  memories
• Third- consider whether their response will be
  accepted
• Fourth- decide whether the teacher will praise or
  rebuke their response

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Strategy 6Vary the way students respond to
questions.

• Mix it UP! Responses can be more than verbal.
• Write it down! Have students jot their answers
  on paper.
• Require students to record their answers to
  encourage wider participation.
• Call on several people before providing the
  answers.

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Strategy 7 Vary the types of response
opportunities.

• Ask classmates to respond to one another's
  responses.
• The more students participate in the lesson,
  the less likely they are to misbehave.

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Respond to every answer and correct errors.
Strategy 8

• Give opportunities for students to restate
  response to obtain a correct answer.
• Respond to every answer and offer specific
  praise.
• Show students that their answers and ideas are
  valued.

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Strategy 9 Ask follow-up questions.

• One way to foster more discussion is to ask
  follow-up questions.
• Teachers can elicit more discussion by asking
  students to justify or explain their reasoning.

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Encourage students to ask questions.
Strategy 10

• Dillon (1990) found that each student asks only
  one question per month on average.
• Teachers must take deliberate steps to get their
  students to ask questions.

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Lets Practice Creating Questions
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Question Wheel Practice
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Lets Practice!

• Read the poem.
• With a small group of 6, draw one of the
  questioning level pieces from inside of ONE
  wheel.
• Create a question to reflect your chosen level.
• Share with your group.
• Share great examples with all!

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Twas the night before school started, When all
through the town, The parents were cheering.It
was a riotous sound! By eight, kids were
washedAnd tucked into bed...When memories of
homework...filled them with dread!New pencils,
new folders, new notebooks, too!New teachers,
new friends...their anxiety grew!The parents
just giggled when they learned of this frightAnd
shouted upstairs-... GO TO BED- IT'S A SCHOOL
NIGHT!
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On Your Own

• Read the story Egg, Carrot, Coffee Bean?
• With a small group of 6, draw one of the levels
  of questioning pieces from the center of ONE
  wheel.
• Create/Write a question on a post-it note to
  match your questioning level piece.
• Share with your group.
• Share some great examples with all.

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Questioning Wheel

• How would we use this in our classroom?

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Standards-Based Problem

• The Fermi Four

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Who Is Fermi ?

• Enrico Fermi, a famous teacher and physicist,
  liked to ask interesting questions of his
  students.
• Think about and discuss these questions and give
  your answer in the appropriate units.

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Warm Up

• Think about the speed limit on the main street of
  your town. How would you express this in feet per
  hour?
• Now, think about the speed limit on a major
  highway. How would you express this in miles per
  minute?

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Try These With a Partner!

• Use your Fermi Handout to solve the next three
  problems.
• Be prepared to discuss your strategies.
• Explain the levels of thinking used to reach your
  solution.

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Reflect

• What would a student need to know to be able to
  solve these problems?

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• How can teachers plan and deliver instruction
  for understanding and retention of information?

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Engage students in active instead of passive
learning.

• Research has shown that learners will not retain
  things that they mimic, nor can they use things
  memorized to help them understand something new.

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Which is the Best Path?

• A. Showing students how to perform a procedure or
  to develop an idea for a story.
• B. Designing a situation in which the learner
  does the work develops the ideas, constructs
  his or her understanding and communicates that
  understanding.
• .

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The Best Learning Path

• Ideas, strategies, and procedures that
  learners understand (rather than memorize) can be
  used to construct new meanings.

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The Last Word Protocol
1. Create a group of 4 participants. 2. Each
participant silently identifies what s/he
considers to be (for him or her) the most
significant idea addressed in the article, and
highlights that passage. 3. When the group is
ready, a volunteer member identifies the part of
the article that s/he found to be most
significant and reads it out loud to the group.
This person (the presenter) says nothing about
why s/he chose that particular passage. 4. The
group should pause for a moment to consider the
passage before moving to the next step. 5. The
other 3 participants each have 1 minute to
respond to the passage saying what it makes
them think about, what questions it raises for
them, etc. 6. The first participant then has 2
minutes to state why s/he chose that part of the
article and to respond to or build on what
s/he heard from his/her colleagues. 7. The same
pattern is followed until all four members of the
group have had a chance to be the presenter and
to have the last word.
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Remember the Ancient Proverb

• What I hear, I may forget.
• What I see, I may remember.
• But what I do, I understand.

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The Learning Continuum

• Understanding the progression of learning.
• Error analysis and the ability to diagnose the
  source of students' misunderstanding is crucial
  to making adjustments in lessons and for
  assisting individual learners.

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!One more thing..

• You cant be serious!

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WESTEST 2 Reports

• New information will be provided in this
  years WESTEST 2 results that will help teachers
  match their instruction to their students needs.
• Quantiles and Lexiles

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Quantiles For Mathematics

• Are a framework for predicting student readiness
  to understand a skill/ concept in mathematics.
• Help teachers match students to appropriate
  materials at their level.
• Forecast student performance on end of year
  tests.

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• analyze and solve application problems involving
  addition and subtraction of fractions, mixed
  numbers and decimals which has a measure of
  850Q.

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http//www.quantiles.com
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Lexiles For Reading

• The Lexile Framework is a scientific approach to
  reading measurement that matches readers to text.
  It measures both reader ability and text
  difficulty on the same scale.

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http//www.lexile.com
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Lexile Framework

• The Lexile Framework was developed by MetaMetrics
  Inc. to bridge assessment and instruction. Tens
  of thousands of books and tens of millions of
  articles now have Lexile measures and all major
  standardized tests can report student reading
  scores in Lexiles.

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Understanding Lexiles
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Lunch Time!!

• Have a great lunch! See you in one hour!

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The Hershey Man Knows

• YOUR AGE BY CHOCOLATE MATH
• First of all, pick the number of times a week
  that you would like to have chocolate (more than
  once but less than 10)
• 2.. Multiply this number by 2 (just to be bold)
• 3. Add 5
• 4. Multiply it by 50
• I'll wait while you get the calculator

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• 5. If you have already had your birthday this
  year add 1759.
• If you haven't, add 1758.
• 6. Now subtract the four digit year that you were
  born.
• You should have a three digit number

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• The first digit of your answer is your original
  number (i.e., how many times you want to have
  chocolate each week). The next two numbers are
• YOUR AGE!
• (Oh YES, it is!!!!!)

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Meeting the Needs of Different Learners

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Meeting the Needs.

• Difficulty in Reading?
• Phonemic Awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

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Provide structured review and reinforcement to
maintain a high level of retention .
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• 21st Century Standards-Based Education seeks to
• Teach subjects to mastery.
• Employ assessments that measure depth of
  understanding.
• Provide students with real world connections.

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Time to Think Activity

• Compare the characteristics of a
  Standards-Based Classroom and a Traditional
  Classroom.

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21st Century Educational Reality
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What is Balanced Assessment?

• a task that assesses Mathematics skills that
  count for student learning.
• is fair to students and allows them to
  demonstrate what they know and can do
• is fair to the curriculum and reflects the vision
  of the NCTM standards
• is high quality and informs instruction
• shows teachers, parents and students what skills
  are strong and where more instruction and
  practice is needed!

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Pacing Guides

• Why do we need them?
• What do they look like?
• Where can I find them?
• What about Benchmark Assessments?
• Will any other resources be available?
• What Mastery looks like at your grade level.
• CSO Checklist

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Thank You Slips!

• Take one of the post-it notes on your table.
• Write a thank you to someone that has helped you
  out today!