Transcript Performance Standards - Cobb County School District

Training for the Georgia
Performance Standards
Standards-Based Education and the Georgia Social
Studies Performance Standards (GPS)
1
Overview of Day 2
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Update on redelivery
Review of conceptual teaching
Developing the Elaborated Unit Focus
Enduring understandings/Essential questions
Balanced Assessment
2
The Process of Instructional Planning
Traditional Practice
Select a topic from the curriculum
↓
Design instructional activities
↓
Design and give an assessment
↓
Give grade or feedback
↓
Move onto new topic
Standards-based Practice
Determine concepts, enduring understandings
related to standard(s)
↓
Design assessment (task) through which students
will have an opportunity to demonstrate their
understanding of standard(s) & concepts
↓
Decide what learning opportunities students will
need so they can demonstrate understanding of
standards and concepts; plan appropriate
instruction to ensure each student has adequate
opportunities to learn
↓
Use data from assessment to give feedback, reteach or move to next level
3
Standards Based Education Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
All above
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
4
The Key
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Conceptual based teaching
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Need schema to learn
Must relate to what already know
Need to see in context
Develop concepts to help students learn
What doesn’t work
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Worksheets
Drill
Memorization of discrete facts.
5
Stage 1: What do I want my students
to know and be able to do ?

Develop overview of course (course guide)
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Review standards to see what standards can be grouped
together
Identify unifying ideas that group the standards
Organize GPS into unit ideas (themes/concepts)
Concept map
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What should be the focus of each unit?
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What themes connect these units?
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Brief phrases that outline focus of unit
Look at themes that stretch across units
What are specific ideas/themes for each unit?
6
Organizing the Standards
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Standards are a curriculum document, not a
teaching document.
Not necessarily organized the way they should be
taught.
Start by look at the standards as a whole
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What is the emphasis of the course?
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Are there more standards that relate to a particular time
period, area, or topic?
What is the main goal of the entire set of standards?
What should a student understand as a result of completing
this course?
7
Organizing the Standards
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What are the logical divisions of the standards
based on the course emphasis?
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What is the logical starting point of the course?
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No preset number of standards per unit
Units should logically link related standards to help
students understand course emphasis
Does not have to be standard 1
Does not have to be chronological
Must be logical and related to the course emphasis
The best starting point for a course is where the
course curriculum and student interest and
relevance meet.
8
Skills Matrix
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Skills are found in matrix at the end of each
grade level
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Begins in Kindergarten
Basic mastery before end of middle school
Are to be taught in context, not separate
No participatory skills
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Skills are testable as related to and integrated into the
content
Should be part of tasks, or demonstrations of
understanding
9
DESIGNING UNITS
for
SOCIAL STUDIES GPS
Day 2:
Enduring Understandings, Essential
Questions, Balanced Assessment
10
Standards Based Education Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
All above
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
11
Conceptual Teaching
12
Comparison

Topic Based
 Facts and activities
center around specific
topic .
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Objectives drive
instruction.
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Focus learning and
thinking about specific
facts.
Instructional activities
use a variety of discrete
skills.
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Concept Based
 Use of facts and
activities are focused by
conceptual lens.
 Essential questions,
drawn from concepts,
drive instruction.
 Facts are learned to
understand transferable
concepts and ideas.
 Instructional activities
call on complex
performances using a
variety of skills.
13
Points to consider
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Both models value foundation of specific factbased knowledge and skills
Difference is in culminating focal point of
instruction
Topic-based: learning specific facts about a
given topic
Concept-based: learning conceptual
understandings drawn from the facts

