Deconstructing Standards Practice: Understanding Learning Progression

Transcription

1 Deconstructing Standards Practice: Understanding Learning Progression Module 1 B: Deconstructing the Standards the First Step in the Process Viewing Time: 60 minutes Activity Objective(s): 1. Identify the correct progression of learning target verbs. Mastering Curriculum Mapping Module 1 Activity 3 Deconstructing standards is a valuable irst step in the process of Curriculum Mapping. Deconstructing standards is a systematic process to identify embedded learning targets in standards and ensure that nothing essential is missed during instruction. Clear learning targets allow us to correctly identify what students know and don t know and their level of achievement. As you examine the standards that you teach, you will evaluate each of them to determine if they are speci ic enough or whether they should be broken down (or unpacked) in learning targets. In order to make this determination, you will need to examine and understand the progression of learning target verbs. Overview: In order to complete the Curriculum Mapping process, you must begin with a thorough understanding of the standards that you are teaching and what students must really know and be able to do as a result of the standard. This process is called Deconstructing Standards. Being familiar with learning target verbs and their progression within a standard will help you greatly in the process of curriculum mapping. In this activity, you will practice placing learning target verbs in the correct sequence. Estimated Time to Complete Activity: 15 minutes Materials: Deconstructing Standards Practice: Learning Progression Tool (included with this activity). Step1: View Module 1 and read the accompanying handouts. Be sure that you are familiar with learning target verbs, Blooms Taxonomy, and the learning target hierarchy. Step 2: Using the verbs on the Matrix of Learning Target Verbs and/or Blooms Taxonomy (on pages four and ive of the Deconstructing Standards Practice: Learning Progression Tool), ill in the blanks on the Learning Progression Chart (on page three of the Deconstructing Standards Practice: Learning Progression Tool) with a new verb that would still it the learning progression. Step 3: Answer the follow up questions (page six Deconstructing Standards Practice: Learning Progression Tool). Educational Impact Mastering Curriculum Mapping Module 1: Activity 3 Page 1 of 6

2 Deconstructing Standards Practice: Understanding Learning Progression Adaptations or Extensions for this Activity: For Professional Re lection: After viewing the course, return to the Deconstructing Standards Practice: Learning Progression Tool. Refer back to your answers to the Follow Up Questions (page six). Make a concrete plan to improve your usage of learning target verbs on a day to day basis when mapping curriculum and planning instruction. Track your progress over a period of time. What impact does considering the outcome of what you are actually asking of your students have on their level of achievement as well as the effectiveness of your teaching? For your Professional Portfolio: Does this activity help accomplish a school wide improvement goal or an individual goal for professional growth? Include a copy of this activity in your Professional Portfolio as evidence of re lective practice in the area of curriculum planning. This activity can serve as a portfolio artifact that demonstrates your effort to apply what you have learned. Thus improving your knowledge of curriculum as well as your understanding of planning standards based instruction. For Professional Learning Groups/Independent Study (peer or small group): Meet with your Professional Learning Group after completing the Deconstructing Standards Practice: Learning Progression Tool on your own. Share with the group which verbs you placed in the learning progression. Examine the learning target verb progression of each member by utilizing peer review and discussion. Determine if you are in group agreement about the completed learning progression charts. Finally, discuss the follow up questions as a whole group. Course facilitator for this course (university or professional development setting): Utilize this activity as a small group activity while viewing Module 1. Pause after viewing the segment about learning target verb progression. Review the concepts, check for understanding, have small groups complete the chart (on page one of the Deconstructing Standards Practice: Learning Progression Tool) and share with the whole group. For additional practice have each small group create a new learning progression by illing in the blank chart using another topic. Swap charts with another group, complete that groups blank chart and share with the whole group. For sharing this activity on a Learning Community Site (such as the EI Online Community Bulletin Boards): Post your answer to follow up question one or two (page six) on the Learning Community Site for this course. Review the other posts for this activity discussion. Did any of the answers posted by your colleagues give you a new perspective? Educational Impact Mastering Curriculum Mapping Module 1: Activity 3 Page 2 of 6

3 Directions: Using the verbs on the Matrix of Learning Target Verbs and/or Blooms Taxonomy charts on pages four and five, fill in each of the blanks below with a verb that fits the learning progression. Answer the follow-up questions on page six. Learning Progression Chart a basic from 0 to 10 simple whole numbers on a halves in fraction form on a number line tenths in decimal form on a the approximate location of thirds, fourths, and fifths on a and locate the approximate location of decimals in hundredths on a fractions, decimals and mixed numbers by identifying their relative position on a Educational Impact Page 3 of 6

4 Matrix of Learning Target Verbs Knowledge Reasoning Performance Product Explain Predict Observe Design Describe Infer Perform Produce Identify Classify Compose Make Define Compare Conduct Write Recall Summarize Speak Draw Recognize Analyze Operate Represent Select Evaluate Investigate Display List Generalize Collect Model Educational Impact Page 4 of 6

5 Bloom s Taxonomy Verbs and Matching Assessments Educational Impact Page 5 of 6

6 Follow-up Questions Why is it important to understand the progression of learning target verbs in order to deconstruct standards? How can understanding the progression of learning target verbs improve your practice in planning, teaching, and assessing? Educational Impact Page 6 of 6