Enduring Skills -A Process for Identifying -Final

Transcript Enduring Skills -A Process for Identifying -Final

STUDENT GROWTH GOAL SETTING FOUNDATIONS What Skill Will You Focus on?

Identifying Enduring Skills

Establish Baseline Target students’ priority need Identify the sources of evidence needed to measure students’ level of proficiency in the Enduring Skills Identify what proficiency looks like for the Enduring Skills Identify the Enduring Skills in the content area standards Know the expectation of content area standards

Targets

• Collaboratively identify the enduring skills, understandings, processes, understandings and concepts in your content area. • Prepare you to identify a strong content focus for your student growth goal.

This activity will…

• Guide you through a process for identifying enduring skills in your content.

FOCUS ON ENDURING SKILLS?

Making the biggest impact with your student growth goal…

Think and Plan Tool

Questions to Ask

• Based on my content standards, what are the enduring skills*, concepts and processes students should master by the end of the school year/course?

• Is the learning identified enduring?

Defining ENDURING Learning that

•

ENDURES

beyond a single test date • is of value in other discipline • is relevant beyond the classroom • is worthy of embedded, course-long focus • may be necessary for the next level of instruction

Handout

ENDURING LEARNING Writing Example

EXAMPLES

•

Write arguments to support claims with clear reasons and relevant evidence NON-EXAMPLES

• • •

Establish the significance of claims Create logical organization of claims, reasons and evidence Use words, phrases and clauses to create cohesion

ENDURING LEARNING Reading Example

EXAMPLES

•

Summarize key supporting details and ideas NON-EXAMPLES

• • • •

Identifying main ideas of a text Differentiate between bias and evidence Differentiate between essential and irrelevant information Skimming or scanning a text

ENDURING LEARNING Social Studies Example

EXAMPLES

•

Produce an argument to support claims with appropriate use of relevant historical evidence NON-EXAMPLES

•

Describe point of view for primary and secondary sources

•

Use Chicago Style correctly when citing evidence

•

Improve student perception of history

ENDURING LEARNING Science Example

EXAMPLES

•

Develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.

NON-EXAMPLES

•

Create a model of an erupting volcano using vinegar and baking soda.

Enduring Learning WHAT IT IS

• • • • • •

Worthy of extended focus Fundamental to learning in other disciplines Aptitude that has value and utility beyond one narrow context Foundational for the application of content Applicable beyond school Can be measured over time WHAT IT ISN’T

• • • • •

A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning Handout

What are the big rocks, big concepts, underlying practices & processes of your content area?

• Where can you find this info for your content? What are the guiding documents of your content?

• Where is this info in your standards?

What Standards, Structural Documents & Resources accompany the standards in each content area?

• Anchor Standards Literacy/Science/Social Studies/Technical • CCSS/KCAS- Critical Areas combined with math practices Subjects • Anchor Standards Reading-ELA • CCSS/KCAS-ELA • KY World Language Standards • National Standards Visual Arts, PE, etc.

On your own…

Highlight or underline

the skills or competencies you notice in your standards document.

Together…

Chart

the skills you’ve underlined or highlighted.

Share one example

Share one example you feel confident about.

• Look at the examples identified by the Kentucky Department of Education for your content. Remember that these are not inclusive lists!

• Are you on the right track for identifying enduring learning? What can you learn from the list for your content?

• If your identified learning is not on the list… • Go back and check the criteria – does it match? Share with a colleague why you think it matches and come to agreement.

• If you agree, you have identified another one. • If not, now you have a better understanding of what enduring is.

Handout

• Continue to work collaboratively through your standards document to identify additional enduring skills. • Record

digitally

( Add to your content’s Enduring Skills Initial List) • Use the tools: *Enduring definition *Your

What It Is/What It I sn’t

chart *Initial Enduring Skills list for your content

REMEMBER:



You will want a list to choose from when you match your student needs to the content focus!



Revise this list as you teach this year. You may think of more.



This list can be used for other purposes beyond student growth goal setting.

Resources

Student Growth Goal Setting Process http://mediaportal.education.ky.gov/educator effectiveness/professional-growth-and effectiveness/2014/02/student-growth-goal-setting process/ Student Growth Goal Setting Resources http://education.ky.gov/teachers/PGES/TPGES/Pages/TPGES Student-Growth-Page.aspx