Learning about the relationship between things
rather than JUST FACTS.
14
Three principles of conceptual teaching
1) Build on student’s prior knowledge
•
•
Teacher develops framework for new
concepts
Check student’s misconceptions
2) Facts are a part of the larger concepts.
Both are important.
3) Student reflection and evaluation are
vital.
15
Developing the Elaborated
Unit Focus
16
Standards Based Education Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
All above
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
Stage 3
Plan Learning Experiences and Instruction
(to support student success on assessments,
leading to desired results)
17
Stage 1: Sixth Grade World Studies
Standards:
H4d, H4e, G5a, G7a, G7b, E6a, E6b
Unit One focus:
Europe Influenced the World
Movement
•Importance of exploration
Power, Authority, and Governance
•Expansions of empires
Place
•Physical and human characteristics
•Impact of location, climate, physical
characteristics, natural resources,
population
The bulleted information
under the themes are key
points from the elements.
Economic Development
•Trade
•Colonial Empires
•Trade Barriers
18
Stage 1: U.S. History, Grades 9-12
Standards: 1, 2
1st Semester, 2 weeks
Unit One focus:
Colonial Era
Themes and Concepts/Topics:
Movement
•Colonization
•Physical Migration (free and forced)
•Importing of Intellectual Ideals
Social and Political Interactions
•Colonial Governments
•Social Mobility
Conflict and Compromise
•European/Native American conflict
•Colonial conflict with royal government
•Conflict among colonists
Ideas and Beliefs
•Great Awakening
•Individualism
The bulleted information
under the themes are key
points from the elements.
19
Elaborated Unit Focus
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Short paragraph that explains the relationship
between the concepts and the content of the
unit
NOT a restatement of the Unit title
Explains the connection between the Unit title
and standards/elements
Should mention some of the major concepts
included in the unit
20
Elaborated Unit Focus
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Small group activity
Develop an elaborated unit focus for Unit 1.
21
Unit One: Europe Influences the
World
Elaborated Unit Focus: The focus of
this unit is on early European
influence in Africa, the Americas, and
Asia. In addition it will examine the
impact of physical geography and
economic development on
exploration, empire building, and
trade.
Concepts
(Unit
Connecting
Themes)
22
Unit One: Colonial Era
Elaborated Unit Focus: This unit is centered
on the development of the English
colonies in America. It traces the evolution
of the three colonial region’s economy,
colonial governments, social structure,
relations with Native Americans, and the
introduction of slavery. The role of
religion is examined through an
examination of the Great Awakening.
Benjamin Franklin is used as an example of
how America presented opportunities,
regardless of birth, for individual
advancement.
Concepts
(Unit
Connecting
Themes)
23
Enduring Understandings and
Essential Questions
24
Would you rather your students…
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be able to list all of the compromises made
at the Constitutional Convention
OR
be able to explain the role of compromise
and conflict throughout history using
examples from the Constitutional
Convention?
25
Would you rather your students…
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be able to tell you the populations, natural
resources, and climates found in Latin America
OR
be able to explain the impact of population,
natural resources, and climate on Latin
America’s role in the contemporary world?
Concepts include:
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Global connections
People, places, and environment
Production, distribution, and consumption
26
Enduring Understandings
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Conceptual understandings drawn from and
supported by critical content (Erickson, 71)
Provides language to link themes and concepts to
standards, knowledge and skills.
Basis of conceptual teaching
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Provide scaffolding
Standards provide specificity to concepts
Written in sentence form
This is essence of what students should take from
the unit
27
Enduring Understandings
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Units may have multiple EUs
Intended to be broad
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Apply to many situations
Apply to different units
Apply to different courses/grade levels
Should be written in present tense
Should reference theme and specific
knowledge from the standard and elements
28
Enduring Understandings
based on H. Lynn Erickson (p. 86-89)
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Varying levels of sophistication
 Level 1:
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Level 2:
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less concept specific, relates closely to the specific content
EX: Trade and religious conflict influence the development of empires
and kingdoms
EX: State and local governments have a relationship similar to national
and state governments.
increase in use of concepts, moves away from specific content
EX: Contact with other cultures influences empires and kingdoms.
EX: Relationships between different levels of government are loosely
defined by documents describing their roles.
Level 3
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relies heavily on conceptual understanding
can be generalized across a domain
EX: next slide
29
Enduring Understanding Example
Level 3
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Students will understand that movement of ideas, people, and
culture (through trade and religious conflicts) have both
positive and negative impacts on the development of societies.
 Trade networks
 Crusades
 Expansion of Christianity, Islam
Students will understand that distribution of power in
government is a result of existing documents and laws
combined with contemporary values and beliefs.
 US, GA Constitutions and their interpretations
 Jurisdiction of state and federal courts
 Relationship of national/state and state/local
Can be generalized widely across the
domain
30
Which are Enduring Understandings?
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The American Revolution produced a change
in society.
Conflict produces change.
Ethnic groups in the United States have
developed social organizations.
Migration of western culture to Asia has
produced changes to eastern culture.
31
Group activity

