What Do We Expect Students to Learn? Title I School Improvement Coordinators Erin Sullivan & Gail Varney WVDE Title I Coordinators Deconstructing 21 st.

What Do We Expect Students to Learn?

Title I School Improvement CoordinatorsErin Sullivan & Gail VarneyWVDE Title I Coordinators

Deconstructing 21st Century CSOs

Session Goals

Understand the change in the rigor and relevance of the revised CSOs.

Participate in a process of deconstructing the CSOs that ensures teachers understand the depth of knowledge and what reasoning and skills students will be expected to master.

Understand that the deconstructed CSOs form the basis of designing assessments and selecting appropriate instructional strategies.

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.

The Rigor/Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5

Knowledge Apply indiscipline

Apply across

disciplines

Apply toreal world

predictable situations

Apply to real-world

unpredictable situations

RLA CSO Comparison – Grade 4

Previous Policy

RLA.4.1.11 Summarize the author’s purpose (e.g., to persuade; to inform; to determine a specific viewpoint).

Revised Policy

RLA.O.4.1.09 Determine author’s purposes in literary and informational texts and use supporting material to justify author’s intent:To persuadeTo entertainTo informTo determine a specific

viewpoint

Mathematics CSO Comparison - Grade 3

Previous Policy

MA.3.1.6Compare and order fractions with like and unlike denominators using concrete models.

Revised PolicyM.O.3.1.6

Create concrete models and pictorialrepresentations to

• compare and order fractions with like and unlike denominators,

• add and subtract fractions with like denominators, and verify results.

What is Depth of Knowledge?

The degree of depth or complexity of knowledge reflected in the content standards and assessments

How deeply a student needs to understand the content for a given response/assessment

Depth of Knowledge Levels

Level 1: RecallRecall, recognition; skill, behavior or sequence of behaviors learned through practice and easily performed

Level 2: Skill/ConceptEngagement of some mental processing beyond recalling; the use of information or conceptual knowledge; requires making some decisions regarding how to approach a question or problem

Level 3: Strategic Thinking More sophisticated reasoning and analysis; deep understanding; students are required to solve problems & draw conclusions

Level 4: Extended ThinkingRequires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over an extended 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.

Understanding Depth of Knowledge

Words like explain or analyze have to be considered in context. “Explain to me where you live” does not

raise the DOK of a simple rote response. Even if the student has to use addresses

or landmarks, the student is doing nothing more than recalling and reciting.

Copyright © 2007 Mississippi Department of Education

Understanding Depth of Knowledge

Difficulty is a reference to how many students answer a question correctly:

How many of you know the definition of exaggerate? DOK 1 - recall

If all of you know the definition, this question is an easy question.

How many of you know the definition of prescient? DOK 1 - recall

If most of you do not know the definition, this question is a difficult question.

Copyright © 2007 Mississippi Department of Education

Activity: Determining DOK Level

DOK ? Describe three characteristics of metamorphic rocks

DOK ? Describe the difference between metamorphic and igneous rocks.

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

Practice Activity: Sample One

Locate and interpret key information in illustrations, titles, chapter headings, glossaries and maps to answer questions.

Practice Activity: Sample Two

Solve one-step linear equations and inequalities with one variable, interpret the solution or solutions in the context from which they arose, and verify the reasonableness of the results.

Practice Activity: Sample Three

Design a statistical experiment to study a problem and communicate the outcomes.

No longer will teachers be able to “check off” CSOs as being “covered” in one class period.

Where do we begin?

Deconstructing the Standards is…

…a systematic process to identify embedded learning targets in standards and objectives so that nothing essential is missed during instruction.

Learning Targets

What students should know, understand and be able to do to master the standards/objectives

We Need Clear Targets to. . .

Correctly identify what students know and don’t know

Select appropriate assessments Plan effective instruction Keep track of student learning target by

target or standard by standard Have students self-assess or set goals

likely to help them learn more

Types of Learning Targets

Knowledge knowing and understanding facts and concepts learned outright or via reference

Reasoning mental processes we want students to engage in USING knowledge to solve problems

