Performance Standards by chenmeixiu

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									 Curriculum Design
        from
Performance Standards
              Standards-Based Education
     and the Georgia Performance Standards (GPS)
            Unpacking Standards Using the
         Understanding by Design Framework

       Adapted for use in EDUC621 by
           Sherah B. Carr, Ph.D.
             Mercer University

                                                   1
               Brain Storm
         Enduring Understandings
ALONE…
Put one word or phrase on each post-it note
 that explains something about an “enduring
 understanding”

GROUP…
Share words – group like words        Enduring
                                    Understandings

Determine category labels
Add to your group board

                                                     2
Comprehensive Unit Design



How is the “big picture” unit design process used in
standards-based teaching and learning?



                                                       3
    Lesson Planning #1

   Open teacher’s edition.
   Teach lesson.
   Check off GCPs covered.




                              4
    Lesson Planning #2

   Go to Media Center.
   Check out latest issue of “The Mailbox”
    magazine.
   Select activity.
   Teach/do activity.
   Check off GPS’s covered.




                                              5
Big picture or “backwards design”
planning
   What do I want my students to know and be
    able to do?
   How will I know if my students know it
    and/or can do it?
   What will need to be done to help my
    students learn the required knowledge?
   What will I do when I have a student who
    doesn’t know it or can’t do it?

                                                6
    Why this process?
   Clear expectations
   Targets of performance
   Focus on evidence of learning
   Student achievement relative to the
    standards




                                          7
Step #1. What do I want my students to know and
be able to do?


   Standards and elements
   “Unpack” the standard
       Identify “big ideas”
       Enduring Understandings/Essential Questions
       Prioritize EUs and EQs
       Knowledge and Skills




                                                      8
“Unpacking” a Standard

   Identify “big ideas”
       Significant words and phrases
       Transfer to other contexts
       Serve as organizers for planning instruction
       Are conceptual; abstract




                                                       9
    “Unpacking” a Standard

   Enduring                           Essential Questions
    Understandings                         Open ended
       Statements                         “How” questions
       Declarations of what we            Revisitable
        want students to
        understand
       “Students will understand
        that _________ .”




                                                              10
    “Unpacking” a Standard

   EUs and EQs
       Broad focus
       No “right” answer
       Designed to provoke and sustain student inquiry,
        while focusing learning and final performances
       Raise other important questions




                                                           11
Considerations

   Knowledge and Skills
       What you want students to know, be able to do
        and understand by the end of this unit
       Integrated – incorporates literacy into math,
        science or social studies




                                                        12
   Where to next?

Let’s look at some sample GPS and how we would
use them for unit planning.




                                             13
http://www.georgiastandards.org

             Standards     Training
                           Materials
Frequently
Asked
Questions




                                       14
New GPS Standards

                                        Content
                                        Mapping
            Understanding




                                                       Assessment
                               New
                            Standards

     Teamwork

                                                  Instruction

                     Enrichment &
                      Extension




                                                                    15
GPS Phase-in Plan
                                                                    Year I    Year II
          Year I   Year II   Year I   Year II   Year I    Year II
  Grade                                                              Soc.      Soc.
          ELA       ELA      Math      Math     Science   Science
                                                                    Studies   Studies
   K      04-05    05-06     05-06    06-07     06-07     07-08     07-08     08-09
    1     04-05    05-06     05-06    06-07     06-07     07-08     07-08     08-09
    2     04-05    05-06     05-06    06-07     06-07     07-08     07-08     08-09
    3     04-05    05-06     06-07    07-08     05-06     06-07     07-08     08-09
    4     04-05    05-06     06-07    07-08     05-06     06-07     07-08     08-09
    5     04-05    05-06     06-07    07-08     05-06     06-07     07-08     08-09
    6     04-05    05-06     04-05    05-06     04-05     05-06     06-07     07-08
    7     04-05    05-06     05-06    06-07     04-05     05-06     07-08     08-09
    8     04-05    05-06     06-07    07-08     06-07     07-08     06-07     07-08
    9     04-05    05-06     07-08    08-09     04-05     05-06     06-07     07-08
   10     04-05    05-06     07-08    08-09     04-05     05-06     06-07     07-08
   11     04-05    05-06     07-08    08-09     04-05     05-06     06-07     07-08
   12     04-05    05-06     07-08    08-09     04-05     05-06     06-07     07-08