Write at least 2 Enduring
Understandings for your unit
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How is the concept/theme tied to the
content standard?
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What is an Essential Question?
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H. Lynn Erickson
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Specific, open-ended, thought provoking
questions that probe the factual and conceptual
levels of understanding (p.164)
Learning Focused Schools (Thompson)
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Generally related to the specific learning
objectives of a lesson
Can be answered by students with instruction
34
What is an Essential Question?
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Wiggins and McTighe
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Represent a big idea that has enduring value
beyond the classroom
Reside at the heart of the discipline (doing the
subject)
Offer potential for engaging students
Essential Question Rubric
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EQ’s get to the heart of a particular enduring
understanding
Help students relate the factual knowledge to the
concepts in the unit
May or may not have a correct answer
35
Developing Essential Questions
 Characteristics
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Examine how (process) and why (cause and effect)
Use language appropriate to students
Sequence so they lead naturally from one to another
May or may not have one answer or a “right” answer
Consider Bloom’s taxonomy, Webb’s Depth of
Knowledge in developing
Come in two forms
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Broad/Overarching
Unit/Content Specific
36
Essential Questions
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Broad, overarching.
 Go to heart of
discipline
 Re-occur naturally in
the discipline
 May not have a right
answer
 Raise other important
questions

Guiding Sub-questions
 Related to specific
aspects of content
 Frame specific set of
lessons or unit
 May be answered as
result of lesson,
 May not have a “right”
answer
37
Example of Broad EQs
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EU: Students will understand that movement of
ideas, people, and culture (through trade and
religious conflicts) have both positive and negative
impacts on the development of societies.
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Possible Broad EQs
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To what extent have the positive impacts of
cultural interactions outweighed the negative
impacts to the cultures involved?
To what extent do trade and religious conflict
influence cultural development?
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Example of Guiding Sub-Questions
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EU: Students will understand that movement of
ideas, people, and culture (through trade and
religious conflicts) have both positive and negative
impacts on the development of societies.
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Possible guiding sub-questions
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How did the Muslim empires influence
religion, law, and arts as their empires
expanded?
How did increased cross-cultural contact
affect cities and towns in European
medieval society?
39
Example of Broad EQs
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EU: Students will understand that distribution of
power in government is a result of existing
documents and laws combined with contemporary
values and beliefs.
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Possible Broad EQ
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Why is it important to consider
contemporary values and beliefs when
analyzing laws and historical documents?
To what extent is distribution of power in a
Nation related to its structure of
government?
40
Example of Guiding Sub-Questions
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EU: Students will understand that distribution of
power in government is a result of existing
documents and laws combined with contemporary
values and beliefs.
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Possible guiding sub-questions
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What are the arguments on each side of
the current federalism debate?
How have values and beliefs about
federalism changed over time in
America?
41
Group activity
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Using the Enduring Understandings you just
developed, write 2 BROAD Essential
Questions and 2 guiding sub-questions for
the unit.
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Remember the difference between broad EQ’s
and guiding sub-questions.
Do not always have a single answer.
Remember to base your Essential Questions
on your ENDURING UNDERSTANDING!
42
Enduring Understandings and Unit Essential
Questions – 6th Grade
Exploration occurs because of the desire for wealth.
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How did the explorers contribute to the development of Europe?
What motivates people to take great risk to explore unknown territory?
What was the impact of exploration on Europe?
Physical location influences how people live and how nations
develop.
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How did Europe’s location contribute to its development?
How did England, France, and the Netherlands develop extensive colonial empires?
How can geographic features be a hindrance or help to a region’s economic
development?
43
Enduring Understandings and Unit Essential
Questions – U.S. History

