district of columbia public schools | 825 north capitol street, ne | washington, dc 20002 | t...

Essential Questions

What is the Teaching and Learning Framework and what does it mean for me?

How can I deliver a relevant, engaging, and rigorous curriculum focused on the DC Content Standards?

How do we create and maintain an engaging and productive learning environment?

Teaching and Learning Framework Welcome and Norms

2District of Columbia Public Schools

Today’s Outcomes

Today participants will:

• Explore the purpose of assessment.

• Create an assessment for an instructional unit aligned to the level of Bloom’s Taxonomy for the standard.

• Create objectives aligned to clustered standards for an instructional unit.


District of Columbia Public Schools 3

Agenda

Teaching and Learning Framework

• Welcome & Norms

• DCPS Teaching & Learning Framework

• Standards-Based Instructional Design Process

• Planning Instructional Units

− Prioritizing Standards

Lunch

− Clustering Standards

− Writing Essential Questions

• Closure & Feedback4

•Welcome & Norms

•Planning Instructional Units

− Aligning Assessments

Lunch

•Planning Daily Lessons

− Writing Lesson Objectives

•Closure & Feedback

• Welcome & Norms

• Reinforcing Positive Behavior & Redirecting Off-Task Behavior

• DC Student Discipline Code

• Instructional Behavior Management (IBM) Plan

• Reflection & Feedback

Lunch

District of Columbia Public Schools

Norms

To accomplish the goals for this session, please adhere to these courtesy practices:

• Participate actively

• Honor time limits

• Be open to new ideas

• Use vibrate mode on mobile phone

• Trust the process



Clock Buddies

1. Find buddies for 3:00, 6:00, 9:00 & 12 o’clock.

2. For each buddy, write one another’s name in the same time slot.

3. You will meet with your buddies at various times throughout the day.



Agenda


• Welcome & Norms





Lunch




•Welcome & Norms



Lunch




• Welcome & Norms





Lunch


Teaching and Learning Framework Assessment

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DCPS TEACHING AND LEARNING

FRAMEWORK

PLAN

2. Create standards-based unit plans and assessments

Increase Effectiveness

1. Assess Student Progress


Teaching and Learning FrameworkPLAN 2


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WHY THIS IS IMPORTANTBy “planning with the end in mind,” effective teachers logically group content standards into units of study, identify essential questions to guide student learning, and design summative assessments for those units. Long-term planning also ensures sufficient allocation of instructional time to various skills and concepts throughout the year.


Teaching and Learning FrameworkINCREASE EFFECTIVENESS 1


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WHY THIS IS IMPORTANTAssessing student progress allows effective teachers to determine standards mastery, to evaluate lesson effectiveness, and to make informed decisions about students’ needs.


Assessment


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• Planning instructional activities is easier after we have selected or created an assessment.

• Assessment details can be recorded here on the Unit Plan Capture Sheet. (Day 1, page 9)



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Plan Activities

Give Assessments Design Instruction

Align Assessments

Activity-Based

Instruction

Standards-Based

Instruction

Select Topics Select Standards


Assessment


1. In the Day 2 section, locate page 3.

2. Complete the left-hand side of the T-Chart. Create an inventory of all the assessments you have used in your classrooms.

3. We will return to the right hand side of this document later.


Assessment is…



2. Complete the prompt: ‘Assessment is…’


Assessment Briefing


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2. Read ‘Assessment Briefing.’

3. Stop reading at ‘The Four Assessment Methods.’


Mining for Information


After you have finished reading:

1. Record new ideas and facts gathered from your reading in the box.

2. Exchange thoughts and ideas from the reading with an elbow partner.

3. Create a revised definition of assessment with your partner.


Instructional Strategy Review


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What instructional purpose does this strategy serve?

What learning styles are addressed?

How could it be modified for other purposes?

Mining for InformationTargets multiple learning styles and engages students with the content five times


Two Types of Assessment


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Summative AssessmentAssessments at the end of unit …

• Summarize what students have or have not learned in a unit or series of lessons.

• Inform instruction and teaching decisions.

Formative AssessmentAssessments before or during the instructional process …

• Are ongoing and routine. • Provide many opportunities to assess student progress and

provide feedback.• Can be used to diagnose student needs.• Inform instruction and teaching decisions.


PerformancePersonal

Communication

Constructed Response

Selected Response

AssessmentMethods

Adapted from Student Involved Classroom Assessment (R. Stiggins).


We will use a Jigsaw strategy to learn more about these four methods.


Assessment Jigsaw


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1. In the Day 2 section, locate pages 6 & 7.

2. Each table will be assigned one method of assessment.


Assessment Jigsaw

In your group, create a poster that includes:

1. Your assessment method (e.g. Selected Response.)

2. A definition of your assessment method.

3. A list of assessment examples for this method.

4. A list of the pluses and minuses of using this method.

5. The levels of thinking (Bloom’s Taxonomy) that are best measured by this method.

6. A sample standard that could be assessed effectively using this method.

Table groups will be asked to report out.



Jigsaw Summary


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• In the Day 2 section, locate page 8.

• Record information from your colleagues’ presentations onto your Jigsaw Summary Sheet.


Aligning Assessment


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• This document is a tool to help you align your assessments to the content standards.


Adapted from Insight Education Group, Inc. 2008

Multiple Choice

Essay

Book Report

Poster

Speech

One on one check in

1. Refer back to your T-Chart on page 3.

2. Categorize the assessments you listed on the left into the appropriate box on the right.


Clock Buddies


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• Find your 9:00 clock buddy.

Reflection:• What methods of

assessment do you use?

• What methods of assessment do you not use?

• What did you learn about the assessments you use?


Instructional Strategy Review


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What instructional purpose does this strategy serve?

What learning styles are addressed?

