GPS and the Concept Map

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GPS and the Concept Map

• Ashley Kirby
• Dan Penick

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A Point to Ponder

• How do you plan a lesson?
• What steps do you go through in planning a lesson?

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Planning with the End in Mind
STEP 1 Identify desired results
STEP 2 Determine acceptable evidence
STEP 3 Planning learning experiences and
instruction
Grant Wiggins Jay McTighe, Understanding by
Design, 2004
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How do you know that your students know?

• Education is what survives when what has been
  learned has been forgotten.
• B.F. Skinner

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Essential Question

• How do standards provide the foundation for
  effective planning?

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Step 1 Identify Desired Results

• What should students know, understand, and be
  able to do?

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Start with the Standards

• is your friend!!!
• The Cobb standards are a result of the state
  standards.
• A wealth of resources are available to all
  teachers.

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Unpacking a Standard

• Physics Standard
• SP4. Students will analyze the properties and
  applications of waves.
• 9th Grade Literature
• ELA9R 1.1 The student demonstrates comprehension
  and shows evidence of a warranted and responsible
  explanation of literary texts.

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Where to start

• Begin with NOUNS and VERBS

• What students must KNOW
• What they need to DO

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Physics Standard

• SP4. Students will analyze the properties and
  applications of waves.
• a. Explain the processes that results in the
  production and energy transfer of electromagnetic
  waves.
• b. Experimentally determine the behavior of waves
  in various media in terms of reflection,
  refraction, and diffraction.
• c. Explain the relationship between the phenomena
  of interference and the principle of
  superposition.
• d. Demonstrate the transfer of energy through
  different mediums by mechanical waves.

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9th Grade Literature Standard

• ELA9R 1.1 The student demonstrates comprehension
  and shows evidence of a warranted and responsible
  explanation of a variety of literary and
  informational texts. For literary texts, the
  student identifies the characteristics of various
  genres and produces evidence of reading that
• a. Identifies the difference between the concepts
  of theme in a literary work and author's purpose
  in an expository text.
• b. Analyzes a character's traits, emotions, or
  motivations and gives supporting evidence from
  the text(s).
• c. Evaluates recurring or similar themes across a
  variety of selections, distinguishing theme from
  topic.

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Your Turn!

• Using the Mathematics I standard or Latin I
  standard,
• Highlight NOUNS and VERBS in given standard.
• Highlight the NOUNS and VERBS in the standard
  elements as well.

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Next Step . . . Chart It!

• Write nouns and verbs on the provided graphic
  organizer.

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Physics Standard
Standard Verbs (How students will show what is required) Nouns (What students are required to know)
SP4. Students will analyze the properties and applications of waves. Analyze Explain Experimentally determine Explain Demonstrate Waves Processes (transfer, production, EM waves) Behaviors (reflection, refraction, diffraction) Relationship (interference and superposition) Energy Transfer (mechanical waves)
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9th Grade Literature Standard
Standard Verbs (How students will show what is required) Nouns (What students are required to know)
ELA9R1.1 The student demonstrates comprehension of literary text Demonstrates Shows Identifies Identifies Analyzes Evaluates Distinguish Comprehension Evidence Characteristics of genres Theme/Purpose Character Theme Topic and Theme
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Creating a Concept Map

• Organizational tool for teachers AND students
• Easy and helpful way to ensure strong essential
  questions to focus student learning
• Directly related to standards

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Concept Map for SP4
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Concept Map for ELA9R 1.1
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Your Turn . . . Again!

• Using the Mathematics I standard or Latin I
  standard you already unpacked,
• Chart the verbs and nouns, and
• Create a concept map of the standard.

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Whats the Point of Posting?

• When standards are used to evaluate student
  achievement, when these standards are linked to
  classroom instruction, and when these standards
  are clear, rigorous, and consistent, student
  achievement improves.
• Doug Reeves, Making Standards Work, 2004

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Thank You!

• Evaluations
• Ongoing support