Plan 2a: The What and Why of Daily Vision Setting

PLAN 2a: The “WHAT” and the “WHY” of

Daily-Vision Setting

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Do Now

Bottom Line of Today’s Vision-Setting Sequence:

VISION PRECEDES ACTION

Your Task:Write a non-teaching example that supports the statement: “Vision

Precedes Action”

Example. -- If I wanted to bake cookies, I wouldn’t just start by throwing random ingredients into a bowl… and hoping that it resulted in something delicious. First I would decide what kind of cookie I wanted – chocolate chip? oatmeal raisin? peanut butter? I would also probably find a recipe for this type of cookie. These steps are my vision for my cookie – they help me determine both what I’m working toward, and also the steps I’ll need to take to get there. Once I have that vision, I can start the action – mixing the ingredients that will turn that vision into a tasty reality!”

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Prior Knowledge

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Sequence of 3 Linked Sessions on Vision-Setting

Objective: Corps members will write a daily lesson vision that will drive appropriate method selection and student mastery of the objective because it contains:

•Key points that describe all the new knowledge and skills students need to master.•A lesson assessment that measures whether students have mastered the objective, and gives information regarding why or why not.•An exemplar student response that illustrates student mastery of the objective at the appropriate level of rigor.

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PLAN 2a: Objectives & Agenda

Session Specific Objectives:

Corps members will:– Describe each component of a daily lesson vision and

explain why it is important.– Use criteria to analyze each part of a completed daily

lesson vision.

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Session Agenda

Area of Focus

Opening & Do Now

Overview of Daily Lesson Visions:

Key Points: Three Questions

Lesson Assessment: Three Questions

Exemplar Student Response: Three Questions

Closing

Subsections will Answer:

• What is it?

• Why is it important?

• What makes it strong?

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What Are The Components of a Daily Lesson Vision?

Handout 1 (pg 71-73): The “WHAT?” and the “WHY?” of Daily Vision-Setting

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Objectives Drive Lesson Visions

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Ms. Elder’s Example

Objective: SWBAT revise their own writing by adding details.

Handout 2 (pg 74): Ms. Elder’s Objective & Key

Ms. Elder considered how her students would ultimately be held accountable for this objective:

Takeaway #1: Students will ultimately be held accountable for mastering this objective using a district-wide rubric.

Ms. Elder utilized Bloom’s Taxonomy to analyze the verb:

Takeaway #2: This objective indicates a higher-level skill – students need to use judgment and critical thinking to apply this new content.

Ms. Elder has explored the state standard for 2nd grade writing:

Takeaway #3: Instruction for this daily objective should link to the overarching “big ideas” for Writing instruction (which are in turn linked to state standards).

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Session Agenda

Area of Focus

Opening & Do Now

Overview of Daily Lesson Visions

Key Points

Lesson Assessment

Exemplar Student Response

Closing


• What is it?



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Key Points: What Are They? Why Are They Important?

– Key points list out the knowledge and skills students need to master an objective.

Handout 3: Ms. Elder’s Exemplar Key Points – 2nd-Grade Writing

– The right key points will drive us to:• Avoid activity-driven planning• Break down new content in a comprehensible way

• “bite-sized” learning• Teach the right stuff

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Key Points: How Do We Know If They’re Good?

– Accurate: Is this the “right stuff?” Do I know the what (content)? Do I know the how (procedural steps)? Do I know the why (conceptual big picture)?

– Appropriate: Is this at the right level of rigor – not too hard and not too easy? Do I have the right number for this lesson – not too few and not too many?

– Logically Sequenced: Are they in the right order to build student mastery?

– Student-Friendly: Will these words mean something to my students?

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Key Points Analysis: Appropriate

Handout 3 (pg 75): Ms. Elder’s Exemplar Key Points – 2nd-Grade Writing

Level of Rigor: Objective indicates students should apply new skill to their own writing – these key points lead to that

•Would be too easy if students were only taught how to pick a good detail (rather than come up with a detail on their own)•Would be too hard if students were given more sub-questions

Number: Seems like a reasonable number for a 65-minute block; no superfluous key points unconnected to the objective

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Key Points Analysis: Accurate


Tells The WHAT:

Tells the HOW:

Tells the WHY:

gives definition of detail

outlines steps for adding details

to make our writing more exciting/interesting

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Key Points Analysis: Logically Sequenced


Right Order:

• WHY key point is appropriate starting point – invests students in lesson

• WHAT key points are necessary pre-cursor to the HOW

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Key Points Analysis: Student-Friendly


Meaningful to Students: Should make sense to 2nd-graders because:

• Primary unfamiliar vocabulary is clearly defined (detail).

• Phrase “build a picture” will make sense to young writers.

• Questions students should ask themselves are simple, clear, and few-in-number.

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Check for Understanding: Key Points

How will Ms. Elder’s strong key points help her accomplish each of these

three purposes of key points?

1. Avoid activity-driven planning

2. Break down new content in a way our students will understand

3. Tell us what to teach in a very specific way

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Session Agenda

Area of Focus

Opening & Do Now


Key Points

Lesson Assessment


Closing


• What is it?



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Daily Lesson Assessment: What Is It? Why Is It Important?

– Daily lesson assessments are how we determine whether our students have mastered the objective – or have made progress toward mastery – on a daily basis.

Handout 4: Ms. Elder’s Exemplar Daily Lesson Assessment – 2nd-Gr. Writing

– A strong daily lesson assessment will drive us to:• Avoid activity-driven planning (and plan methods that

drive toward concrete student outcomes)• Use data to select appropriate next steps for individual

students and sub-groups

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Daily Lesson Assessment: Formative vs. Summative Data

WHEN do we give formative assessments?

