Reminders Chapter 1 for DEB???? Second class after group work

• Article high quality teaching fisher and frey• Kay Toliver fractions VIDEO• INTERNET CONNECTION• PARKING LOT FOR QUESTIONS• Teaching Techniques chart • Sticky notes• Tents for names• Candy• Tee shirts

Course Overview

Days/Times/Breaks

• 5 days (37.5 hours) 7.5 hrs day• 8-4:30 with 30+20 Lunch/Mini-Dinner

Break, Lunch, Break, Mini-Dinner• Work time is possible

(independent/group)

Materials/Homework

Handout/Agenda• Due two weeks after course

– 6 Chapters to “skim/read/reflect”

– Teachers: One quote/idea per chapter and connect this idea with your Lesson Plan

– Teachers: Lesson/Unit plan that uses techniques from the course

– For Administrators—a reflection on each chapter’s importance in your work.

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The Week’s FocusPlanning for

MasteryCreating a Positive Cognitive Context

Classroom Management

AssessmentQuestioning

Differentiating Instruction

Chapter 1 Chapter 2 Chapter 3 Chapter 4Chapter 5

Chapter 6

• Standards-Based Lesson Planning

• Teaching for Mastery

• Essential Questions

• The Gradual Release of Responsibility

• Creating a positive context for learning• Agendas• Mastery Obj.• Essential Q.• Connecting

to student to real life

• Connecting HW

• Activating• Summarizing

• Routines• Norms• Factors to

include in a CMP, Classroom Management Plan

• Behavior Plans

• Formative• Summative• Higher Order

Questions• Dip-Sticking/

Hinge Questions/quick sort/exit slips

• Collecting data• Using Data

• Effective Groups

• Learning styles

• Using a quick sort to flexibly group students

• Grouping students for DI, literacy, math

Let’s Get Started!

• Fill out a name tag and a name tent.• Sign in on attendance sheet.• Read the agenda (on chart paper). • Read the mastery objectives for Chapter 1 on page 1

of the green book (GB-1).• Take out your processing partner sheet in the note

book page 28 (NB 28)• Remember to note new strategies in your notebook page 1 (NB 1)

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copyright 2008 Ribas Associates

Community Builder

Fill out your Processing Partner Sheet.

No one at your table, no one more than once…

We will use this throughout

the week.

Reminder: Workshop Guidelines nb 70

1. Attention moves: Raised hand means the time to talk with colleagues is ending. Please put up one finger if you need another minute.

2. Auditory learners have difficulty focusing on a speaker when there is side noise. Please be considerate of these people and avoid side conversations.

3. Shut off cell phones (put on vibrate if necessary) If you must take a call, please take it outside the

room.4. Honor confidentiality (colleagues/students)

THANK YOU.

copyright 2008 Ribas Associates

Homework-Writing Mastery Objectives

Read Chapter 1: Planning in the Green BookYou will be writing a PARTIAL LESSON PLAN (Due Tuesday or after

course is over.) Please number 1-3Review the curriculum frameworks,

http://www.doe.mass.edu/frameworks/current.html, for your grade and/or subject

1. Identify the chosen standard(s) in WORDS Choose the information and skills that you will teach in an

upcoming lesson that are aligned with the chosen standard.2. Write an essential question3. Write the mastery objective(s) for that lesson. Please do not submit entire lesson plans.

Unit and Lesson PlanningChapter 1

Note:

• This presentation directly correlates with Standard I (Curriculum Planning and Assessment)

and Standard II (Teaching All Students) in the DESE educator evaluation system rubric.

• Your evaluators will be looking for evidence of proficiency in the elements of lesson planning

we discuss today.

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How does planning maximize student growth and achievement?

What is good planning?

Unit & Lesson Planning: Essential Questions

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Paired Verbal Fluency

Pair–Share #1

• What is good planning?

Pair-Square #2

• How does good planning

maximize student growth and

achievement?

Good Planning (and Implementation)

• https://www.youtube.com/?feature=ytca• https://

www.teachingchannel.org/videos/preparing-for-formal-observations

• New Teacher being coached on developing a lesson with short clips of her class

• Mastery Objective• Lesson format (Do Now, Mini-Lesson, Guided Practice)

• “Take a sip.” What part of this “speaks to you”?

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Standards-Based, Mastery-Based, “Backwards Design” Planning

Curriculum Mapping Lingo

assessment

content and skills

how?

