Transcript Unpacking Math Standards - Bedford County Public Schools

Unpacking
the
Standards
Bedford County Public Schools
2013-2014
Why are we here?
• Increased Rigor of the Standards
• Academic Review Findings
Increased Rigor of the SOLs
THEN
NOW
Increased Rigor of the
SOLs
Outcomes of the Academic Review Process
Process focused on the Alignment of the
Written----- Instructed---- Assessed
Curriculum
5
Main Question: Does the cognitive
level present in each (written,
instructed, and assessed
curriculum) match the intent of
the standard?
Written Curriculum
Instructed Curriculum
Assessed Curriculum
----------------- RIGOR OF CURRENT STANDARDS -------------------
Written Curriculum
Instructed Curriculum
Assessed Curriculum
----------------- RIGOR OF FORMER STANDARDS -------------------
Tell your partner about a time
when you experienced a
misalignment
as a teacher
OR
as a student
What was the effect?
Objective for Today: To align cognitive levels of instruction and
assessment with the Essential Understandings, Knowledge and
Skills of the Standards of Learning.
Objectives
Today I will identify the cognitive levels within the Curriculum
Framework…
so that I can develop units, lessons, and assessments that
appropriately match the cognitive levels.
I’ll know I have it when my students exhibit success at the
appropriate level of rigor intended by the Standards of Learning.
Unpacking the
Standards
When we unpack a standard in
order to plan our Written and
Taught Curricula, we should
use both the Standards of
Learning and the Curriculum
Framework.
Virginia Mathematics Standards of Learning Curriculum Framework 2009
Introduction
The 2009 Mathematics Standards of Learning Curriculum Framework is a companion
document to the 2009 Mathematics Standards of Learning and amplifies the
Mathematics Standards of Learning by defining the content knowledge, skills, and
understandings that are measured by the Standards of Learning assessments. The
Curriculum Framework provides additional guidance to school divisions and their
teachers as they develop an instructional program appropriate for their students. It
assists teachers in their lesson planning by identifying essential understandings, defining
essential content knowledge, and describing the intellectual skills students need to use.
This supplemental framework delineates in greater specificity the content that all
teachers should teach and all students should learn.
Process
Consider Context
Identify Content
Determine
Cognitive Level
Unpacking the
Standards
Consider the overarching
standard or strand in order to
determine the CONTEXT – the
Big Picture.
How does it relate to previous learning
(curricular connections and/or prerequisite
skills)?
How does it build to future learning?
Are there essential questions to be answered?
Looking for
Context
Math Standard of Learning
Example
6.2 The student will
a) investigate and describe fractions, decimals,
and percents as ratios;
5.2a
• The student will
• a)recognize and name fractions in their equivalent decimal form and
vice versa; and
6.2a
• The student will
• a)investigate and describe fractions, decimals, and percents as
ratios;
7.1b
8.1b
• The student will
• b)determine scientific notation for numbers greater than zero;
• The student will
• compare and order decimals, fractions, percents, and numbers
written in scientific notation.
Looking for
Context
English Standard of Learning
Example
6.7 f
The student will write narration, description,
exposition, and persuasion.
e) Write multiparagraph compositions with elaboration
and unity
5.7e
6.7f
7.7f
8.7d
• The student will write for a variety of purposes: to describe, to inform, to entertain, to
explain, and to persuade.
• e) Write multiparagraph compositions.
• The student will write narration, description, exposition, and persuasion.
• f) Write multiparagraph compositions with elaboration and unity.
• The student will write in a variety of forms with an emphasis on exposition, narration, and
persuasion.
• f) Write multiparagraph compositions with unity elaborating the central idea.
• The student will write in a variety of forms, including narration, exposition, persuasion,
and informational.
• d) Organize details to elaborate the central idea and provide unity.
Unpacking the
Standard
Determine the CONTENT what students must know
The second and third columns of the
framework (essential understandings, skills,
knowledge and processes must be consulted
to ensure that all content is identified.
Content: What we want students to Know (Facts)