WHAT does a formative assessment look like?

WHY do we give formative assessments?

• Throughout and/or near the end of a single lesson cycle focused on a single objective

• Quiz, exit ticket, response to oral questions, draft-in-progress, completion of practice task, anecdotal notes on center work, etc.

• To gauge student progress toward mastery of a single objective

• To help us make small-scale instructional decisions

Summative Assessment: Formal data at the end of a series of

connected lessons on different objectives, or at the end of a set period

of time; helps make large-scale instructional decisions

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Daily Lesson Assessment: How Do We Know If It’s Good?

– Aligned: Does the assessment test the knowledge and skills required by the objective and nothing else?

– Rigorous: Are students demonstrating mastery at the same level of complexity as they will have to demonstrate on the final assessment?

– Scaffolded: Do we know where student learning

broke down?

– Reliable: Do students have multiple opportunities to demonstrate true mastery?

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Daily Lesson Assessment Analysis: Reliable

Handout 4 (pg 76): Ms. Elder’s Exemplar Daily Lesson Assessment – 2nd-Gr. Writing

Multiple Opportunities: • In Guided Practice: students informally demonstrate they are on the road to mastery by adding details to example writing• In Independent Practice: students formally demonstrate mastery by adding details to their own writing• Checklist indicates students are prompted to add four different details to drafts

True Mastery: The formal assessment allows Ms. Elder to see all of the following:

• That students understand what a detail should do • That students know appropriate places to insert details• That students can add details that accomplish a specific purpose

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Daily Lesson Assessment Analysis: Rigorous


Complexity:

• Final assessment for this skill is writing that measures up to at least the “Accomplished” bar of the rubric

• Students who add strong details to their “My Life as a 2nd Grader” story according to the assessment checklist will be likely to score at a high level on the “Word Selection and Usage” row of the final rubric

-Accomplished: Key related words and ideas used as details with meaning

- Exemplary: Key related words and ideas used correctly as details with meaning; defined for reader;

interesting choices of words

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Daily Lesson Assessment Analysis: Aligned


Tests the Knowledge and Skills:

Students are doing exactly what objective says they should do – revising their own work by adding details.

Nothing Else:

There aren’t any superfluous items on the assessment – every assessment item aligns to a key point.

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Daily Lesson Assessment Analysis: Scaffolded


Identify Learning Breakdown: Both informal and formal assessments give clues as to where student learning might break down:

•Informally observing and tracking during Guided Practice shows which students are struggling early in the lesson

•Asking specific questions during Independent Practice will double-check that students are practicing the right things in the right way

•Formal checklist will show if there is a particular aspect of adding details that students find challenging

•Self-evaluation will show students have mastered something a step beyond the mere mechanics of the objective

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Check for Understanding: Daily Lesson Assessment

How will Ms. Elder’s strong daily lesson assessment help her accomplish

each of these two purposes of lesson assessments?

1. Avoid activity-driven planning

1. Provide formative data

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Session Agenda

Area of Focus

Opening & Do Now


Key Points

Lesson Assessment


Closing


• What is it?



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Exemplar Student Response: What Is It? Why Is It Important?

What is it?– An exemplar student response consists of the answers we want to

see, hear, or observe when students complete the daily lesson assessment – all at the appropriate level of rigor.

Handout 5 (pg 78): Ms. Elder’s Exemplar Student Response – 2nd-Gr. Writing

Your Task:

Read Exemplar Student Response

Why is it important?– The exemplar student response will drive us to:

• Clarify exactly what our students will understand and be able to do at the end of a lesson

• Check if our ideas are as strong in practice as they are in theory

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Exemplar Student Response: How Do We Know If It’s Good?

We ask ourselves:

Does this represent the type of work my students need to do to:

Demonstrate mastery of the objective at the level indicated by rigorous exemplar assessments?

Build a deeper understanding of the big ideas of my content area?

If “yes” to the above:

Will my key points drive students to this kind of work?

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Exemplar Student Response: Analysis

Does this represent the type of work Ms. Elder’s students need to do to:

– Build a deeper understanding of the big ideas of my content area?

Johnquetta’s Draft #3 would likely score an “Accomplished” on the “Word Selection and Usage” row of the rubric because she uses details with meaning

– Demonstrate mastery of the daily objective at the level indicated by a rigorous exemplar assessment?

Will my key points drive students to this kind of work?

• Johnquetta’s Draft #3 is clearer and more interesting – this links to the big idea. • Johnquetta is likely to retain the process for how she did this because she is applying the process to her own work• Johnquetta’s self-evaluation is an indication she has learned this content not just for a single

lesson, but internalized it in a way that she will be able to apply to future writing

• KP #1: Links to oral questions and to self-evaluation• KP #2: Links to oral questions and establishes foundation for adding details• KP #3: Links to revision of draft essay

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Session Agenda

Area of Focus

Opening & Do Now


Key Points

Lesson Assessment


Closing

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Summary: The “WHAT?” and the “WHY?”

Handout 1: The “WHAT?” and the “WHY?” of Daily Vision-Setting

3 Components to Objective-Driven Daily Lesson Visions:

1. Key Points

2. Daily Lesson Assessment

3. Exemplar Student Response

– What is it?– Why is it important?– How do we know if it’s good?

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Self-Evaluation

The “GOT IT!” question: – What do I completely understand from this session?

The “HUH?” question: – What am I utterly confused about from this session?

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Moving on to PLAN 2b

Focus

on the

HOW

Plan 2a: The What and Why of Daily Vision Setting

Documents

Transcript of Plan 2a: The What and Why of Daily Vision Setting