                                                                                16
Test Alignment

   Criterion-Referenced Competency Tests
    (CRCT) Test alignment is completed during
    Year II implementation for each content area
    and grade level.




                                                   17
Example:
3-5 Science Assessment Timeline
 2005-2006 School year: All grades 3-5
  science CRCT will assess the QCC.
 2006-2007 School year: Grades 3-5
  science CRCT will assess the GPS.




                                      18
QCC versus GPS Comparisons
                      QCC                                            GPS
12 Topic: Energy and Its Transformation: Sound          S4P2. Students will demonstrate
    Standard: Describes sources of sounds and how          how sound is produced by
    sounds move through different kinds of matter.         vibrating objects and how
    Compares how different sounds move through air,
    water, rock and similar materials.                     sound can be varied by
13 Defines sound and identifies its properties.
                                                           changing the rate of vibration.
    Observes that sound is produced by                     a. Investigate how sound is
    vibrations.                                            produced.
14 Discovers that sound varies in pitch, intensity and     b. Recognize the conditions that
    quality. Produces sounds that vary as to: high, low    cause pitch to vary.
    or loud, soft, and produces sounds that differ in
    tone.
15 Investigates the relationship between attributes of
    waves and qualities of sound. Connects attributes
    of waves (wavelength and frequency) to attributes
    of sound (pitch, intensity).
16 Describes how we hear sounds. Describes how the
    outer, middle and inner ear transmit vibrations to
    the brain.
17 Recognizes technological devices that produce
    sound (loudspeakers, bullhorns) or help humans
    hear better (hearing aid, stethoscope).




                                                                                       19
K – 5 Science at a Glance
                            Earth Science                   Physical Science                          Life Science

   Kindergarten             Day and Night Sky             Physical Attributes (5 senses)            Living and Nonliving
 (My World and Me)         Sorts Rocks and Soils             Composition of Material                Parents and Offspring
                                                                      Motion

    First Grade              Weather Patterns                       Sound                      Characteristics of Living Things
       (Patterns)               Seasons                         Shadows ( Light)                Basic needs of Living Things
                                                                   Magnets

  Second Grade          Motion/Patterns of celestial     Changing attributes of materials                Life Cycles
                                  bodies
        (Change)       Changes in the earth’s surface          States of Matter
                                                           Energy keeps things going
                                                               Pushes and Pulls

    Third Grade          Rocks and Minerals of Ga                  Heat Energy                             Habitats
 (Form and Function)              Soils                             Magnets                     Features of Organisms of Ga
                                 Fossils                                                         Pollution and Conservation
                               Weathering

  Fourth Grade           Stars and Star Patterns                     Light                              Ecosystems
        (Models)             Solar System                           Sound                            Food Chain/Web
                       Weather data and forecasting      Force, Mass, Motion & Simple           Adaptation-Survival/Extinction
                                                                   Machines
                                                               Effects of Gravity

    Fifth Grade            Landforms in Georgia             Intro to Cons. Of Matter              Classification of Organisms
       (Evidence)      Constructive/Destructive forces     Physical/Chemical Changes        Inherited Traits and Learned Behaviors
                       Role of Technology in control        Electricity and Magnetism              Cells and microorganisms




 8/31/2005
How to Read a Language Arts Standard
Number
   ELA3W2
       ELA = English Language Arts
       3 = Grade 3
       W = Writing strand
       2 = Standard number 2
   3rd Grade English Language Arts
       2nd Writing Standard




                                       21
How to Read a Science Standard
    Characteristics of Science Standards
 S3CS2
  Science Grade 3 Characteristics of Science Standard #2

    Content Standards
 S3P1
        Science Grade 3 Physical Science Standard #1
 S4E2
        Science Grade 4 Earth Science Standard #2
 S5L2
        Science Grade 5 Life Science Standard #2



                                                           22
Essential Question 2

   How is the unit design process used in
    standards-based teaching and learning?




