Unit Planning Design

Unit Planning DesignNovember 5, 2013Anchoring the Work Work with a partner to complete the problems. (10 min.) What knowledge and skills are required?What reasoning is required?Review the 3-grade span in your math binder (K-2, 3-5) to note grade level standards related to this concept (5-10 minutes).How does Operations and Algebraic Thinking develop through the grades?What can we take away for our own planning?

1. Problems

2MAP Math Results by Goal%ile in the average band or better (41 percentile+)G2G3G4G5G6G7G8G9G10OA69576766OA6454576973NO63676877RCNS6470626466MD62606874SP6868566668G70637278G7169656770RED relative weakness GREEN relative strengthOA=Operations and Algebraic ThinkingNO=Number and OperationsMD=Measurement and DataG=GeometryRCNS=The Real and Complex Number SystemsSP=Statistics and ProbabilityUnit Assessments 2012-13OA strand is relative weaknessG2 Unit 3 OA.1 Use addition to solve 60%G3 Unit 3 OA.5 Apply properties 70%G4 Unit 3 OA.3 Solve problems 58%

For example, Grade 4 results:OA.3NBT.5NBT.6

As a result, District Goal reads:The percentage of students demonstrating grade level skills in the area of operations and algebraic thinking will increase from 64% to 67% as evidenced by fall to spring MAP Math results on this sub-goal.

Where is the district in the process?6Domain 1: PlanningIndependently review rubric with a focus on implications for unit planning (5-10 min).As you read, underline or highlight components that will inform unit planning throughout the day.Pay particular attention to indicators 1b and 1d, which will be the primary focus areas for today.

2-4Rubric(2 versions)71b: Developing and organizing coherent and relevant units, lessons, and learning tasksThe lessons and units of instruction incorporate higher level learning of content skills or concepts to actively engage students to think critically, creatively and solve problems.Units, lessons and learning tasks are clearly aligned to learning outcomes, standards and assessments.Teacher organizes content in such a way that each new piece of information clearly builds on the previous piece and purposefully engages students.

Planning 1d: Selecting appropriate assessment strategies to monitor student progressAssessments are clearly aligned with instructional outcomes and results are used to inform planningA variety of assessments tools and strategies aligned to curriculum and content standards are designed or selected to monitor and evaluate students; learning, individually and as a class.Strategies are planned to engage students in developing and/or using assessment criteria to assess their own work.Assessment criteria are clearly articulated.9Learning TargetI can apply the learning target framework to plan a math unit that will develop students algebraic thinking.

I will know I am successful when:I develop a learning trajectory for the unit that aligns to curricular expectations and leads to intended outcomes.I develop strong performances of understanding for anchor experiences that require students to apply algebraic thinking in alignment with grade level expectations.I identify areas within the unit planning process for which I may need more support or practice.Pre-AssessmentIndependently review the exit slip. For each step in the planning process, circle one response:Not sure about this - need more information/supportI get it, but need to practice and/or implementThis is currently part of my planning process5Exit SlipStandards Based Education Model NPSStandardsAll Above, plusTasksStudent WorkTeacher CommentaryAll AboveStage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?Big Ideas Enduring Understandings Essential Questions---------------------------------------

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings?(to assess student progress toward desired results)Stage 3:Plan Learning Experiences and InstructionWhat will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings?(to support student success on assessments, leading to desired results)Skills and Knowledge7Outline12Identify Desired Results: Step 1: Independent Curriculum Review (10 min)Review the 3-grade span. What do students need to know and be able to do in your grade in order to be successful in grade 6?

Review the unit 3 planning guide: What is this unit all about? What are the intended outcomes?Review big ideas, essential questionsReview concepts and skills Review unit assessment

Math BinderIdentify Desired Results: Step 2: Identify unit objectives 10 min.Review the concepts and skills in the curriculum. Consider any other concepts and skills necessary based on what you know about your students.Consider any other concepts and skills based on your past experience (for example, common misconceptions).

You do not need to rewrite concepts and skills, but you might record other objectives that you need to consider.

Whole Group ShareSelect 2-3 high leverage objectives that are critical in developing algebraic thinking. These should inform the identification of anchor experiences.

Be ready to share:What are the objectives?What is your reasoning?

Standards Based Education Model NPSStandardsAll Above, plusTasksStudent WorkTeacher CommentaryAll AboveStage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?Big Ideas Enduring Understandings Essential Questions---------------------------------------

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings?(to assess student progress toward desired results)Stage 3:Plan Learning Experiences and InstructionWhat will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings?(to support student success on assessments, leading to desired results)Skills and Knowledge7Outline16Determine Acceptable Evidence(20 min.)How will you know that students are successful in this unit? Develop the criteria for success for the unit. What might you learn from the unit assessment? What else might you need to know? How will you find out?

