1 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region Assessment Curriculum Instruction planwithifd.wikispaces.com 10-15/GE
2 Effective Planning from IFDs and Assessments Pre and Post Self-Assessment How would you rate your knowledge and understanding of planning from IFDs and Assessments? (1 = low, 4 = high) TEKS Resource System Pre-Assessment Post-Assessment Awareness of the curriculum and assessment components available through the TEKS Resource System Awareness of the purpose and design of each assessment component in the TEKS Resource System Awareness of the purpose and design of each section of the Unit IFD Ability to plan effective instruction aligned to each Unit IFD Fill your beaker to represent your overall knowledge and understanding of the planning from IFDs and Assessments. Pre-Assessment Post-Assessment Additional Comments:
3 Planning from the Instructional Focus Document Planning Tool Step 1: Complete the Performance Assessment(s) and associated Unit Assessment Items. Step 2: Review the Understandings (Overarching and Unit) and Questions (Overarching and Unit) aligned to the Performance Assessment(s). Step 3: Consider other elements of the IFD (TEKS Specificity, Unit Overview, Misconceptions, Vocabulary) and how they impact the curriculum bundle. **Step 4: Define learning objectives and evidence of learning based on IFD elements (Steps 1-3). **Step 5: Sequence defined learning objectives for the curriculum bundle considering the suggested duration for the entire unit. **Step 6: Brainstorm ideas for learning experiences that align to learning objectives. Step 7: Quality check the instructional plan considering any additional days needed for review, reteach, and/or other assessments. **These steps can be interchanged or happen simultaneously.
4 Grade Level Unit Planning Tool Number of Day(s) Targeted TEKS The student will.. Learning Objective Evidence of Learning Ideas for Learning Experience Note: Each unit suggested duration includes time for learning objectives and completion of the performance assessment(s).
5 Number of Day(s) Targeted TEKS The student will.. Learning Objective Evidence of Learning Ideas for Learning Experience
6 Number of Day(s) Targeted TEKS The student will.. Learning Objective Evidence of Learning Ideas for Learning Experience
7 Number of Day(s) Targeted TEKS The student will.. Learning Objective Evidence of Learning Ideas for Learning Experience
8 Number of Day(s) Targeted TEKS The student will.. Learning Objective Evidence of Learning Ideas for Learning Experience * Unit Assessment *Note: Time to complete assessment(s) required by your district (unit assessment, semester assessment, benchmarks, STAAR, etc.) is NOT included in the suggested duration for each unit.
9 Purposeful Planning Process Step 1: Step 2: Step 3: Step 4: Analyze the. Summarize the and determine an instructional strategy for addressing each. Review the and Unit Assessment to determine how they will be implemented. Make a separate for each of the major unit concepts, and create a chart listing the Unit Understandings. Step 5: Step 6: Step 7: Plan direct instruction for the terms of instruction using Marzano s Six-Step Process. Analyze the to determine appropriate researchbased instructional strategies. Analyze instructional days and or curriculum where appropriate.
10 Planning Instruction from the IFD Grade: Unit #: Unit Title: # Days: Step 1: To understand the foundation of the unit, analyze the Unit Overview from the IFD by summarizing each paragraph. How are SE s bundled in this unit? Prior knowledge needed? Current grade level focus? Instructional notes or STAAR notes? Research? Step 2: Summarize Misconceptions/Underdeveloped Concepts and select an instructional strategy to address them. Misconceptions Summarized: Research-based Instructional Strategies for Addressing Misconceptions Cooperative Learning Strategies (Marzano, Pickering & Pollock, 2005) Play Fact or Fib Showdown (Kagan, 2002) Find-the-Fib Activity (Kagan, 2002) Have students label 2 notecards, one with the word fact and other other with the word fib. Teacher presents students with one of the misconceptions phrased as either a fact or a fib. Give students 5-10 seconds wait time for them determine (or guess) if the statement is either a fact or a fib. When the teacher says, Showdown! students slap down the response card that reflects their answer face-up on their desk. Students compare and discuss answers. Teacher verifies the correct response and clarifies the misconceptions. Provide students with three statements 2 are facts and 1 is a fib. (Use one of the misconceptions as the fib.) Ask students to find the fib in a Think- Pair- Share activity Teacher verifies the correct response and clarifies the misconceptions. Nonlinguistic Representations (Marzano, Pickering & Pollock, 2005) K W L Chart Teacher presents the unit s main concept. Have students write what they KNOW about this concept on the K of their K-W-L chart. Teacher verifies correct information and corrects any misconceptions. Continue to use the K-W-L chart as the unit progresses. (Activity can be implemented with whole group, cooperative groups, partners, chart paper, white boards, etc.)
