Transcript Welcome to the 2013

See It/Say It
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Teachers will be able to:
◦ Identify key components of the ReavisWiggins Page 1 template
◦ Distinguish between examples and nonexamples of Essential Questions, Content
Objectives and Skills Objectives
◦ Apply content related to Essential Questions,
Content Objectives and Skills Objectives to
new examples
Music RTM Progress
Course
American
Popular Music
Music Lab
Concert Band
Concert Choir
Percussion
Ensemble
Symphonic Band
Chamber Chorus
Intro to
Musical Instr.
Snapshot
Page 1
Art RTM Progress
Art Department
Course
Intro to Art
Glass & Wood
Design
Fiber & Jewelry
Design
Ceramics
Drawing
Graphic Design
Painting
Photography
Sculpture
Advanced Ceramics
Art Studio
AP Art Studio
Snapshot
Page 1
Science RTM Progress
1st Sem.
Curriculum
Snapshots
Phys. Science Conn.
Physical Science
Biology
rewrite
Biology I
Biology I (H)
AP Biology
Chemistry
Chemistry I
Chemistry I (H)
AP Chemistry
Physics
Physics (H)
AP Physics
Anatomy & Physiology
Scient. Research & App
Medical Terminology
Del/Manaves on it
1st Page
Wiggins
Math RTM Progress
1st Sem. Curriculum 1st Page Wiggins
Snapshots
Algebra Connections
x
Algebra
x
Algebra I
Algebra I (H)
Geometry
Geometry I
Geometry I (H)
Algebra II
rewrite
Advanced Topics
Trigonometry
Algebra II Trig (H)
Statistics
Pre Calculus
AP Calculus
rrewrite Smiles
English RTM Progress
Course Name
Reading for Mastery
English I Connections
English I – Standard
English I – Honors
Oral Com – Essentials
Oral Com – Standard
Oral Com – Honors
American Lit – Essentials
American Lit-Standard
American Lit – Honors
American Studies
AP Composition
English World Lit- Honors
AP Literature
Best Sellers
Communications
Crime and Punishment
Drama in Action
English IV: Connect with Lit
Freelance Writing
Independent R & R
Topics in Comp: Film Genres
Sports Literature
Winds of War
Women in Lit
Curriculum
Snapshot
Reavis-Wiggins
Page 1
World Languages RTM Progress
German I
German II
German III (H)
German IV (H)
Spanish I
Spanish I (H)
SNS I
Pending Approval
SNS II
Pending Approval
Spanish II
Spanish II (H)
Spanish III (H)
Spanish IV (H)
Social Studies RTM Progress
Business RTM Progress
Business Department
Course
Accounting I
Accounting II
Applied Keyboarding
Business Law
Computer
Applications I
Computer
Applications II
Consumer
Econ/Personal
Finance
Co-op
Intro to Business
Intro to
Computers/ETECH
Marketing
Web Design I
Web Design II
Curricular
Snapshot
Cover Page
Reavis
Wiggins
Page 1
PE RTM Progress
PE/Health/
Dr Ed
Curricular
Snapshot
Cover Page
Adaptive PE
Total Body
Conditioning
Driver
Education
Fitness
Freshmen
Health
Individual
Sports
Jr Leader
Class
Modified Dr
Ed
S&C
Team Sports
Reavis
Wiggins
Page 1
Tech RTM Progress
Tech
Department
Course
Arch Drafting
Auto
Maintenance
Auto Mechanics I
Auto Mechanics
II
Aviation
Carpentry
Computer Repair
Computer
Systems
Drafting I
Electronics
Energy and Tech
Home Repair
Materials & Tech
Power I/Energy
Woodworking
Curricular
Snapshot
Cover Page
Reavis Wiggins
Page 1
FCS RTM Progress
FCS Department
Course
Child Development
& Parenting
Culinary Arts
ECE I / formerly
Child Care I
ECE II / formerly
Child Care II
Pro Start I
Pro Start II
Cover Page
Reavis
Wiggins
Page 1
ESL RTM Progress
ESL Class List
Snapshot
Bilingual Health
Bilingual Language & Culture
Basic English ELL
English I ELL
English II ELL
Advanced English ELL
Bilingual U.S. History
Bilingual Economics
Bilingual Government
ESL U.S. History
ESL Economics
ESL Government
ESL Physical Science
ESL Biology
ESL Basic Math
ESL Health
ESL Newcomer Program
Page One
Special Ed. RTM Progress
Special Ed Class List
Snapshots
Advanced Topics of Mathematics CC
Advanced Topics of Mathematics REI
Algebra CC
American Literature CC
American Literature REI
Biology CC
Biology REI
Community Work Experience
Connections TT
Economics CC
English I CC
English II: OC & Critical Thinking CC
English IV CC
English IV REI
Geometry CC
Geometry REI
Government REI
Health CC
In-School Work Experience
Instructional Economics
Instructional English
Instructional Government
Instructional Math
Instructional Science
Instructional U.S. History
Oral Communication CC
Oral Communication REI
Physical Science CC
Pre-Vocational Lab
Read for Mastery REI
U.S. Government CC
U.S. History CC
U.S. History REI
Vocational Related Info
Page One
Essential Questions
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What are they?
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Open-Ended
Thought Provoking/Intellectually Engaging
Require Higher Order Thinking
Suggest Important, Transferable Ideas
Raises Additional Questions
Requires Support and Justification
Recurs Over Time
Essential Questions
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How do EQs compare to other
types of questions teachers ask?
