Post on 31-Mar-2015
A Process to Identify the Enduring Skills, Processes, &
Concepts for your Content Area
1
2
Guide teachers to collaboratively identify the enduring skills in their content area
Support a meaningful student growth goal-setting process for development of quality student growth goals
Goals of this process
3
guide you through a process for identifying enduring skills in your content area.
help you differentiate between enduring skills and other skills needed for learning your content.
This activity will
4
SKILL, noun
Competent excellence in performance. Dictionary.com
The ability to use one’s knowledge effectively and readily in execution and performance.
Merriam & Webster Dictionary
5
SKILLWHAT IT IS WHAT IT ISN’T
Competency Ability to performExamples: Reading and comprehending complex text
6
SKILLWHAT IT IS WHAT IT ISN’T
Competency Ability to perform
A strategy
Examples: Reading and comprehending complex text
Non-examples: • Annotating text• Re-reading• Questioning text
7
SKILLWHAT IT IS WHAT IT ISN’T
Competency Ability to perform
A strategy Finite content
Examples: Reading and comprehending complex text
Non-examples: • Annotating text• Re-reading• Questioning text• Recognizing text features
that contribute meaning in informational texts
8
9
Find the
“big rocks”
What larger guidance supports the cohesiveness of all the grade level standards?
Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?
10
What Standards, Structural Documents and Resources accompany the standards in each content area?
• Anchor Standards-Literacy/Science/Social Studies/Technical Subjects
• Anchor Standards Reading-ELA
• CCSS/KCAS-ELA • C3 Framework (+ literacy
standards) -Social Studies
• CCSS/KCAS- Critical Areas combined with math practices
• KY World Language Standards
• National Standards-Visual Arts, PE, etc.
• NGSS/KCAS- Practices/Concepts-Science
11
On your own - Highlight or underline the skills or competencies you notice in your standards document.
12
Together - Chart the skills you’ve underlined or highlighted.
13
What About ENDURING?
In order to get to a quality student growth goal, you need to move beyond skills to identifying the
ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area.
14
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom,• is worthy of embedded, course-long focus,• may be necessary for the next level of
instruction.
15
ENDURING LEARNINGWriting Example
EXAMPLES NON-EXAMPLESWrite arguments to support claims with clear reasons and relevant evidence.
-Establish the significance of claims- Create logical organization of claims, reasons and evidence-Use words, phrases and clauses to create cohesionSub Skills
16
ENDURING LEARNINGReading Example
EXAMPLES NON-EXAMPLESSummarize key supporting details and ideas
-Identifying main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skimming or scanning a text.
Sub Skills
Strategy
17
ENDURING LEARNINGScience Example
EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.
Create a model of an erupting volcano using vinegar and baking soda.
Activity
18
ENDURING LEARNINGSocial Studies ExampleEXAMPLES NON-EXAMPLES
Produce an argument to support claims with appropriate use of relevant historical evidence.
Describe point of view for primary and secondary sources.
Use Chicago Style correctly when citing evidence.
Improve student perception of history.
Sub Skill
Strategy
Disposition
19
Return to your Chart
Highlight what on your list meets this definition of enduring.
20
Defining ENDURINGLearning that • ENDURES beyond a single test date,• is of value in other disciplines, • is relevant beyond the classroom,• is worthy of embedded, course-long focus,• may be necessary for the next level of
instruction.
21
22
International Center for Leadership in Education
23International Center for Leadership in Education
24
25
Return to your Chart
Do you still consider what you highlighted enduring?
26
Enduring Learning
What it is What it isn’t
27
ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T
Worthy of extended focus Fundamental to learning in
other disciplines Aptitude that has value and
utility beyond one narrow context
Foundational for the application of content
Applicable beyond school Can be measured over time
28
ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T
A sub skill Explicit content
knowledge An activity A skill with limited
application A strategy for learning
29
Share one example• Share one example you feel confident
about.• Explain how your example fits the definition
of Enduring and the R/R Framework Quadrant D.
30
Continue to work collaboratively through your standards document.
Record digitally (Enduring Skills Initial List) Use the tools:
*Enduring definition*Rigor/Relevance Framework*Your What It Is/What It Isn’t chart
31
Guide you through a process for identifying enduring skills in your content area.
Help you differentiate between enduring skills and other skills needed for learning purposes.
This activity will
32
Guide teachers to collaboratively identify the enduring skills in their content area.
Support a meaningful student growth goal-setting process and development of quality student growth goals.
Goals of this process
33
Establish Baseline
Target students’ priority need
Identify the sources of evidence that will need to be in place to measure student’s level of proficiency in the
Enduring Skills
Identify what proficiency looks like for the Enduring Skills
Identify the Enduring Skills in the content area standards
Know the expectation of content area standards
Befo
re A
ugus
t 201
4
During first
weeks of school
34
Who is our audience?
How can we share this with districts?
What is your role?
What’s Next?