MSW Overview by 1mAM2u

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									An Overview of Making
Standards Work

            Developed by: Jane Cook
EASTCONN Staff Dev/Literacy & Ed Tech Specialist
 Adapted from materials from The Leadership and
 Learning Center and the CT State Department of
                   Education
Objectives
 Understand What Making Standards
  Work (MSW) is and be able to explain
  the vocabulary terms related to
  Making Standards Work to others
 Describe how Making Standards Work
  fits into the “Big Picture” of the CT
  Accountability for Learning Initiative
  (CALI)
CALI - The Big Picture in CT
Deciding What to Teach Within
Time Allotted
 “Given the limited time you have with
 your students, curriculum design has
 become more and more an issue of
 deciding what you won’t teach as well
 as what you will teach. You cannot do
 it all. As a designer, you must choose
 the essential.”
              - Heidi Hayes Jacobs, 1997
What is a Standard?
1) An acknowledged measure of
  comparison for quantitative or
  qualitative value; a criterion
         - American Heritage Dictionary
2) A level of quality or attainment (n)
3) Having recognized excellence or
  authority (adj)
                   - http://askaword.com
Example of a CT English Standard
English/LA Standard 1: Reading and Responding
Overarching Idea (AKA Big Idea): Students read, comprehend and
    respond in individual, literal, critical and evaluative ways to literary,
    informational and persuasive texts in multimedia formats.
Guiding Question (AKA Essential Question): How do we understand
    what we read?
Component Statements for Grades 9-12:
    1.1 Students use appropriate strategies before, during and after
        reading in order to construct meaning.
        a. Activate prior knowledge, establish purposes for reading and
        adjust the purposes while reading.
        b. Determine and apply the most effective means of monitoring
        comprehension and apply the appropriate strategies.
        c. Select and organize relevant information from text to
        summarize.
        d. Identify, use and analyze text structures.
        e., f. etc., etc. etc.
What is a Power Standard?
 The essential skills and knowledge
  that students must learn to move on
  to the next grade with confidence
  and readiness to succeed.
How Are Power Standards Chosen?
  Endurance: What endures over the
         lifetime of a student?

 Readiness: What is essential for a
  student to progress to the next level of
  instruction?

 Leverage: What contributes to the
  understanding of other standards?
Power Standards Matrix
 Click here to view a matrix that can
  help educators identify the power
  standards for their district
Unwrapping a Standard – The
Purpose
 Identify essential concepts and skills
  found in the standards and indicators
 Define the standard in teacher and
  student-friendly language
 Develop Big Ideas, Essential
  Questions, Classroom Applications
  and Assessments
    Process for Unwrapping a Standard
    Underline the important Concepts (nouns) and circle
     the important Skills (verbs).
    Organize the Concepts and Skills in a 2 column format
     and paraphrase in user friendly language.
    Write the Overarching (AKA Big) Ideas. What are the
     “enduring understandings” that students will take away
     from this standard?
    Write the Guiding (AKA Essential) Questions. What are
     the essential questions that will guide your instruction
     and assessment and will lead students to learn this
     standard?
    Contexts and Applications: What do teachers use to
     teach the concepts and skills?
    Assessment Tools – Develop performance assessments
     that can be used to address the standard.
Example of Unwrapping a Standard
    CT English Standard 2.4.c
1. Underline the important Concepts (nouns)
   and circle important Skills (verbs).

Standard #2.4.c: Discuss how the experiences of the
    reader influence the interpretation of a text.
Example of Unwrapping a Standard
    CT English Standard 2.4.c
2. Organize the Concepts and Skills in a 2 column
   format and paraphrase the concepts and skills.
       Example for CT English Standard 2.4.c
            Know                          Skills
          (Concepts)                 (Be Able to Do)

  Experiences                  Discuss
  Interpretation               Influence
  Readers need to know that     Readers need to be able to
  readers and authors may       discuss how their
  have different perspectives   experiences affect their
  depending on their            understanding and
  experiences.                  interpretation of a text.
Example of Unwrapping a Standard
    CT English Standard 2.4.c
3.   Write the Overarching or Big Ideas. What are the
     “enduring understandings” that students will take
     away from this standard?
              Example for CT English Standard 2.4.c
Overarching (AKA Big) Ideas (Enduring
   Understandings):
        What readers bring to a text affects their understanding
         and their interpretation of the text.
        Because readers have different experiences, they may
         have very different understandings and interpretations of
         the same text.
Example of Unwrapping a Standard
    CT English Standard 2.4.c
4. Write the Guiding Questions. What are
   the essential questions that will guide
   your instruction and assessment and
   will lead students to learn this
   standard?
          Example for CT English Standard 2.4.c
Guiding Questions (AKA Essential Questions):
      What effect does a reader’s background knowledge have
       on their understanding of what they read?
      Why might different readers interpret a text or actions of
       characters differently?
Example of Unwrapping a Standard
    CT English Standard 2.4.c
5. Develop Contexts and Applications: What do teachers
use to teach the concepts and skills?

               Example for CT English Standard 2.4.c
Contexts and Applications (Through what classroom
activities could this standard be addressed)?
Read a short picture book aloud asking students the following questions:
         How do you think your experience affects your understanding of
          this text?
         How do you think others will interpret this text? Why?
         In general, how does a reader’s experience influence his or her
          interpretation of a text?
Have students do a Think-Pair-Share. Ask them to discuss what
connections they made to the book? Have them compare how their
experiences affected their understanding and interpretation of the book.
Ask them to contrast their answers to the questions with their partner’s
answers and discuss why they may be different. Have them develop one
major idea to share with the whole class.
Example of Unwrapping a Standard
    CT English Standard 2.4.c
6.    Write some Assessment
     Tools that can be used to
     address this standard.
        Example for CT English Standard 2.4.c
Assessment Tools
     Think-Pair Share Student Sheets
     Reading Logs
     Dialogue Journals
     Venn Diagrams
     Compare and Contrast 3-column Chart
Interdisciplinary Connections
 Help students to see the connection
  between and among content areas
 Reading and writing are an
  interdisciplinary connections across
  all content areas
Engaging Scenarios
 Motivate students to engage and
  actively participate!
 Provide relevancy and motivation -
  antidotes for apathy!
 Make learning fun!
 Curriculum activities should provide
  students with a real-life purpose and
  an authentic audience.
Relationship Between Tasks and
Engaging Scenario
 Performance Tasks answer question,
  “What are we going to do?”
 Engaging Scenario answers question,
  “Why are we doing it?”
Making Standards Work Template
 MSW Template from The Leadership
  and Learning Center - Click here to
  view a draft MSW template

								
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