Standards Based Instruction Presented by: Jan Stanley and Erin Sullivan March 2009.

Standards Based InstructionPresented by:

Jan Stanley and Erin Sullivan

March 2009

Three Ways to Improve Student Learning

• Raise the level of rigor in the content standards and objectives

• Increase the skill and knowledge of teachers in teaching the content

• Engage students in active learning designed around the standards for content, learning skills and technology tools.

20th century education to 21st century

education

Focus on teaching to

Focus on learning

Teacher isolation to

Teacher collaboratio

n

What are the cultural shifts?

What are our goals?

21st century learning for all students

Increase the rigor and relevance in learning

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

Teacher’s roles

• Design instruction that is based on the WV content, learning skill and technology tool standards, as opposed to the adopted textbook.

• Model appropriate behaviors to build relationships that support Quadrant D learning and assessment as in the rigor and relevance framework.

• Ask more questions than providing answers.

• Make student tasks relevant.

Implement standards based instruction in all classrooms

Students’ Roles

• Work effectively in groups. • Voice understanding of classroom, school,

community and professional expectations and goals.

• Connect learning with real-world applications.• Extend learning beyond requirements of task.

Implement standards based instruction in all classrooms

What steps has WVDE taken to prepare administrators and teachers?

District Leadership Conferences

• 2003-2004-September/March/July/October– Effective Schools - Transformations for Successful Schools– Accept the Mission of “Learning for ALL”– Accountability for Learning - Assessment Practices– Urgency for Change - 10 Standards for System Change– Building a Culture of Core Beliefs– Assuring Access to a High Quality Curriculum– Developing a Pre-K Standards Based Mathematics

Curriculum– Formative Assessment and Benchmarking

District Leadership Conferences

• 2005 – January/April/June– Creating Engaging Instruction for All Students– Enhancing Teacher Efficacy– Creating a Culture of High Expectations– Standards Based Instruction in the Classroom– Making Differentiation Work– Making the Most of Understanding by Design– Building Bridges/Creating Cultures– Transforming the Entire System to Meet Student Needs– Data Based Decisions: Developing and Implementing a

Formative Assessment System– Leadership Spirit-Creating a Culture of Success– Characteristics of Quality Professional Development

District Leadership Conferences• 2005-2006 – November/April

– Developing the 21st Century Learner Through Systems Thinking

– Improving Schools From Within-Leadership for “Learning for All”

– Structured Quality Campus Based Professional Development

– Creating Successful Learning Communities– Developing the 21st Century Learner: Implications for

Instructional Practice– Implementing Formative Assessments to Improve

Instruction– Creating Classroom Assessments For Learning

District Leadership Conferences

• 2007-April– Leading the Journey to Excellence in Assessment– Leading With Your Plan: From Planning to Action– Integrating the Elements of 21st Century Learning With

Your Strategic Plan– What Does 21st Century Classroom Assessment Look

Like?– 21st Century Teacher Professional Development– Who Took My Chalk?

District Leadership Conferences

• 2007-2008-December/March– Education and Learning in the 21st Century: How, Why

and What Do We Need to Do Differently?– What Does 21st Century Learning Look Like Through

the Eyes of the Learner?– The Competitive Edge: Equipping Students With 21st

Century Skills– Beyond the Bake Sale: Partnering With Parents to

Promote Student Success– 21st Century Skills: The Project Approach– Creating a Classroom of Thinkers

District Leadership Conferences• 2008-October

– Teaming to Promote 21st Century Learning– Professional Learning Communities– Building Bee Hives: Creating Communities That Bring

Sweet Rewards– PLCs: Managing and Monitoring the Implementation– Making Commitments That Matter– Creating and Sustaining High Performing Teams– Role of PLCs in New Teacher Induction and Mentoring– Inquiry Based Learning for Educators– Professional Learning Communities in Action– Project Based Learning Implementation

What resources have been developed?

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CULTURE OF COMMON BELIEFS & VALUES

Dedicated to “Learning for ALL…Whatever It Takes”

HIGH PERFORMING DISTRICTS,

SCHOOLS AND CLASSROOMS

SYSTEMIC CONTINUOUS IMPROVEMENT PROCESS

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Prior CSO

RLA.4.1.10 Determine a purpose for reading across the curriculum.

Revised CSO

RLA.O.4.1.09 determine author’s purposes in literacy and informational texts and use supporting material to justify author’s intent:

– To persuade– To entertain– To inform– To determine a specific

viewpoint

Revised the CSOshttp://wveis.k12.wv.us/Teach21/public/cso/cso.cfm

Three Circle Audithttp://wveis.k12.wv.us/Teach21/public/PS/mainmenuPS.cfm

Traditional quizzesand tests (selectedresponse)

Quizzes and tests(constructed response)Performance tasks and projects

Performance tasks and projects(complex, open-ended, authentic)

1. Identify the years in which Mark Twain was born and died. (English, Grade 8)

2. Use the Periodic Table to identify the atomic weights of carbon, oxygen, and helium. (Chemistry, Grade 11)

3. Describe how a bill becomes law at state and national levels. (Civics, Grade 9)

4. Explain how we can use the relationships between sounds and letters to make sense of text. (Reading, Grade 1)

5. Apply the habits of mind used by scientists to engage in scientific inquiry. (Science, Grade 5)

6. Interpret how a primary source document reflects political bias on the part of an author. (U.S. History, Grade 8)

7. Describe eating patterns and menus from previous historical eras. (Health, Grade 4)

8. Identify key figures who contributed to the development of modern statistics. (College-Level Intro. to Statistics Course)

9. Trace universal patterns, themes, and motifs common to art through the ages. (Humanities, Grade 12)

Into Which Circle Would You Place the Following Objectives?