(nb 80)

What information and skills do I want the students to know and be able to do?These are my Mastery Objectives.

How will I determine their level of mastery?

These are my Formative and Summative Assessments.

What instructional activities will efficiently teach my objectives?

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Introductory

Guided Practice

Immediate Mastery

Mastery

Immediate Application

Mastery

Application Mastery

Levels of Mastery(gb 3)

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1. Levels of Mastery

• introduction (a.k.a. exposure): A student is at the introduction level immediately after the information and/or skill has been presented to the student for the first time. At this level there is no expectation that the student will be able to demonstrate mastery of the standard.

• guided practice: At this level, we expect that the student can demonstrate the knowledge or skill only with prompting from the teacher or another person who has mastered the standard.

(gb 2-3)

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2. Levels of Mastery p. 5 gb5-7

• immediate mastery: At this level, the student can demonstrate the information or skill of the standard independently, shortly after the teacher has presented the knowledge or skill.

• immediate application mastery: At this level, the student is able to use the information and skill in an unfamiliar setting, shortly after the presentation of the concept.

2. Levels of Mastery(Gb 2-3)

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• mastery: At this level, the student can demonstrate the information or skill after a period of time has passed since the standard was taught.

• application mastery: At this level, the student can demonstrate mastery after a period of time has passed and in an unfamiliar situation.

3. Levels of Mastery(gb 2-3)

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Processing Partners #3Think – Write – Pair – Share

• Reflect on a skill (not teaching) that you recently learned to master.

• Describe the steps that it took for you to reach mastery.

• What level of mastery did you reach?

• Pair-Share with your Processing Partner what strategies and/or supports you needed to reach mastery. How does this inform your teaching practice?

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Engaging Teaching

• Zone of Proximal Development (Vygotsky) the distance between what a child knows about a topic and what he or she can reasonably learn without being frustrated.

• When we teach below the zone of proximal development students become bored and either act out or shut down

• When we teach above the zone of proximal development students become frustrated and either act out or shut down

(gb 248-249)

A Second Parallel SchemaThe Gradual Release of Responsibility

https://www.teachingchannel.org/videos/improving-teacher-practice

Did Sarah Brown Wessling address all 4 Levels? If so, how?

• What is the teacher doing (Green)? What is the student doing (Blue) as students move toward mastery

• Introductory• Guided Practice• Immediate Mastery• Immediate Application Mastery (Eventually, Application Mastery)

Literacy—Pre-School

• https://www.teachingchannel.org/videos/pre-k-lesson-literacy-skills

• Crying drips• MO: They are readers, writers, and story-tellers

• English Language Learners https://www.teachingchannel.org/videos/dual-language-learners-literacy-skills

• MO: Expressive and receptive language skills

Common Core Planning

https://vimeo.com/album/3144716 1 minGRR

https://www.teachingchannel.org/videos/evidence-arguments-lesson-planningReading and Writing Standards

6 minStandards

Seeing Patterns and Relationships

“Guess My Rule”(Guided Practice)

Grade 6• Can you make (and back

up/support) a conjecture about any relationship that you see between the input and output table

• Remember that conjectures must hold true for similar patterns beyond the problem set that we are examining.

• http://www.insidemathematics.org/classroom-videos/public-lessons/5th-6th-grade-math-multiple-representations-of-numerical-patterning/introduction-part-a

WHY INQUIRY??????Essential Questions

A mastery objective(gb 11-12)

A Mastery Objective: Is presented prior to the teaching. (in writing and

orally)

Is specific, clear, and presented to the students in language they can understand

Uses language that is observable.

Is measurable and uses language that enables effective assessment .

Is returned to at the end of instruction

The teacher will KNOW if students know it!

What is the MO for today’s class?

Teachers need to ask:

• What do students need to learn/know and be able to do when the lesson is over?

• How will I know they have learned it?– What is the evidence? – What are the criteria for success?

• What will I do when they don’t? (remediation/re-teaching)

• What will I do for those who do ?(enrichment, extension)

Why Mastery Objectives?

When teachers’ objectives are focused on coverage or getting the activities done rather than mastery objectives, they may miss the opportunities to highlight or focus on the essential learnings.

NOTE: Formative Assessment links with this

Additionally…

Research indicates that students learn more efficiently when they know the goals and objectives of the lesson and/or learning activity.