The movement of people, ideas and goods have a profound influence on a
society.
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How did the arrival of European settlers on the east coast of North America impact the Native Americans?
What was the impact of slavery on the development of Colonial America?
How did American colonies come to be wealthy in the later colonial period?
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Colonies frequently develop a social and political system different from their
mother country.
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How was each colonial region a reflection of its colonists?
How have the colonial ideas of civil liberties and rights changed over time?
Nations build upon compromise and conflict.
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Why was America’s idea of representative government different from the English idea?
Democracies build upon the ideas of individualism and reform.
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How did religion play a role in creating the American character?
Why was Benjamin Franklin an example of social mobility and individualism?
How was the Great Awakening more than a revival?
44
Balanced Assessments
45
Standards Based Education Model
(one or more)
Standards
Elements
Stage 1
Identify Desired Results
(Big Ideas) Enduring Understandings 
Essential Questions 
GPS
Skills and Knowledge
All above, plus
Tasks
Student Work
Teacher
Commentary
Stage 2
Determine Acceptable Evidence
(Design Balanced Assessments)
(To assess student progress toward desired results)
46
The Process of Instructional Planning
Traditional Practice
Standards-based Practice
Select a topic from the curriculum
Select standards from among those
students need to know
Design instructional activities
Design an assessment through which
students will have an opportunity to
demonstrate those things
Design and give an assessment
Give grade or feedback
Move onto new topic
Decide what learning opportunities students
will need to learn those things and plan
appropriate instruction to assure that each
student has adequate opportunities to learn
Use data from assessment to give
feedback, reteach or move to next level
47
Assessment for Learning
Assessment for Learning is the process of
seeking and interpreting evidence for use
by learners and their teachers to decide
where the learners are in their learning,
where they need to go and how to best
get there.
48
What is assessment for learning?
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Part of effective planning.
Focuses on how students learn.
Is central to classroom practice.
Is sensitive and constructive.
Fosters motivation.
Promotes understanding of goals and criteria.
49
Small group discussion:
What has to happen?
“…if assessment is not working effectively in our classrooms every day,
then assessment at all other levels (district, state, national, or
international) represents a complete waste of time and money.”
Stiggins, 1999
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If you know what a student must understand, how
do you check to see if that student understands?
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What evidence will you use to evaluate the level of
understanding?
50
Purpose of Assessment
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Do students know? Are they able to complete
processes and demonstrate skills? Do they
understand?
How well do students know? How well are they able
to complete processes and demonstrate skills?
How well do they understand?
What do students not know? What are they not yet
able to do? What don’t they understand?
What do I need to re-teach? What is my next step
in planning instruction?
51
Purpose of Assessment
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Assessments need to have a clear purpose
and be attached to a standard or enduring
understanding
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Be wary of “cute” or “fun” projects that lack
the necessary elements of a true assessment
and take large chunks of time
52
Developing a Balanced Assessment Plan
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Done in Stage 2 of unit planning
Helps focus student learning
Assessments should be used regularly
throughout unit, not just at the end
Assessment should be varied
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Formal and informal assessments.
Formative and summative assessments.
53
Importance of “Balanced” Assessment
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Formal
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Informal
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Students know they are being assessed
Tests, essays, quizzes, projects with rubrics
Norm-referenced OR Criterion-referenced
Students may not know they are being assessed
Dialogue with students, peer conversations,
journal entries
Need to use both and use data to guide
teaching/planning
54
Importance of “Balanced” Assessment
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Formative (assessment FOR learning)
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Summative (assessment OF learning)
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Important to assess as you teach
Assessment “for” learning
Remember, trying to uncover misconceptions and
prior knowledge
Testing skills/factual knowledge
End product
Need to use both and use data to guide
teaching/planning
55
The Difference 
Assessment for Learning –
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Promotes student achievement during the
learning process.
Involves students in assessing their own learning.
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Assessment of Learning –
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Reporting and accountability.
Sorts students for programs.
56
Brainstorming Activity
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Take 2 minutes to write down ANY form of formative
and summative assessment that comes to mind
Give one/Get one activity
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Compare list with others
Give one of your assessment types to partner and get one
from them
Goal is to get a big list of assessment types to pull
from
57
Social Studies Assessments Plan
Observation
Observing
Group work
• Rating Scale
• Issue
Barometers
• Journals
• Peer Review
•
Dialogue and
Discussion
Conversations
for learning
• Conferences
• Socratic
method
• Interviews
•
Selected
Response
Multiple
Choice Test
• True-False
• Matching
•
Constructed
Response
Fill in the
blank
• Essay
• Short answer
• Diagrams
• Concept map
• Graphing
• Illustration
•
Self-Assessment
Process
description
• Thinking aloud
• Peer Review
• Self-assessing
rubrics
•
58
“Feedback to any pupil should be about the particular
qualities of his or her work, with advice on what he or she
can do to improve, and should avoid comparisons with
other pupils.”
Paul Black and Dylan William
Kings College
59
If we only give summative assessments with
short answer or multiple choice, how do we
help students to improve other than by saying
“study harder”?
60
Self Evaluation of Assessment Plan

