Georgia Performance Standards

Days 3 and 4: Days 3 and 4: Planning InstructionPlanning Instruction

77thth Grade Mathematics Grade Mathematics

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Office Phone: (404) 657-9063Office email: ppool@doe.k12.ga.us

Peggy Pool

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H. L. Menken QuotationH. L. Menken Quotation

“For every complex problem there is a solution that is simple, neat,

and wrong."

Standards Based Education Standards Based Education ModelModel

GP

SG

PS

GP

SG

PS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results(Big Ideas) Enduring Understandings

Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacherCommentary

All above, plusTasksStudent WorkTeacherCommentary

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable

Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

Stage 3Plan Learning Experiences and

Instruction(to support student success on assessments,

leading to desired results)

All aboveAll above

OverviewOverview• Concept Mapping

• Curriculum Mapping

• Describing the Standards-Based Classroom

• Designing an Instructional Unit

Essential Question 1Essential Question 1

What is Concept Mapping and why is it important?

Looking at Student WorkLooking at Student Work• Work alone on each part of the task for

about 5 minutes.

• Discuss in small group.

• For each part of task, list the mathematics concepts and ALL standards addressed.

• Think of the mathematics that students need to know and be able to do in order to perform the task.

Skills and KnowledgeSkills and Knowledge

Facts

Concepts

Generalizations

Rules, Laws, Procedures

KNOWLEDGE(declarative)

Skills

Procedures

Processes

SKILLS(procedural)

Create a MapCreate a Map

• Using the information generated from the task, draw a concept map.

• Share and compare your map with those of other groups in the room.

Examining Our Concept Maps

Jigsaw Groups

Concrete

Semi-Abstract

Semi-Concrete

AbstractConceptConceptDevelopmentDevelopment

Essential Question 2Essential Question 2

What role can Concept Maps play in planning yearly instruction?

True or False?True or False?

“Without a commitment to

when a skill will be taught, there is no

commitment.”

What Mapping ProvidesWhat Mapping Provides

• Long range planning

• Short term preparation

• Clear communication

Instructional PlanningInstructional Planning

• Be extremely familiar with grade-level standards

• Create a curriculum map• Units

– Identify standards

– Determine acceptable evidence

– Plan instruction

Group AssignmentGroup Assignment• Work in small group to organize

cards, making connections and distributing strands.

• Use your work to create a yearlong curriculum map.

• Visit other groups who worked on your grade level.

• Make revisions to your map, if needed.

Developing, Analyzing, and Developing, Analyzing, and Reviewing MapsReviewing Maps

• Read Maps to Gain Information

• Identify Gaps

• Identify Repetitions

• Identify Areas for Integration

• Match Assessments to Standards

• Review for Timeliness

Analyzing Our Analyzing Our Curriculum MapsCurriculum Maps

Jigsaw Groups

Essential Question 3Essential Question 3

What does standards-based mathematics classroom look

like?

Math Lab LessonMath Lab Lesson

• Be able to explain and describe what you see in this lesson.

What did you see in What did you see in this lesson?this lesson?

What should we see?What should we see?

• Warm-up

• Mini lesson, opening, setting the stage

• Work period, activity period

• Summary, closing

The StandardsThe Standards

• Key content standards

• Related content standards

• Process standards

• Concepts and skills to maintain

AssessmentAssessment

• Assessment for learning

• Feedback

• Revision

• Self-assessing

Types of Classroom AssessmentTypes of Classroom Assessment

•Multiple Choice

•True-False•Matching

Selected Response

•Fill-in-the-blank (words, phrases)

•Essay•Short answer (sentences, paragraphs)

•Diagram•Web•Concept Map

•Flowchart•Graph•Table•Matrix•Illustration

•Presentation

•Movement•Science lab •Athletic skill•Dramatization

•Enactment•Project•Debate•Model•Exhibition•Recital

•Oral questioning

•Observation•Interview •Conference•Process description

•Checklist•Rating scale•Journal sharing

•Thinking aloud a process

•Student self-assessment

•Peer review

Constructed

Response

Performance

Assessment

Informal Assessment

Characteristics of Characteristics of Exemplary AssessmentExemplary Assessment

• Emphasizes learning process as well as product

• Requires active construction of meaning

• Assesses interdisciplinary and cross disciplinary skills

• Helps students self monitor

Characteristics of Characteristics of Exemplary AssessmentExemplary Assessment

• Gives specific expectations for students

• Emphasizes the application and use of knowledge

• Has meaning and relevance to students• Emphasizes complex skills• Makes standards public and known in

advance

Student Work SampleStudent Work Sample

Essential Question 4Essential Question 4

What is important when developing a unit plan?

What is important?What is important?• Bringing the “big ideas” to life

• A focus on learning, rather than teaching

• Helping students to understand, not just remember the understanding of others

• Incorporating a variety of different teaching strategies

Instructional PlanningInstructional Planning

• Be extremely familiar with grade-level standards

• Create a curriculum map

• Units

–Identify standards

–Determine acceptable evidence

–Plan instruction

Criteria for Good TasksCriteria for Good Tasks

• Involves significant mathematics

• Can be solved in a variety of ways

• Elicits a range of responses

• Requires communication

• Stimulates best performance

• Lends itself to a scoring rubric

Pick a UnitPick a Unit

• Work with a partner or a small group.

• Decide on a unit from your “map”.

• Use the design model to identify desired results and write an assessment.

• Design instruction for the unit.

Making Instructional DecisionsMaking Instructional Decisions

Consider

Where are we going? Why?

What is expected?

How will we hook and

hold student interest?

How will we equip students to explore and experience?

How will we organize and sequence the

learning?

How will we tailor learning

to varied needs, interests, styles?

How will students self-evaluate and reflect on their

learning?

How will we help students rethink,

rehearse, revise, and

refine?

Multiple RepresentationsMultiple Representations

Pictures

Tables

WordsSymbols

Graphs

Sharing Our UnitsSharing Our Units

Jigsaw Groups

I would like to teach and I would like to teach and assess for understanding but…assess for understanding but…

• I am expected to teach to state and district standards and benchmarks.

• This approach takes too much time. I have too much content to cover.

I would like to teach and I would like to teach and assess for understanding but…assess for understanding but…

• I am being held accountable for student performance on superficial state tests.

• I am a “skills” teacher, and students need to master the basics first.

I would like to design curriculum I would like to design curriculum using a template, but…using a template, but…

• This approach is too demanding. I couldn’t possibly do this for everything I teach.

• It’s not my job to develop curriculum. Besides, I already have a textbook.

I would like to design curriculum I would like to design curriculum using a template, but…using a template, but…

• I don’t know how to do this kind of design work.

• I already do this.

Discussion of Redelivery Discussion of Redelivery Action PlanAction Plan

• Determine your goal for redelivery.

• Determine time allotted.

• Develop timeline of activities.

• List resources and ideas.

Wrapping UpWrapping Up

• What have you learned over the past two days?

• What do you need next?

• How will you redeliver this module on unit design?

Continue collecting student work.

Contact InformationContact Information

Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334

Office Phone: (404) 657-9063Office email: ppool@doe.k12.ga.us

Peggy Pool