Essential or Over-arching Questionsgb 52

Essential Questions:

– May or may not have an obvious right answer– Promote additional questions– Are often philosophical (e.g., Is history biased?)– Re-examined throughout the unit/year (e.g., What makes

a piece of literature great? Who decides on the literary canon? What’s a good story? )

– Framed to promote thought, engagement and inquiry in students for higher order/critical thinking

(How does what we measure influence how we measure? How does how we measure influence what we measure?)

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Less is More: Prioritizing the Information & Skillsgb 8-9

Priority

Connected but not a priority = Least

Instructional Time

The information and skills that will result in the highest level of student achievement on local, state, and national assessments as well as future school, career, and personal success

Highest Priority = Most Instructional

Time

copyright 2008 Ribas Associates

Nice to Know

Important to Know

Essential to Know

Wiggins and McTigheUnderstanding by

Design, 1998

Tnb 112

Mastery Objectives:Activity to Mastery Level

• Our job is to elevate the objectives from the activity level to the mastery level.– “SWBAT create a poster about the rain forest” to – “SWBAT identify four species of rain forest plants and

animals and explain how they interact in their environment.”

– (New situation) To create a habitat museum or children’s book

__________________________________________– “SWABAT identify the speed of light constant” to – “SWABAT explain the implications of a change in the speed of light

constant”– (New Situation) To Illustrate and become the docent for your

illustration of how light constant can change

Typical Problems Encountered When Writing Objectives

• The objective is too broad in scope• The behavior is not observable. Stay away from

verbs such as: comprehend, understand, appreciate, be aware, know, etc.

• The objective is an activity rather than a skill• Only topics are listed • The outcome is too vague• The objective is only a task, not a matter of

mastery (Do the problems on page 35.)

Examples of Lesson Mastery Objectives at the

Early Childhood Level

• What: To Explore and identify shapes

• Why: Shapes are all around us

• How: Students will complete various math stations where they will explore, create, and record shape designs.

• Questions to ask: What shapes can you find in your home or outside?

• What would be a good mastery objective?SWABT

Mastery Objective: yes or no, why or why not? (Processing Partner)• Understand the concepts of

speed and velocity.

• In what way do effective writers hook and maintain the attention of their readers?

• List at least three methods of self protection animals use.

• Author’s purpose – Inform– Entertain – Persuade

• Students will be able to explain the steps and solve a single variable equation.

• How many different amino acids make up a DNA double helix chain?

• Draw at least 4 pictures to summarize the story. Drawings should include main characters, accurate setting and sequence of events.

Mastery Objective ExamplesStudents will:

• be able to identify elements of foreshadowing in the current novel and explain them.

• be able to recite and apply at least three rules for capitalization.

• identify at least 3 strategies for helping people with eating disorders.

• list at least three causes of the Revolutionary War and their implications.

“Students will be able to dribble a basketball competently.”

Turn and share: Effective or not?

“Students will be able to dribble a basketball competently.”

What is competently?

The expectation for competence must be clear and specific for both student and teacher.

Rewrite the objective to make it effective.

Turn and share: Effective or not?

Examples of Lesson Mastery Objectives at the

High School LevelScience: Analyze the data from your lab and explain if your

hypothesis was accurate and if not, why it may have turned out this way

Math: Explain to another student what is correct and incorrect in the solution and explain how you think it can be made correct

History: Write an analysis of the point of view of a primary source with both claims and evidence

ELA: Explain how the author used point of view or tone to develop the theme. (Explain the author’s craft in developing a theme.)

Scaffolding Mastery Objectives

• Create with a job-alike partner or team member a MO that you might expect in your classroom

• How can you scaffold this learning for ESL students? For students who have difficulty with, for example, writing or reading

MO on Agenda in Middle School

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Agenda Example Middle School

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How could you improve this agenda?

Primary

• Retell a story– With a beginning, middle, and end– Describing how a character changes or what a

character learns– Explain how you know that Dave is sad from the

illustration• Use a number line or manipulatives to:– Show which number is the biggest – Show which fraction is the smallest– Show which fractions are the same value

MS Math: Talking about Tables and EquationsTo get students to use Academic Language Accurately

• Jesse Ragent asks the students to do a "matching game." He passes out sets of tables and equations to the students, and challenges the students to "find a triple"-- an equation, a table, and a graph that all make up a "family, triple, or set." He asks students to consider distinctions, characteristics, and attributes as they make their grouping decisions. He reviews group work protocols for turn-taking and talking, asking students to "think out loud, giving mathematical reasons for the selections" they make using language generated by the class.

