Unpacking the StandardsHow Do I Know What to Teach and How to Teach It?

The Nature of Standards Standards indicators may contain one or more elementsState Standardindicatorindicatorindicatorelementelementelementelementelement

Be able to KNOW and DOKnowledge (Declarative)What we wantstudents to know:VocabularyDefinitionsConceptsLaws, FormulasKey factsCritical detailsSequence & timelinesSkills (Procedural)What we wantstudents to be able todo:Decoding, computationCommunication skills-listening, speaking, writingThinking skills compare, infer, analyzeResearch inquiry, investigateStudy Skills notetakingGroup skillsGrant Wiggins, Jay McTighe, Understanding by Design, 2004

Types of MemoryEric Jensen

Uses language, text, words, symbols.Learn by doing, hands-on experience.Associating whats going on with where you are.Word association. Repetition, rhymes, mnemonicsMovement, position, posture, tastes, feeling, states or aromas.Revisiting initial learning conditions, locations, time and circumstances.HighLow-ModerateMinimalUnlimited chunking uses short/long term memoryUnlimitedUnlimited

Declarative and Procedural Knowledge NetworksKris Nei, 2000

Unpacking StandardsSS-HS-1.1.1Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.

Unpacking Standards

Standard Verbs (How students will show what is required) Nouns (What students are required to know) SS-HS-1.1.1Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals. CompareContrastEvaluate

Forms of Government:MonarchyDemocracyRepublicDictatorshipOrderSecurityCommon goals

Unpacking your standardIn pairs, select a Core Content standard

Circle verbs

Underline nouns

Create a graphic organizer

A quick look at Bloom!

Skill (Verb) Knowledge Comprehension Application Analysis Synthesis Evaluation

Blooms TaxonomyKnowledge: defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states Comprehension: comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives examples, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates Application: applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses Analysis: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separatesSynthesis: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writesEvaluation: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.

What about theBIG IdeasEssential Questions

Communicating StandardsCurrent research (Marzano, McREL, Ruby Payne) reveals that communicating learning objectives or goals clearly to students increases student achievement and motivation.

USING STANDARDS AS A TEACHING TOOL

If done by teacher, can be used by students as preview prior to teaching.If done by students can be used as a word wallCreate a Graphic OrganizerUsing word walls or graphic organizers can provide conceptual frameworks as part of the content. Graphic organizers give students the ability to identify main concepts, assign specific labels to concepts, and sort relevant and non-relevant cues.

Unpacking Standards with Students!Students will describe the migrations and settlements of various ethnic groups and explain their impact on the development of the region.

WORD WALLS

SS-HS-1.1.1Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.

Social Studies Standard Concept MapForms of governmentEvaluate effectivenesscompare & contrastMonarchyDictatorshipDemocracyRepublicPurposesAccomplishing Common GoalsEstablishing OrderSources of PowerProviding SecurityHS-SS-1.1.1

RD-05-3.0.9Students will identify commonly used persuasive techniques (bandwagon, emotional appeal, testimonial, expert opinion) used in a passage. IdentifyPersuasive TechniquesbandwagonEmotional appealTestimonialExpert OpinionI can explain what the bandwagon technique is.I can identify the bandwagon persuasive technique in a reading passage. This means I can pick out places where the writer is using the bandwagon technique to convince the reader

MA-04-4.1.3Students will construct data displays (pictographs, bar graphs, line plots, Venn diagrams, tables). DOK 2 ConstructData DisplayspictographsBar graphsLine plotsVenn diagramstables

Ready to unpack?

****There are three basic types of memory. Semantic, Procedural and Episodic. Ask participants which one represents most of what we ask students to learn in schools. (semantic and then procedural) As they review standards it is important to think about what type of memory is required by the standard.

Column one is Semantic Memory Column two is Procedural MemoryColumn three is Episodic MemoryThe rows starting at the top are: How does it work, How is it triggered, What level of internal motivation is required, and Storage capacity

Many of the standards are semantic at the core. Many standards are simply measuring vocabulary. If the student is successful with terminology they are often successful with many of the standards. There are some exceptions to this, (often procedural knowledge). Ask participants where they would place their state standards. Facilitate a discussion about the connection of this information to the marble and clay activity.*Mini LectureFor most learning we are attempting to move knowledge into long term memory.In the previous slide we looked at the three broad types of memory. In this slide you will notice that Episodic and Semantic memory have been grouped under the category of Declarative Memory and that Procedural Memory has been broken down into two categories, mental and physical processes. No matter whose schema you use, think back to the marble and clay activity to remember some things are like marbles and some are like clay. Like the marbles, that roll around on the table, declarative memory loses clarity as time goes by without use.For an in-depth look at this information see the session on Systems of Thinking.**Verbs patterns of reasoning, mental processes such as compare, classify, evaluate, etc. May also be skill targets, i.e. measures, uses, demonstrates

*When we unpack a content standard, we break it into its component parts. ****When we have a clear vision of where were headed with student, we can communicate that vision to them. Rick Stiggins, author of Classroom Assessment for Student Learning says, Students can hit any target they can see that holds still for them. If students have no idea what they are supposed to learn, if the only information they have is that they are doing science or social studies, few of them know how to monitor their progress and keep themselves on track. Explaining the intended learning in student-friendly terms at the outset of a lesson is the crucial first step in helping student know where they are going.

**Ruby Payne Strategy.****j**