11 Copy this page as many times as necessary to analyze all the Performance Indicators on the IFD. Step 3: Determine how Performance Assessments and Unit Assessment (if available) will be implemented and differentiated. Content: How will you differentiate the assessments in regard to content? Process: How will you differentiate the assessments in the following areas: flexible grouping, structure, readiness level (strugglers, advanced students, ELL students), and learning styles? Product: What will you allow students to submit to demonstrate mastery of the Performance Indicators? Evaluation Method: How will the Performance Indicators and Unit Tests be evaluated? Use the Checklist on the following page to select differentiation strategies for each Performance Assessment and for the Unit Assessment Summary Performance Assessment #1 Summary Performance Assessment #2 Summary Performance Assessment #3 Content: Content: Content: Process: Process: Process: Product: Product: Product: Evaluation Method: Evaluation Method: Evaluation Method: Unit Assessmentt: Available Not Available Total # of Questions: # Multiple Choice: # Open-ended or griddable: *NOTE: For more in-depth analysis of each test item, attend the training, Assessment: Measuring Student Outcomes, Informing Instruction and complete its accompanying Assessment Item Evaluation Document How are SEs bundled? Content: Any significant features? Process: Product: Notes on how the questions are phrased. Evaluation Method:
12 DIFFERENTIATING CONTENT Assessment Differentiation Checklist DIFFERENTIATING PROCESS DIFFERENTIATING PRODUCTS DIFFERENTIATING EVALUATION Advanced Readiness Flexible Grouping Processes Nonlinguistic Representations Evaluation Options Blank graphic organizers for advance readiness Added layer of detail Low Readiness TEKS modifications (based upon IEP) Word bank Open-book references Partially completed graphic organizers for low readiness levels Individual Partner Activity In-class Homework Word bank Partial outline Sentence frames Cooperative Group Activity Learning Stations Structure Processes Pre-test Post-test Low Readiness Level Processes Sentence starters Partially completed Thinking Map or graphic organizer, etc. Posters Graphic Organizers Thinking Maps Concrete Models Brochure or pamphlet Illustration Graphs, charts, diagrams Demonstration Maps 3-Dimentional artifacts Display Board Story Board Museum displays Murals Timelines Advertisements PowerPoint Presentation Photographs Video Presentation, Interview, Performance Promethean or Smart Board presentation Podcast Rap or Musical Performance Performance Indicators Rubric 4-Point Scale Checklist 100-Point Scale Checked, but not Graded ELL Advanced Readiness Processes Written Artifacts Unit Tests Spanish versions of Performance Assessment and/or Unit Assessment Combine Performance Assessments Combine two different strategies (example: nonlinguistic representation + multi-media) Learning Styles Processes Auditory/Verbal: Cooperative Learning structures, presentations, Podcasts Tactile/Kinesthetic: models, card sorts, demonstrations Visual: graphic organizers, color-coding, Thinking Maps, models; uses of highlighters ELL Processes Student journals Manuals, how to instructions Compositions Narratives Biographies Paragraphs Letters Sentences Original poems, scripts, or stories Editorials Summary 1-Minute Paper 4-Point Scale 100-Point Scale Each question weighted the same Each question weighted according to difficulty level Checked, but not Graded Stars & Steps Chart Any of the strategies above Dictionary/glossary use Oral testing Translations Verbal & nonverbal instructions Visual cues
13 Step 4: To maintain concept-based instruction, make and post a separate Anchor Chart for each of the major UNIT CONCEPTS and post a chart listing the UNIT UNDERSTANDINGS. Create a chart listing all the UNIT UNDERSTANDINGS and post it in the room throughout the unit. Create an Anchor Chart for each of the UNIT CONCEPTS. These charts anchor student thinking during the unit and follow 5 criteria: 1.) Focuses on a single concept. 2.) Co-constructed WITH the students. 3.) Presented in an organized format [Circle Map, concept map, T-chart, Venn Diagram, list, or any other graphic representation]. 4.) Reflects a developmentally appropriate format. 5.) Allows for additional ideas, examples, and deeper understandings as the unit progresses. Frequently throughout the unit, ask students these questions to continually link lesson activities and objectives with the UNIT CONCEPTS and UNIT UNDERSTANDINGS: Which UNIT UNDERSTANDING fits with the activity we are doing right now? Which UNIT CONCEPT is a big idea for what we are learning today? What can we add to our Anchor Charts from what we have learned today? Example of Unit Understanding Chart: Examples of Anchor Charts: Ideas Added throughout the Unit