                                             23
Standards Based Education Model
          see handout
                                            Stage 1
      (one or more)                Identify Desired Results
      Standards
      Elements                  (Big Ideas) Enduring Understandings 
                                          Essential Questions 


                                           Skills and Knowledge
GPS


      All above, plus                    Stage 2
      Tasks                  Determine Acceptable Evidence
      Student Work           (Design Balanced Assessments)
      Teacher
        Commentary          (To assess student progress toward desired results)



                                         Stage 3
      All above         Plan Learning Experiences and Instruction
                               (to support student success on assessments,
                                        leading to desired results)

                                                                                  24
Unit Design
   Design with the goal in mind
   Initial Process of Unit Design
       Big Ideas
       Enduring Understanding
       Essential Questions
       Content Map
       Key Vocabulary




                                     25
Big Ideas

   What are the big ideas and core processes at
    the heart of this standard?
   What do I want to concentrate on and
    emphasize in this unit?

   Refer to UbD book pages 73-74
     Tips for finding big ideas



                                               26
Enduring Understandings
Bad to Best
   NO: “Students will understand rocks.

   NO: “Students will know how to classify rocks

   YES: “Students will understand that rocks are
    classified according to properties that you
    can observe and/or test.



                                                27
S3E1. Students will investigate the physical attributes of rocks and soils.
a. Recognize the physical attributes of rocks and minerals using observation (shape,
color, texture), measurement, and simple tests (hardness).




Big Idea: Rocks and Minerals
Enduring Understanding: Students will
  understand that rocks are classified
  according to properties that you can observe
  and/or test.
Tips about identifying and framing
  understandings -See UbD pages 135-137

                                                                                       28
Enduring Understandings
Bad to Best
“Students will understand weather.”
   Bad. It does not tell us what they should understand about
    weather.
“Students will understand weather instruments.”
   Better. It narrows the focus, but it still does not state what
    insights we want students to leave with.
“Students will understand that weather instruments
  give us data to use in forecasting the weather.
   Best. This summarizes intended insight, helps students and
    teachers realize what types of learning activities are needed to
    support the understanding.



                                                                       29
Developing Essential Questions

    Essential Questions
       Are big, open-ended or topic-related
       Examine how (process) and why (cause and effect)
       Consider various levels in Bloom’s taxonomy
       Use language appropriate to students
       Sequence so they lead naturally from one to another
       Can be used as organizers for the unit, making the “content”
        answer the questions
       Can be shared with other teachers

       Tips for generating essential questions
           UbD pages 118-121



                                                                 30
YOUR TURN TO THINK!

   Let’s try it
   Look at elementary level GPS
   Look for:
       Big ideas
       Write “enduring understandings”




                                          31
Four Groups – Write EU’s

1.   First Grade Science – Students will observe,
     measure and communicate weather data to see
     patterns in weather and climate.
2.   First Grade Science – Students will
     demonstrate effects of magnets and other
     objects.
3.   Second Grade Math – Students will create
     simple tables and graphs and interpret their
     meaning.
4.   Second Grade Math – Students will understand
     and compare fractions.

                                                32
Three Facts and a Fib

   Pair Work
   Review your notes and the handouts on
    enduring understandings (EU’s)

With your partner
 Create 3 true statements about EU’s

 Create 1 false statement about EU’s

 Randomly determine where the false
  statement will be

                                            33

								
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