But we have to do it ALL!

1
But we have to do it ALL!

• Creating a Pacing Guide That Works

2
Operational Definitions

• Big Ideas-large networks of interrelated concepts
• Standards-the general statements of what students
  need to know be able to do
• Indicators-student learning expectations,
  benchmarks, learning outcomes, proficiencies,
  subskills, substandards, etc.
• Power Standards-those standards indicators that
  are critical for student success once mastered,
  these give a student the ability to use reasoning
  thinking skills to learn understand other
  curriculum objectives

3
The Old Model
4
The New ModelFrom Coverage to FOCUS
State Standards Potential Curriculum Test
Objectives FOCUSED Curriculum Assessments
5
Power Standards Identification Criteria

• Endurance-Will this standard or indicator provide
  students with knowledge and skills that will be
  of value beyond a single test date?
• Leverage-Will this provide knowledge and skills
  that will be of value in multiple disciplines?
• Readiness for the next level of learning-Will
  this provide students with essential knowledge
  and skills that are necessary for success in the
  next grade level of instruction?

6
School, Life, the State Test

• What do your students need for successin school
  (this year, next year, and so on), in life, and
  on your state tests?
• -Larry Ainsworth, 2003

7
Pacing Guide Committee Goals

• To identify the BIG ideas within each content
  area by grade level (CLUSTERING)
• To map pace SLEs related to each BIG idea
  (ORDERING)
• To unwrap primary SLEs by creating a list of
  detailed objectives (DETAILING)
• in order to provide a collaborative pacing guide
  as an option for use by those AFSEC
  districts/schools choosing to do so

8
What worked? What didnt?

• ACTIVITY (15 minutes)

9
(No Transcript)
10
Strand

• BIG Idea
• A. Primary SLEs (within this BIG Idea, these
  are the focus)
• B. Related SLEs (these SLEs can easily be
  integrated into this BIG idea)
• BIG Idea
• A. Primary SLEs (within this BIG Idea, these
  are the focus)
• B. Related SLEs (these SLEs can easily be
  integrated into this BIG idea)

11
(No Transcript)
12
(No Transcript)
13
Step-by-Step

• Identify the BIG ideas
• Identify Power Standards (SLEs) by highlighting
  those in yellow
• Cut SLEs apart, glue to post-it note, organize
  around BIG ideas
• Primary SLE should be glued to yellow post-it
• Related SLE should be glued to alternate colored
  post-it
• Pace by 9 weeks according to meaningful
  developmental sequence
• Unwrap Primary SLEs by creating a detailed list
  of objectives for each (later date)

14
Next Steps

• Using your teacher resource materials, Internet
  sources, trade books, picture books, textbooks,
  etc., MATCH the objectives to your materials