14 Step 5: Plan strategies for each step of Marzano s 6-Step Process for the Unit Vocabulary Terms on the IFD. Vocabulary Term Step 1: Teacher Describes Term Step 2: Students Restate Step 3: Students Illustrate Step 4: Students Engage in Activities with the Terms Step 5: Students Talk about the Terms Use the Vocabulary Strategy Checklist on the following page to select strategies for each of the 6-Step process. Step 6: Students Play Games Copy this page as many times as necessary to include all Academic Vocabulary terms on the IFD. (Marzano & Pickering, 2005)
15 1. Describe Provide a description, explanation, or example of the new term. Tell a story Use a video clip Use a current event (something interesting to students) Describe a mental picture of the term Provide a concrete visual or picture of the term Give examples Describe the term in student-friendly language Relate the term to something familiar (video game, song, etc.) Quick skit or role play Concept Attainment Model 2. Restate Ask students to restate the description, explanation, or example in their own words Possible Restatement Structures: Vocab. Journals Vocab. Notecards kept in a file box 6-step notebook Word Walls (at all grade levels) Anchor Charts To Assist Strugglers (Low Readiness) Teacher provides additional descriptions, examples, or explanations Allow student to partner with another student for a Think Pair Share activity Ask student to go on to Step 3 (illustrate) and come back to step 2 if they are struggling 6-Step Vocabulary Strategy Checklist 3. Illustrate Ask students to construct a picture, symbol, or graphic representing the term Free sketch (preferred method) Word art Collage Magazine pictures Trace a picture Trace a map Students may draw A symbol An example A graphic A dramatization using cartoon bubbles The actual thing 4. Activities Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks/journals. Frayer Model Compare/contrast terms (Thinking Maps Double Bubble Map or a Venn diagram) Brainstorm synonyms and/or anonyms (Thinking Maps Circle Map) Creating Analogies with the terms (Thinking Maps Bridge Map) Classify/Categorize words (word card sort, a Thinking Maps Tree Map, or a table/matrix) Examine cause/effect thinking (Thinking Maps Multi-flow Map; cause/effect graphic organizer) Describe a term in detail with adjectives (Thinking Maps Bubble Map) Break the word apart visually and/or physically into prefix / root / suffix (Thinking Maps Brace Map; cut word apart physically) Additional graphic or pictures List related words Write brief cautions or reminders List commonly confused words Translate into another language if appropriate Use the terms in Sentence Frames Use the terms in writing assignments or experiment summaries Use a technology application to enhance word meaning (WORDLE PowerPoint slide, Podcast, Video clip, etc.) 5. Talk Periodically ask students to discuss terms with one another Think-Pair-Share Four Corners Give One - Get One Inside-Outside Circle Make-An-Appointment Mix-Freeze-Group Mix- N-Match Quiz-Quiz-Trade Rotating Review Showdown Talking Chips Team-Pair-Solo Who am I? 6. Games Involve students periodically in games that allow them to play with terms Talk a Mile a Minute Vocabulary Pyramid What s the Question? (Jeopardy) Charades Pictionary Free PowerPoint Game Templates: PPT-games/ du/ertzbergerj/ppt_g ames.html (Marzano & Pickering, 2005)
16 Step 6: Analyze Student Expectations to determine the following: identification of Readiness or Supporting standards, a reminder of the cognitive rigor, the content & significant bulleted specificity, supplemental resources, and potential research-based instructional strategies. (NOTE: For a more in-depth examination of supplemental resources, attend the training Evaluating and Calibrating District Resources and complete its accompanying Resource Calibration Document.) TEKS SE# R or S Standard? COGNITIVE RIGOR (The VERBS in both the K & S Statement & the SE) CONTENT SPECIFICITY (All Caps) (Include Significant Bulleted Specificity) Supplemental Resources (Page # s) Potential Research-based Instructional Strategies Use the Research-based Instructional Strategies Checklist on the following page to select potential research-based strategies. Copy this page as many times as necessary to analyze each Student Expectation on the IFD.