What type of evidence is required to assess the
standard? (e.g., recall of knowledge, understanding of
content, ability to demonstrate process, thinking,
reasoning, or communication skills)

What assessment method will provide the type of
evidence needed?

Will the assessment method provide enough evidence
to determine whether students have met the
standard?

Is the task developmentally appropriate?

Will the assessments provide students with various
options for showing what they know?
61
Balanced Assessment Plan
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Use the units you worked on today outline a
balanced assessment plan
Balanced Assessment matrix
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Look at the overall unit
What are ways you could assess knowledge, skills,
understandings?
Use the chart from earlier
List ideas on how you could assess your unit both for and
of learning.
Place them on the chart.
DO NOT TRY TO WRITE A PERFORMANCE TASK
62
Social Studies Assessments Plan
Stage 2: Determine Appropriate Assessments
Grade Level/Subject___American Government_____ Unit Focus: ______America’s Federal System_____
Observation
Listening to
peer
conversations
about how
power is divided
Dialogue and
Discussion
Journal entry
on how
government
impacts their
lives
Socratic seminar
on court cases
relating to
federalism issues
•
Constructed
Response
Matching quiz
where students
are given a list of
powers and asked
to match them to
the appropriate
level of
government
•
Multiple choice
quiz on
comparisons
between the US
and GA
Constitutions
•Students
•
•
•
Selected
Response
•
Flow chart
demonstrating
direction of power
on certain issues
Self-Assessment
Students explain
to another student
how power is
divided in several
areas
•
Students are
given a federalism
puzzle and when
they get to a piece
they can not place,
they are to write
the statement on a
sheet of paper
•
will role
play a three way
conversation
between a mayor,
governor, and
senator on a
particular issue
63
Student Self Assessment
“For formative assessment to be productive,
students should be trained in self-assessment
so that they can understand the main purposes
of their learning and thereby grasp what they
need in order to achieve.”
Black and William
64
Research (Black and William) shows that when
students are given only a grade, they compare
themselves with each other. When they are
given comments only, they see this as an effort
to help them to improve. The students who
get the comments only, out-perform the students
who get the grade only.
65