Instructional Guideshttp://wvde.state.wv.us/instructionalguides

Balanced Assessment Systemhttp://wvde.state.wv.us/teach21/documents/21CenturyAssessment.pdf

• Summative Assessments• Benchmark Assessments• Formative Assessments OF Learning• Formative Assessments/Classroom Assessments

FOR Learning

What are the current steps in the process?

Work collaboratively

• Establish professional learning communities to create cultural shifts– Fundamental purpose– Use of assessments– Response when students do not learn– Work of teachers– Focus –from external assistance to internal acceptance and

ownership to improve the school– School culture– Professional development

• Provide time to collaborate

Backward

Design

1. Identify desired results.

(learning targets)

2. Determine acceptable evidence. (assessments)

3. Plan learning experiences and instruction. (standards based instruction)

Begin with the end in mind.

Depth of Knowledge in the CSOs

• Level 1 – Recall, recognition

• Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding

• Level 3 –Solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text

• Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

Understanding Depth of Knowledge

DOK is about intended outcome, not difficulty.

DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product.

Activity: Determining DOK Level

DOK ? Describe a model that you might use to represent the relationships that exist within the rock cycle.

DOK ? Describe the difference between metamorphic and igneous rocks.

DOK ? Describe three characteristics of metamorphic rocks

Standard/Objective:

Type: Knowledge Reasoning Performance Skill Product

Learning TargetsWhat are the knowledge, reasoning, skill or product targets underpinning this objective?

Knowledge Targets

Reasoning Targets

Performance Skill Targets

Product Targets

What must students know to master this standard?

How are students using knowledge to solve a problem, make a decision, form a plan, etc.?

What must students be able to do ? How are they using knowledge and reasoning to perform a task?

What are students asked to produce or create?

Students and Parents as Partners

How can we provide clarity to the students and parents concerning the intended learning? (learning targets)

• “I can” statements

– I can make inferences. This means I can use information I already know and information from what I read to draw a reasonable conclusion. (7th grade)

– I can make inferences. This means I can use information I already know and make a guess that is based on clues in the text. (2nd grade)

Students and Parents as Partners

We are learning to make inferences.

We are combining information we already know with details or clues within a passage to make a guess.

Matching Assessments to Learning Targets

Accuracy in formative assessments requires matching the kinds of learning targets to the appropriate assessment method.

Assessment FOR Learning

• Access what?-small explicit learning targets• Access how?-use a variety of assessment

methods to provide evidence of students’ mastery of the learning targets– Selected response– Constructed response– Extended written response– Performance/product– Personal communication with students

• Access when?-continuous/ongoing

In assessment FOR learning, both teacher and student use classroom assessment information to modify teaching and learning activities.

Questions students should ask teachers

If I have not mastered an objective (summative/benchmark), how will I improve if I don’t know which specific learning targets are keeping me from mastery?

– What knowledge do I need to demonstrate the intended learning?

– What patterns of reasoning do I need to master?– What performance skills are required, if any?– What product development capabilities must I

acquire?

Three Circle Audithttp://wveis.k12.wv.us/Teach21/public/PS/mainmenuPS.cfm

Traditional quizzesand tests (selectedresponse)

Quizzes and tests(constructed response)Performance tasks and projects

Performance tasks and projects(complex, open-ended, authentic)

Planning Instruction

• Authentic tasks• Quality resources not limited to a textbook• Connecting school with home, culture and community• Problem-focused learning• Cognitive and metacognition in the context of purposeful

activities• Collaborative work on issues of deep concern to the students• Varied social configuration to complete activities• Engagement in substantive dialogue, discussion, debate

about the substance of content

multiple intelligences anchor activities varying organizers varied texts varied journal promptsvaried supplementary materials tiered lessons independent study small group instructiontaped materials learning contracts group investigation compacting literature circles

multiple intelligences anchor activities varying organizers varied texts varied journal promptsvaried supplementary materials tiered lessons independent study small group instructiontaped materials learning contracts group investigation compacting literature circles

Differentiation of Instructionis a teacher’s response to learners’ needs

Guided by general principles of differentiation

Content Process Product

Readiness Interests Learning Profile

According to students’

Respectful tasks

Clear learning goals

Flexible grouping

Ongoing assessment and adjustment

Appropriate degrees of challengeTeachers can differentiate

Through a range of instructional strategies

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." --Alvin Toffler, American futurist