Pre-Planninghttp://www.insidemathematics.org/classroom-videos/public-lessons/7th-8th-grade-math-graphs-equations-and-tables/pre-lesson

Part 2: http://www.insidemathematics.org/classroom-videos/public-lessons/7th-8th-grade-math-graphs-equations-and-tables/lesson-part-2

Example of Mastery Objective gr 3

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What were Mr. Hanify’s Mastery Objectives? How do you know?

Mastery Objectives and UBD

• Just like using a GPS, you need to “plug” in the final destination before you begin your journey in order to get to your destination in an efficient and effective manner.

• In lesson planning, you must start with the end in mind, determine how you will assess mastery, and then plan the supporting activities to insure mastery of your desired goal/objective.

Pair Share: Contrast

• Turn to your partner and identify the differences between an essential question and a mastery objective.

• Be prepared to share.

Writing Mastery Objectives• Target the skill that students need to know

(noun)• Describe what the student will be able to

do after the instruction. (verb) • Make sure this behavior is measurable and

observable.• Make sure the desired behavior is specific• Describe what you will allow the student to

use to complete the task (calculator, map, book, class notes, etc.)

New Bloom’s Taxonomy

Group TaskWrite at least 3 Mastery Objectives that might fit

with your 3-step lesson plan

• Sit in grade level/discipline groups• Read the section on mastery objectives gb11• Read the sample Grade 9 objectives gb15• Independently write mastery objectives for a

lesson/unit that you have taught or will teach• Be ready to share with your group

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Factors that impact the level of student mastery

• Teacher’s instructional skill level

• Student motivation– Areas the teacher can impact– Areas the teacher cannot impact

• Level of student’s previous learning (at home, at school, etc.)

• The resources the teacher has available to teach the information or skill

• Student’s physical, emotional, or cognitive disabilities

(gb 7)

Four Basic Steps to Teaching for Mastery

• Step 1 —Be certain the concepts are indeed in our district’s curriculum standards.

• Step 2- Be specific in your own mind which standards you want the students to master by the end of the lesson/unit.

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• Step 3— Plan assessments that effectively assess student mastery of the concepts, both formatively and summatively and align with objectives.

• Step 4—Plan activities that maximize student mastery of the concepts and promote high student engagement and align with objectives.

Four Basic Steps to Teaching for Mastery(gb 13-14)

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At your table…..

1. Read lesson plan 1 (activity planning) for the high school class in green book page 15.

2. Read lesson plan 3 (standards based planning) for the high school class in green book page 16.

3. Answer the following question: Why does standards based planning lead

to higher levels of student mastery then activity based planning and teaching?

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Think – Write – Pair – Share

• Reflect on the usefulness of Design for Mastery/Backwards Design/Standards-Based Planning vs. Activity-Based Planning. Consider the following questions:

– What are the benefits to students when a district moves toward standards based teaching?

– What are the benefits to teachers when a district moves toward standards based teaching?

• Pair-Share with your Processing Partner

Consider

• How does mastery planning connect to the new evaluation system for both standard one and standard two?

• What might you share or what might the evaluator look for as evidence of planning?

Summarizer:Effective Teaching Practice &

Mr. Hanify

• What are the examples of effective teaching we addressed today and in the previous modules that you observed in the Mr. Hanify argument lesson?

• How did his strategies impact classroom management? Student mastery?

Summarizing Activity: TEXT MSGWhy is planning an important part of teaching?

Directions:1) Please “type” in a text message response in the place below. Remember, you may only use 20 words or less…2) Explain your message3) Make it a “picture” message….TEXT:# words____

Explanation:

Picture:

Homework-Writing Mastery Objectives

Read Chapter 1 in the Green BookYou will be writing a PARTIAL LESSON PLAN. Please number 1-3Review the curriculum frameworks,

http://www.doe.mass.edu/frameworks/current.html, for your grade and/or subject .

1. Identify the chosen standard(s) in WORDS Choose the information and skills that you will teach in an

upcoming lesson that are aligned with the chosen standard.2. Write an essential question3. Write the mastery objective(s) for that lesson. Please do not submit entire lesson plans.

Essential Questions Versus

Academic Questions

• In what ways does art mirror/shape culture?vs.

• What do masks and how they are used reveal about cultures?

What is the essential question?

What might be the essential question for today’s class?Think pair-share (and be provocative!)