17 Research-based Instructional Strategies (Marzano, Pickering, & Pollock, 2001) Identifying Similarities & Differences* Thinking Maps Compare/Contrast; Classify/Categorize; Analogies Venn Diagrams T-Chart Sentence Frame Card Sort Manipulative Sorts Generating & Testing a Hypothesis* Thinking Maps Concept Attainment Inductive Thinking Guess, Test, Revise Strategy Mystery Concept 20 Questions 5 E Lesson Design [Engage, Explore, Explain, Elaborate, Evaluate] Reinforcing Effort* Thinking Maps Rubric Stars & Steps Analysis Chart Effort & Achievement Charts Focused Classroom Practice* Thinking Maps ; Learning Stations Model + Guided Practice [Scaffolding] Anchor Activities Summarizing* Thinking Maps Exit Ticket 1 Minute Big Idea paper Delete, Substitute, Keep Strategy Summary Frames Cooperative Rotating Review Summary Nonlinguistic Representations* Thinking Maps Graphic Organizers Kinesthetic Activities (manipulatives, motions, etc.) Role Play Demonstrations Creating model Drawing illustrations Pictographs Cooperative Learning* Jig Saw Think-Pair-Share Mix-Freeze-Group Inner/Outer Circle 4 Corners Take a Stand Fact or Fib Showdown Talking Chips Cues, Questioning, & Advanced Organizers* Thinking Maps Bloom s Question Stems or Question Cubes KWL Charts Partially Completed Graphic Organizers Setting Goals & Objectives* Thinking Maps Smart Goals Stars & Steps Analysis Chart Rubrics, Learning Contract Explore additional Kagan s Cooperative Learning Structures at Direct Vocabulary Instruction Thinking Maps Six-Step Process from Building Academic Vocabulary ( Marzano & Pickering, 2005) (*Research-based Strategies from Classroom Instruction That Works by R. Marzano, D. Pickering, & J. Pollock, 2001)
18 Step 7: Revisit the Year-at-a-Glance tool you have completed in the past to determine the number of days truly available for this six weeks. Then consult the VAD, current assessment data, and your lesson plans to make decisions about compacting or expanding instruction as necessary. Be sure to include the following as NON-instructional days: District or campus events Early release days Staff development days Community events Recurring events (pep rallies, picture days, field trips, etc.) After examining the VAD, what can you do during the unit to make this number of instructional days work? NOTE: for a more in-depth examination of vertical alignment issues, attend the training Vertical Alignment/TEKS Clarification Study and complete its accompanying VAD tool. Based upon appropriate benchmark data, pre-tests, Performance Assessment results, and other evidence of student understanding, answer the following questions: Based on consistent evidence, which Student Expectations have been revealed as thoroughly understood in regard to current grade level content and cognitive rigor? Is this understanding significant enough to allow you to compact instruction in these areas? Prior to and during the unit, which Student Expectations need the most attention? (Readiness and/or supporting standards? Standards that build to mastery in the next grade level? Standards in which students have had past difficulty?) Based upon student s learning needs and consistent evidence, are there any instructional activities that need to be condensed or expanded?
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