Setting High Academic Expectations that Ensure Academic Achievement

TEAMPLANNING STANDARDS & OBJECTIVESTEACHER CONTENT KNOWLEDGE

Planning for Mathematics• Unpack Standards• Facts• Conceptual Understanding • Computations/Procedural Fluency• Math reasoning and/or problem solving strategies• Academic Language and Vocabulary • Discourse – how students use written and oral language to

communicate in knowledge construction in ways specific to the discipline

• Syntax – set of written conventions specific to discipline for organizing symbols, words, & phrases into structures.

• Common Misconceptions

• Backwards Design • Leads to development of assessments and instructional plans

Tools

Each Flipbook includes the following:• Summary of Mathematical

Practices• Critical Areas for specific grade

level• Each Standard includes• Suggested MPs

• Connections to other standards

• Instructional Strategies

• Explanations and Examples

• Instructional Resources/Tools (with some)

• Common Misconceptions

Research-based & Best Practices

http://www.katm.org/baker/pages/common-core-resources.php

Grade-Level Flipbooks aligned with Common Core Standards

Other tools for unpacking standards•Wikipage: Math Pedagogy and TEAM • Standards & Objectives Indicator

• Progressions Documents• NCTM’s Developing Essential Understanding Series• NCTM’s Teaching with Curriculum Focal Points

What do you use?

Setting Objectives•Provide focus•Students build intrinsic motivation when they set personal learning objectives•Support students as they self-select learning targets, self-monitor their progress, and self-assess their development.

Recommendation 1 – setting objectives•Set learning objectives that are specific but not restrictive

•Unpack statements of knowledge in standards to provide more specific statements of knowledge and skills•Guide students toward proficiency• The learning objective is what students should know, understand, or be able to do as a result of completing the learning activity or assignment.

Recommendation 2 – setting objectives•Communicate the learning objectives to students and parents

• Explicitly state in student-friendly language, display in writing, call attention to them throughout a unit or lesson.• Communicating to parents helps them understand and become engaged in what their children and learning.• Provide multiple options - blogs, text messages, e-mails, letters

Recommendation 3 – setting objectives•Connect the learning objectives to previous and future learning

•Call students’ attention to how the current learning objective is connected to something that they have already learned and how they will apply what they are learning now to future studies

Recommendation 4 – setting objectives• Engage students in setting personal learning objectives

• Students feel a greater sense of control - they identify what is relevant to them. They practice self-regulation - can plan appropriately, ID necessary resources, respond appropriately to feedback, & evaluate effectiveness of their actions.

• Teachers need to model the process of writing their own objectives and provide students with feedback when they are first learning.

• “I know that... but I want to know

more about....”

• K-W-L chart

• Use of a contract

Tips for Setting Objectives• State learning objectives in simple language in terms of knowledge rather than learning activities• Relate to things that are personally relevant to students• Model how to set learning objectives• Periodically check student understanding of objectives (journals, notecards)• Select content sources, discussion questions, activities, assignments, and assessment methods according to how well they help students achieve learning objectives• Provide students with info about what good performance or high-quality work looks like well before an assessment

Teach Like a Champion 2.062 Techniques that Put Students on the Path to College by Doug Lemov (2015)

• Lemov observed master teachers and identified common practices• He explains how the techniques

are used and what makes them effective – gives each a name to provide a common vocabulary.• Described in a concrete, specific

way that allows you to use them right away. • Techniques divided into 4 core

challenges of teaching• Check for Understanding

• Academic Ethos

• Ratio (getting student to do as much of the cognitive work as you can)

• Behavior and Culture

Technique 7 – Plan for Error• Increase the likelihood that you’ll recognize and respond to errors by planning for common mistakes in advance• Foresight can help make errors predictable and can allow you

to respond with adaptations within your lesson rather than deviations from it.

•Ways to Plan for Error• Planning for Specific Errors – identify 2-3 errors students are

most likely to make and plan what you’ll do if they occur• List 2-3 important questions; list 2 incorrect answers you think

you’re likely to get

• Describe how you’d respond to each incorrect answer

• Planning Reteach time – plan time to review and circle back or push on for enrichment

• *Plan for a classroom culture that makes errors visible, normal and even positive

Planning for Success

• Progress from unit planning to lesson planning. Define the objective, decide how you’ll assess it, and then choose appropriate lesson activities.

• Use four criteria to write an effective lesson plan objective, making it:• Manageable – can be taught in

a single lesson • Measurable – must be explicit

and should be assessed by the end of the class period; accountability• Made first – designed to guide

the activity. Break down selected standard into a series of strategic daily objectives• Most important – focus on what

is important…

#16 Begin with the End #17 4 Ms

Planning for success

• Display your lesson objective where everyone can see it and identify your purpose.• Important for students to know

what they’re trying to do and help them work more intentionally toward the goal – ask ss to discuss, review, copy, recite, contextualize, say why it matters, & connect to prior learning.• Important for adult visitors

particularly those that give you feedback. Feedback is more useful when it’s aligned with your objective.

• As you plan a lesson, plan what students will be doing at each point in class.• Student lesson packet – carefully

designed handout that students work on during the lesson; space to write notes as well as background readings.• Everything in one place

• Synergy with pacing (add visible markers, color-code, reference points)

• Engineered for accountability

• Synergy with CFU

• Success oriented

• Embedded Adaptability

#18 Post-It #19 Double Plan