How it all connects with Step 1: Computational Skills (Math Review and Mental Math) Step 2: Problem...
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Transcript of How it all connects with Step 1: Computational Skills (Math Review and Mental Math) Step 2: Problem...
Five Easy Steps to a Balanced Math Program (FES)
Step 3: Conceptual Unit Designand
Step 5: Common Formative Assessments
How it all connectswith
Step 1: Computational Skills (Math Review and Mental Math)Step 2: Problem Solving
(Elementary does Step 4: Math Facts)
Welcome!Please sit by course in groups of 4 for the
activitiesIntroductionsParking Lot – post-its
Goals:Understand the connections for FES Step 1,2,3 & 5Know the different aspects of the unwrapped
document to support your teachingUnderstand the set-up of the assessments to
support teaching, learning, and PLC/DT process
Vocabulary in MN StandardsStrand – four broad strands (country)Standard – a general goal of student
learning (state)Benchmarks - specific knowledge & skills
acquired by the end of the grade (city)Examples – provided for clarification and
level of understanding (neighborhood)
Learning Targets – lesson size chunks(street)
(MN) Strand – Standards – Benchmarks (SPPS) Learning Targets
StrandStandard Standard Standard Standard
Benchmar
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Learning Target
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A Quote fromChapter 11: “Unwrap” the Priority Standards; Write Big Ideas and Essential Questions
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Those who are mechanically adept often say that the only way to really understand how something works is to take it apart and put it back together again. In the third step of the “unwrapping” process, educators can see if this holds true with regard to their work with standards. After deconstructing the standards to identify the separate concepts within them, the next step is to “put them back together again” in a way that shows important connections between those concepts.
From Rigorous Curriculum Design by Larry Ainsworth, 2010
Unwrapped High Priority BenchmarkSkills, Concepts, and Bloom’sProperly Unwrapped Benchmarks include:
Skills – verbs taken directly from benchmark (capitalized)
Concepts – nouns or phrases taken directly from benchmark (underlined)
Bloom’s Taxonomy - need to match the rigor of the standard. Double check the levels, many times when you match the verbs in the
benchmark to the Bloom's handout and sometimes you need take into account the context of the benchmark.
Supporting benchmarks that are seen inseparable should be included in the additional benchmark box but should NOT be included in the unwrapping.
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Unwrapped High Priority Benchmark Example
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Jigsaw for Unwrapped High Priority BenchmarkActivity – Use the chart of the skills, concepts and Bloom’s
Taxonomy to look at your designated areasBe prepared to share with your group how the areas
relate to i.) the benchmark, ii.) the chart, and iii.) how it can support your teaching
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Group Membe
rArea of Unwrapped Document
A • MCA-III Specifications, Vocabulary, Sample Item• Supporting Benchmarks
B • Learning Targets
C • Graphic Organizer• Big Ideas and Essential Questions
D • Pre-requisite Skills and Concepts• Problem Solving Item
Unwrapped High Priority Benchmark Example – Group Member A
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Unwrapped High Priority Benchmark Example – Group Member B
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Unwrapped High Priority Benchmark Example – Group Member C
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Unwrapped High Priority Benchmark Example – Group Member D
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Assessments Aligned to High Priority Benchmarks and Learning Targets
These assessments were designed to support ...
PLCs and Data TeamsDifferentiationProgress Monitoring and Standards Based
GradingStudents owning their learning.
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Assessments Aligned to High Priority Benchmarks and Learning Targets
Activity: Take the first assessment
What do you notice about the test and the items?
How will they support …your instruction?your PLC?your students?
What questions do you have?
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Assessments Aligned to High Priority Benchmarks and Learning TargetsEach High Priority Benchmark has several
Learning Targets (lesson size chunks)
Each Learning Target has 4 items.
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Suggest including on Pre-test
Suggest including on
Post-test
Pre-requisite Skill X
Developing (Partial
Proficient)X X
Proficient X X
Exemplary (Exceeds) X
Important Information
The Superintendency expects common assessments aligned to standards for progress monitoring to be used.
These assessments cannot leave the classroom to ensure security of items.
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Important InformationThese are a work in progress. They can be found on the website at
http://thecenter.spps.org/five_easy_steps.html
Throughout the year, we will be collecting your feedback on the unwrapped documents and assessments through a Google form to be completed by your PLC.
Alignment and sequencing of Holt sections and units will be available by October 1st .
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Questions???