Vocabulary

Critical details

Terminology

Important events and people

Definitions

Sequence and timelines

Key factual information

Formulas
Virginia Mathematics Standards of Learning Curriculum Framework 2009
Introduction (5th grade example)
Essential Understandings (2nd column)
This section delineates the key concepts, ideas and mathematical relationships that all
students should grasp to demonstrate an understanding of the Standards of Learning. In
Grades 6-8, these essential understandings are presented as questions to facilitate
teacher planning.
Essential Knowledge and Skills (3rd column)
Each standard is expanded in the Essential Knowledge and Skills column. What each
student should know and be able to do in each standard is outlined. This is not meant to
be an exhaustive list nor a list that limits what is taught in the classroom. It is meant to
be the key knowledge and skills that define the standard.
Unpacking the
Standard
Identify the COGNITIVE
LEVEL - What must students
be able to do with the content?
Identify the verb
Analyze for Bloom’s Taxonomy/ Webb’s
Depth of Knowledge
Bloom’s Taxonomy
Task
Use the Essential Knowledge and Skills
column of the Curriculum Framework for
each standard to:
1. Underline the content
2. Circle the verb
3. Mark any essential questions or big
ideas
Example: Unpacking a Standard
For the learning objective, underline the
content, circle the word(s) that provide
information regarding cognitive level, and
finally, classify the word into Bloom’s/Webb’s
levels.
Standard = Context
4.4 The student will
a) estimate sums, differences, products, and quotients of
whole numbers;
d) solve single-step and multistep addition, subtraction,
and multiplication problems with whole numbers.
• Verify the reasonableness of sums, differences, products, and
quotients of whole numbers using estimation.
Essential Knowledge,
Skills, and Processes
Example: Unpacking a Standard
For the learning objective, underline the
content, circle the word(s) that provide
information regarding cognitive level, and
finally, classify the word into Bloom’s/Webb’s
levels.
Apply
Apply
4.4 The student will
a) estimate sums, differences, products, and quotients of
whole numbers;
d) solve single-step and multistep addition, subtraction,
and multiplication problems with whole numbers.
• Verify the reasonableness of sums, differences, products, and
quotients of whole numbers using estimation.
Example: Unpacking a Standard
For the learning objective, underline the
content, circle the word(s) that provide
information regarding cognitive level, and
finally, classify the word into Bloom’s/Webb’s
levels.
Standard = Context
4.4 The student will
a) estimate sums, differences, products, and quotients of
whole numbers;
d) solve single-step and multistep addition, subtraction,
and multiplication problems with whole numbers.
• Verify the reasonableness of sums, differences, products, and
quotients of whole numbers using estimation.
Essential Knowledge and
Evaluate
Skill
Example: Unpacking a Standard
For the learning objective, underline the
content, circle the word(s) that provide
information regarding cognitive level, and
finally, classify the word into Bloom’s/Webb’s
levels.
Standard = Context
6.2
The student will investigate and understand basic sources of
energy, their origins, transformations, and uses. Key concepts
include
a) potential and kinetic energy
• compare and contrast potential and kinetic energy through
common examples found in the natural environment.
Essential Knowledge,
Skills, and Processes
Example: Unpacking a Standard
For the learning objective, underline the
content, circle the word(s) that provide
information regarding cognitive level, and
finally, classify the word into Bloom’s/Webb’s
levels.
Many levels
6.2
The student will investigate and understand basic sources of
energy, their origins, transformations, and uses. Key concepts
include
a) potential and kinetic energy
Analyze
• compare and contrast potential and kinetic energy through
common examples found in the natural environment.
Don’t Forget Essential
Questions and
Big Ideas!
• Broad in scope
• Not easily answered in one sentencemeant to be discussed
• Might be controversial or pose a dilemma
• Requires reasoning and justification
• Sparks more questions
• Important questions that recur throughout
all our lives- K-12 and beyond
• A tool for organizing purpose; for making
student learning meaningful and
connected.
Big Ideas in HISTORY
What we want students to be able to REMEMBER
(Understandings):





The ancient Egyptians farmed and irrigated the land near the
Nile River.
The ancient Chinese settled along the Huang He. They fished,
farmed, and irrigated the land.
The Powhatan farmed, fished, hunted, used trees for homes and
canoes, and gathered plants for food.
The Lakota moved around the region to hunt for buffalo. They
later used horses for transportation.
The Pueblo people farmed the land. They lived in villages in
houses made of adobe (clay).
2nd grade
Big Idea (The UNDERSTANDING)
People relate to their environment in different ways.
Big Ideas in ENGLISH
What we want students to be able to REMEMBER and DO
(Understandings):

Explain the author’s purpose (e.g., to entertain, inform, or
persuade)

Describe how the choice of language, setting, characters, details,
and other information contribute to the author’s purpose.

Describe in depth a character, setting, or event drawing on
specific details from the text (e.g., words, actions, or a
character’s thoughts).
(4th grade)
Big Idea (The UNDERSTANDING)
Authors craft their purpose and message by the
choice of language, setting, characters, and specific
information.
Big Ideas in MATH
What we want students to be able to REMEMBER and DO
(Understandings):


Represent a number in fraction, decimal, and percent forms.
Compare, order, and determine equivalent relationships among
fractions, decimals, and percents.
7th Grade
Essential Question/Big Idea (The UNDERSTANDING)
How are fractions, decimals, and percents related?
Consider the standards you will be teaching over the next few weeks.
Use that portion of the framework to spend
the next few minutes to identify the content
(underline).
Then determine the cognitive level (circle
the verbs and compare with
Bloom’s/Webb’s).
Be sure to mark any essential questions or
big ideas (context).
Reflect on the process
Discuss with your group