TYPES OF QUESTIONS TEACHERS ASK…
Questions That Hook
Questions That Lead
Questions That Guide
Essential Questions
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Asked to stimulate ongoing thinking…
Raise more questions…
Spark discussion and debate…
“Answers” may change as understanding deepens…
Essential Questions
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Examples:
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Whose “story” is this?
What do good problem solvers do, especially when they get
stuck?
What makes objects move the way they do?
What should I do in my head when I am trying to learn
another language?
How is feeling or mood conveyed musically? Visually?
What happens when a tool doesn’t work?
How do effective writers hook and hold their readers?
What makes a successful business? Marketing ad?
How does what we measure influence how we measure?
Is aging a disease?
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Essential Questions
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Non-Examples
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What are common Spanish expressions?
What steps did you follow to get your answer?
What is a variable in a scientific investigation?
What events led to World War I?
Who is the main character’s confidant in the story?
These might be important content related
questions, but they are NOT Essential
Questions.
Essential Questions
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Are you ready to
assess what you
have learned?
Essential Questions
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Checklist for Writing Essential Questions
Are the questions global in nature? Do they cover the overall
objectives of the course?
Are there between 5-7 questions for a year long course?
Is the content from each unit on the snapshot reflected in at
least one essential question?
Mechanics and Usage: Grammar? Spelling? Read it aloud—Does
it make sense?
Content Objectives
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What are they?
 Describe the concepts that will be addressed
in the unit.
 Should be in the form of the NOUN.
 Basically the scope and sequence of concepts.
Content Objectives
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Examples—Government Unit 2
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The following concepts will be addressed through this
unit:
• Three Branches of Government
• Powers of Government—Congress, House, Senate,
President, Supreme Court
• Checks and Balances among Branches
• Requirements for federal office
• Electoral College—How it works, part of road to the
presidency
• Judicial Review
• Federalism—Definition, Shared/Concurrent Powers
Content Objectives
Examples—English 1, Unit 2
Content Objectives (what students know)
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The difference between expression and reflection in writing
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Definition of a memoir
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Literary terms
Characterization (Major/Minor, Static/Dynamic)
Point-of-View (1st Person, 3rd Person Limited, 3rd Person
Omniscient)
Content Objectives
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Non-Examples
• Compare and contrast the English Bill of Rights
and the Bill of Rights in the U.S. Constitution.
• Explain the behavior of metals and non-metals.
• Write compound sentences.
• Record and analyze Nutrition Facts on various
foods to evaluate whether a serving meets
certain standards for “health.”
Content Objectives
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Checklist
Are the Content Objectives in the form of a NOUN?
Is the list of concepts comprehensive?
Does the list represent practices common across all team
members? If not, revise.
Are topics described in the snapshot present? If not, decide
which document should be revised.
 The content described in one should run parallel to the other
Mechanics and Usage: Grammar? Spelling? Read it aloud—Does
it make sense?
Skills Objectives
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What are they?
• Describe the skills students will be expected
to acquire as part of the unit.
• Should be in the form of a VERB.
• Should NOT be confused with the daily
objectives you will use as part of your See
it/Say It.
Skills Objectives
Examples from Drawing:
 Students will:
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Draw from an upside down image
Practice contour line drawing.
Use a viewfinder to determine a cropped composition
Use gesture line to render an abstract image based on
their contour line drawing.
• Observe and draw negative space in order to render
accurate form, proportion and spatial relationships of
the positive space.
• Render basic forms from observation using sighting and
contour line and then add cross contour lines to help
indicate form.
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Skills Objectives
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Examples from Chemistry Honors:
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Students will:
Ask questions that arise from careful observation of phenomena, or
unexpected results, to clarify and/or seek additional information.
Ask questions that arise from examining models or a theory, to clarify
and/or seek additional information and relationships.
Evaluate merits and limitations of two different models of the same
proposed tool, process, mechanism, or system in order to select or
revise a model that best fits the evidence or design criteria.
Evaluate the impact of new data on a working explanation and/or
model of a proposed process or system.
Use mathematical, computational, and/or algorithmic representations
of phenomena or design solutions to describe and/or support claims
and/or explanations.
Apply techniques of algebra and functions to represent and solve
scientific and engineering problems.
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Skills Objectives
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Non-Examples
• Writing of various linear equations
• Character analysis
• Child development and parenting skills
Avoid daily objectives in the Reavis-Wiggins
template
• Try to include the “other” skills students
practice—literacy, numeracy, technology,
etc.
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Skills Objectives
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Checklist:
Are the Skills Objectives stated in the form of a VERB?
Is the list of skills comprehensive?
Does the list represent practices common across all team
members? If not, revise.
Is there a wide range of verbs from Bloom’s taxonomy being
used across the unit?
Consider including relevant skill objectives related to literacy?
Technology? Writing? Math/Numeracy/Data Analysis?
Mechanics and Usage: Grammar? Spelling? Read it aloud—Does
it make sense?
Coming up….
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Two back-to-back Late Starts dedicated
to Team Time:
◦ October 16
◦ October 23 – Division Meetings
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Start crafting your Page Ones!
Where should you be?
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After the Late Start on October 23,
teams should have completed Page One
for one unit, ready to turn in for feedback