9Criteria for SuccessBREAKPlease return in 15 minutesStandards Based Education Model NPSStandardsAll Above, plusTasksStudent WorkTeacher CommentaryAll AboveStage 1:Identify Desired ResultsWhat do I want my students to know and be able to do?Big Ideas Enduring Understandings Essential Questions---------------------------------------

Stage 2:Determine Acceptable Evidence(Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings?(to assess student progress toward desired results)Stage 3:Plan Learning Experiences and InstructionWhat will need to be done to provide my students with multiple opportunities to acquire the knowledge, skills, and understandings?(to support student success on assessments, leading to desired results)Skills and Knowledge7Outline19Plan Learning Experiences and Instruction Step 1: Sequence Learning ProgressionSequence the unit objectives to develop your initial learning trajectory. Your trajectory may be different than your neighbors trajectory!Make note of math practices that students will develop throughout this unit.See explanation of math practices behind curriculum tab after pacing guide.11Learning TrajectoryPlan Learning Experiences and InstructionStep 2: Develop performances of understanding for anchor experiencesLaying Foundation:Independently read Strategies for Teaching and Learning from Georgia to develop a deep understanding of what students need to know and do.Lets review.what makes a strong performance of understanding?Georgia link

21It demonstrates a:Students understanding and skills; andProvides compelling evidence of students understanding and skills (formative assessment)

MakingSayingDoingWritingThe performance of understanding is what the students are:Learning TaskLearning ActivityPerformance of UnderstandingConsiderationHow Rigorous and Relevant is the Performance of Understanding (what students are making, saying, doing or writing) that you have designed for students?

24Example Learning TargetI can accurately regroup when solving two digit addition problems.

25Example: Performance of Understanding

Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors.

As part of our study of Newington, plot three places on our Newington map that youd like to visit. Refer to the price chart to determine how much it will cost. Write a letter to your parent explaining your trip and why you want to visit each location.As part of our class survey, we found that fourteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

SolveSolution26Example: Performance of Understanding

Given a pair of equations such as 24 + 48 = 72, and 48 + 24 = ___, apply a rule that would give the solution to the second equation of the pair without adding the factors.

As part of our study of Newington, plot three places on our Newington map that youd like to visit. Refer to the price chart to determine how much it will cost. Write a letter to your parent explaining your trip and why you want to visit each location.As part of our class survey, we found that thirteen students have a pet dog and seven students have a pet cat. What is the total number of dogs and cats?

SolveSolution27-How about for Foundational Skills?-What Can We Do to Increase thinking, development and retention?Moving beyond independent worksheet performance of understanding

Have students work in pairs to discuss their solution to problems (cards and/or dice). Record their work in their Math Log.

-What Can We Do to Increase thinking, development and retention?Moving beyond independent worksheet performance of understanding

Have students use a place value mat to show their understanding of solving a word problem. Record their work in their Math Log.

-What Can We Do to Increase thinking, development and retention?Moving beyond independent worksheet performance of understanding

In a game-like format, small groups work in the following roles:Worker Uses place value mat to solve the problemBanker Exchanges place value blocks for the worker when needed, ensuring accuracy of the workRecorder Captures what worker is doing in writing as evidence of accurate problem-solving.

BRAIN BREAKFind a PartnerSkip count by the selected number while toe-tapping your partners foot - right foot to right foot, then left foot to left foot, counting one number with each toe-tap.

Crossing over the midline of one's body is an excellent way to reset the brain and doing this while skip counting is a wonderful way to practice this all-important skill.

31Regroup by SchoolIdentify anchor experiencesWhat are anchor experiences that will lead students to the intended outcomes? Consider experiences that will allow students to:apply a combination of concepts and skills.apply algebraic thinking.

EXPLORE: Have one person explore a specific site to share with the group. Focus on the first 4 links.

Email links33Select/develop strong performances of understanding for the anchor experiences that will lead students to the intended outcomes. Consider what students will do, say, write, or create that will allow them to deepen understanding and demonstrate learning. Consider integration with other subject areas.REMEMBERto include Criteria for Success

Plan Learning Experiences and InstructionStep 2: Develop POU Email links

Plan Learning Experiences and InstructionStep 3: State learning targetsState learning targets for the anchor experiences. Make sure that the target expresses, from the students point of view, the knowledge and skills they will be using in their performance of understanding. Alignment check Do the learning targets and performances of understanding match the desired results outlined earlier?

Extension Math Workshop Review the performances of understanding. How might you need to differentiate based on student needs?How might math stations support practice and reinforcement?

Plan Learning Experiences and InstructionNext steps: Step 4: Develop CFAsReview the criteria for success for the performance of understanding. Consider a CFA that will help you determine whether desired outcomes were achieved.Next Steps Step 5Daily Lesson PlanningUse the DesCartes Learning Continuum and the learning target organizer to further decompose standards.Develop daily lessons based on current levels of performance.Data team work Possible areas of focus:Develop a CFA for anchor experiences.Monitor progress toward unit criteria for success by analyzing CFA (focus on student work, not numbers). Identify instructional strategies to address areas of need.Refine plans based on student progress.Exit SlipRevisit PRE-ASSESSMENT Place a square (instead of circle) to indicate where you are with each indicator.

5Exit Slip39Vertical Alignment checkWrite one learning target with performance of understanding on chart paper with your grade level listed at the top.

Post your chart paper in the room listed below.Paterson and Reynolds Media CenterChaffee and Green ROOMS 309-310

Engage in a gallery walk, focusing on the progression of learning through the grades.

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