Performance Skills process is most important

Products using knowledge, reasoning, and skills to create a

product

Product ObjectiveProduct

Performance Skill

Reasoning

Knowledge

Performance Skill ObjectivePerformance Skill

Reasoning

Knowledge

Reasoning ObjectiveReasoningKnowledge

Knowledge ObjectiveKnowledge

Examples: Knowledge Targets

Identify sight wordsIdentify similes and metaphorsKnow defining characteristics of

various literary genresCount and group concrete

manipulatives by ones, tens, and hundreds to 1,000

Examples: Reasoning Targets

Make a prediction based on evidenceDistinguish between fact and opinionEvaluate information from a variety of

resourcesClassify and compare triangles by

sides and angles

Examples: Performance/Skill Targets

Read aloud with fluency and expression

Use self-correction strategiesUse inductive reasoning to find and

justify the laws of exponents with numeric bases

Model, identify and describe square, prime and composite numbers

Examples: Product Targets

Produce a grammatically correct sentence

Develop a proper paragraph form in a written composition

Compose a written composition using the five-step writing process

Create a design with more than one line of symmetry

Deconstruction Steps

Choose a standard/objective for which the embedded learning might not be consistently identified.

Identify its ultimate type: knowledge, reasoning, performance skill, or product.

Ask four questions: What knowledge do students need ? What reasoning proficiencies (if any) do students

need? What performance skills (if any) do students need? What products (if any) do students need to practice?

Step OneStandard/Objective:

Step Two

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?

Step Three

Activity: Learning Target Verb Sort

Categorize verbs under correct learning target headings:

• Knowledge• Reasoning• Performance Skill• Product

Knowledge Reasoning Performance Product

Explain Predict Observe Design

Understand Infer Perform Produce

Describe Classify Do Make

Identify Compare Conduct Write

Define Summarize Speak Draw

Recall Analyze Operate Represent

Recognize Evaluate Investigate Display

Select Generalize Collect Model

Tips for Deconstructing the CSOs

Analyze the wording of the standard/objective to determine key concepts and key skills• Read through indicators• Circle verbs to identify key skills• Underline nouns and noun phrases to identify key

concepts

Example M.O. 3.1.14: Create grade-appropriate real-world problems involving

any of the four operations using multiple strategies, explain the reasoning used, and justify the procedures selected when presenting solutions.

How Many Types of Learning Targets?

EXAMPLE 1: 8th Grade Reading/L.A., RLA.O.8.1.5

Use pre-reading and comprehension strategies (e.g. generating questions and previewing, activating and evaluating prior knowledge and scanning or skimming texts) to critically analyze and evaluate the comparison of literary and informational texts for• Making judgments• Hypothesizing• Making complex or abstract summaries

How Many Types of Learning Targets?

EXAMPLE 2: Grade 3 Mathematics, M.O.3.5.1

Collect and organize grade-appropriate real-world data from observation, surveys, and experiments, and identify and construct appropriate ways to display data.

Activity

Let’s deconstruct one together!

Standard/Objective: RLA.O.4.1.9 Determine the author's purpose in literary and informational text and use supporting material to justify the author’s intent to persuade, entertain, inform and determine a specific viewpoint.

Type: Knowledge

Reasoning

Performance Skill

Product

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

objective?

Knowledge Targets

What must students know?

Reasoning Targets

How are students using knowledge to

solve a problem, make a decision, etc.?

Performance Skill Targets

What must students be able to do? How

are they using knowledge and

reasoning to perform a task?

Product TargetsWhat are students

asked to produce or create?

Standard/Objective: RLA.O.4.1.9 Determine the author's purpose in literary and informational text and use supporting material to justify the author’s intent to persuade, entertain, inform and determine a specific viewpoint.

Type: Knowledge

Reasoning

X Performance Skill

Product

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

objective?

Knowledge Target Reasoning Targets Performance Skill Targets

Product Targets

Identify main ideaIdentify supporting details.Understand the meaning of persuade, entertain, & inform.Identify the 2 types of writing (informational & narrative)Understand why authors write.Understand the concept of compare/contrast.Understand summarization techniques.

Compare and contrast two types of reading genresDraw a conclusion about author’s purpose by identifying words in text to justify the intent.Draw a conclusion about author’s pt. of view based on key words in text.

Use supporting materials to justify the author’s purpose.

Your Turn to Deconstruct

1. Divide into teams.2. Choose one standard/objective that

everyone in the group will tackle.3. Each group deconstructs the chosen

standard/objective.4. Groups compare learning targets and come

to consensus.

Choose a CSO to Practice Deconstructing

Estimate, measure, compare, order and draw lengths of real objects in parts of an inch up to 1/8 of an inch and millimeters. (M.O.5.4.1)

write to persuade using order of importance, classifying differences and similarities, classifying advantages and disadvantages. (RLA.O.4.2.6)

use examples, and details in practical texts to make inferences and logical predictions about outcomes of procedures in such texts. (RLA.O.7.1.10)

QUESTIONS?????