How could it be modified for other purposes?

JigsawCreates ownership of learning, facilitates in-depth interaction with content, facilitates objective-driven group work

Compare, contrast, categorize and identify content

T-Chart


Assessment Writing


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• Write your unit assessment here.

• It must be aligned to the priority standard at the top of your unit plan.


Write A Unit Assessment


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With your grade level or content teams …

1. Create a unit assessment that is aligned to the priority standard at the top of your unit plan.

2. Develop scoring criteria for the assessment.

You will have ___ minutes to work. At the end of that time, we will ask a few people to share their work.


Teaching and Learning Framework Lunch

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DCPS Core Beliefs

We believe that …

All children, regardless of background or circumstance, can achieve at the highest levels.

Achievement is a function of effort, not innate ability.

We have the power and responsibility to close the achievement gap.

Our schools must be caring and supportive environments.

It is critical to engage our students’ families and communities as valued partners.

Our decisions at all levels must be guided by robust data.


Agenda


• Welcome & Norms





Lunch




•Welcome & Norms



Lunch




• Welcome & Norms





Lunch


Teaching and Learning Framework Objectives

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FRAMEWORK

Plan – Instruction

3. Create Objective-Driven Daily Lessons




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WHY THIS IS IMPORTANTObjective-driven daily lessons ensure that all instructional decisions and strategies used in a lesson are chosen to further students’ progress towards mastery of the lesson objective.


Shoot for a Million



• In the Day 2 section, locate Page 10.

• Review the directions at the top of the page.

• Find your 12:00 buddy and discuss which objectives would allow a judge to decide whether you have learned to play basketball.

Objectives


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• Which objectives would allow a judge to decide whether you have learned to play basketball?


Defining Objectives

At your tables, create a definition for lesson objectives.

What is the difference between lesson objectives and essential questions?



SMART Objectives

• Specific - Objectives clearly specify what students will know and/or do.

• Measurable - Objectives are observable and quantifiable.

• Aligned - Objectives are aligned to a standard.

• Rigorous - Objectives are aligned to the level of cognition (Bloom’s Taxonomy) in a standard.

• Time-Bound - Objectives indicate by when students will demonstrate mastery.



Sample Objectives

7.LT-F.7. Analyze the ways characters change and interact with others over time and give

supporting evidence from the text.

•Identify and list two motives for the main character’s decision in spite of pressures from peers and family.

• Use a T-Chart to list at least three character traits, on each side, comparing the main character’s feeling of self-assurance at the beginning of the story and at the end of the story.



Use the SMART criteria to assess the quality of these objectives. Revise, as necessary, to make them “SMARTer.”

•Specific•Measurable•Aligned•Rigorous•Time-Bound

Consideration for Writing Objectives

• Objectives and standards are not necessarily in a one-to-one ratio. You may create several objectives for one standard.



Writing SMART Objectives


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With your grade level or content teams …

• Use the SMART Objectives column on page 10 of the Day 1 section to write objectives for your clustered standards.

You will have ___ minutes to work. At the end of that time, we will ask a few people to share their

work.


Writing SMART Objectives


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• Share your SMART objectives with your 3:00 buddy.


Agenda


• Welcome & Norms





Lunch




•Welcome & Norms



Lunch



− Writing Lesson Plans


• Welcome & Norms





Lunch


Teaching and Learning Framework Lesson Plans

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FRAMEWORK

Plan – Instruction

3. Create Objective-Driven Daily Lessons




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WHY THIS IS IMPORTANTObjective-driven daily lessons ensure that all instructional decisions and strategies used in a lesson are chosen to further students’ progress towards mastery of the lesson objective.


Components of a Lesson Plan


• All participants count-off the numbers one through five.

• Use the numbers to determine five groups.

• Each group will create a list featuring the components of a good lesson plan.


Components of a Lesson Plan

• Warm-Up – Teacher hooks students to the content, activates students’ prior knowledge, and introduces the objective.

• Teacher Input / Introduction of New Material – Teacher engages students in the content using appropriate instructional strategies.

• Guided Practice – Students engage in the application of new learning with support from the teacher.

• Independent Practice – Students work individually, in pairs, or in groups to reinforce skills and demonstrate mastery.

• Closure – Teacher guides student reflection on the lesson’s objective and significance.



ObjectiveStates what students are expected to know and/or do by the end of the lesson.

AssessmentAllows students to demonstrate mastery of the newly acquired skill or knowledge.

Checks for Understanding Occur throughout the lesson.

Lesson Plans


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• Use this template as a guide for your lesson planning.

• This template is simply a guide.


Lesson Planning Time

• Using the objective you wrote earlier, work with your colleagues to write a lesson plan for your unit.

• You will be asked to share with the whole group.



Agenda


• Welcome & Norms





Lunch




•Welcome & Norms



Lunch




• Welcome & Norms





Lunch


Revisit Outcomes

Today participants will:

• Explore the purpose of assessment.

• Create an assessment for an instructional unit aligned to the level of Bloom’s Taxonomy for the standard.

• Create objectives aligned to clustered standards for an instructional unit.



Teaching and Learning FrameworkNeeds Assessment

1. In the Day 2 Section, locate page 12.

2. Which aspects of the new Teaching and Learning Framework will you need the most support in when implementing?

3. Identify and list your top three priorities.

Teaching and Learning Framework Closure and Feedback


Feedback

Teaching and Learning Framework Feedback

51

Please complete the daily feedback form on page 13

in the Day 2 section.

Your comments are greatly appreciated.

Thank you!


district of columbia public schools | 825 north capitol street, ne | washington, dc 20002 | t...

Documents

learning framework day

learning framework plan

learning framework assessment

learning frameworkwelcome

process teaching

learning frameworkassessment

clustered standards

dc content standards