Writing a Learning Experience
Reference Packet
Contact Information: Pat Loncto
Where We’ve Been & Where We Are Now
(Just ASK Publications, ASK inc)
THEN CURRICULUM NOW
What is taught
/What is learned
Chapters covered and workbooks completed
/Identification of what student should know and be able to do
Academic context
/Life context
Textbook as resource
/Multiple resources
Individual subjects
/Integrated subjects
Basics emphasized for all: thinking skills emphasized for gifted
/Basics and thinking skills emphasized for all
THEN INSTRUCTION NOW
Teacher centered
/Learner centered
Organized around time
/Organized for results
Single teaching strategy
/Multiple teaching strategies
Teach once
/Reteaching and enrichment
Fixed groups
/Flexible groups
Whole group instruction
/Differentiated instruction
Passive learning
/Active learning
THEN ASSESSMENT NOW
Bell Curve
/Public and precise criteria
One opportunity
/Multiple opportunities
After instruction
/Integrated with instruction
Paper and pencil based
/Performance based
Grades averaged
/Standard met or not met
Proving and accountability
/Diagnose and prescribe
Focus on product
/Focus on product and process
A Standards-Based Education System. http://www.am.dodea.edu/ddessasc/aboutddess/standards/standardsbased.html
Standards-based education is a process for planning, delivering, monitoring and improving academic programs in which clearly defined academic content standards provide the basis for content in instruction and assessment.
· Standards help ensure students learn what is important, rather than allowing textbooks to dictate classroom practice.
· Student learning is the focus - aiming for a high and deep level of student understanding that goes beyond traditional textbook-based or lesson-based instruction.
A standards-based system:
· measures its success based on student learning (the achievement of standards) rather than compliance with rules and regulations.
· aligns policies, initiatives, curriculum, instruction, and assessments with clearly defined academic standards.
· consistently communicates and uses standards to focus on ways to ensure success for all students.
· uses assessment to inform instruction.
Standards-based systems increase student achievement
Students generally learn better in a standards-based environment because everybody's working towards the same goal.
· Teachers know what the standards are and choose classroom activities and teaching strategies that enable students to achieve the standards.
· Students know the standards, too, and can see scoring guides that embody them. The students can use them to complete their work.
· Parents know them and can help students by seeing that their homework aligns with the standards.
· Administrators know what is necessary to attain the standards and provide professional development, resources and materials to ensure that students are able to reach the prescribed standards.
Differences BetweenStandards-Based and Norm-Referenced Systems
Norm-Referenced / Standards-Based
Believe some students are naturally smarter than others. / Believe virtually all students can "get smart" through effort.
Content subject matter varies with different groups of students. / Content subject matter is the same for all groups of students.
Assessments compare what students know to what other students know. / Assessments compare what students know to standards and benchmarks.
No objective criteria to deploy resources -- students who need the most often get the least. / Resources are deployed as needed for all students to meet standards -- students who need more get more.
Professional development episodic -- one-time workshops. / Professional development focuses on improving instruction so all students meet standards.
“The standards come alive when teachers study student work, collaborate with other teachers to improve their understanding of subjects and students’ thinking, and develop new approaches to teaching that are relevant and useful for them and their students”
- Linda Darling-Hammond, 1997
Curriculum Building
Activity or Lesson
Learning Experience
Unit
Course
Curriculum Building
Course
Unit
Learning Experience
Activity or Lesson
NYS Learning Standards
Breakdown of Instructional Levels by Standard Area as of 2010
Standard Area / Elementary / Intermediate / CommencementELA Std 1,2,3,4 / Grade Levels:
pK, K, 1, 2, 3, 4 / Grade Levels:
5, 6, 7, 8 / Grade Levels:
9, 10, 11, 12
MST Std 1 Analysis, Inquiry, and Design / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
MST Std 2 Information Systems / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
MST Std 3
Mathematics / Grade Levels:
pK, K, 1, 2, 3, 4 / Grade Levels:
5, 6, 7, 8 / Course:
Algebra,Geometry,
Algebra2 and Trigonometry
MST Std 4
Science / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
MST Std 5 Technology / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
MST Std 6 Interconnectedness: Common Themes / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
MST Std 7 Interdisciplinary Problem Solving / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
Social Studies
Std 1,2,3,4,5 / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
The Arts
Std 1,2,3,4 / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
Health, Physical Education, Home Economics
Std 1,2,3 / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
LOTE
Std 1,2 / Checkpoints:
A, B, C / Checkpoints:
A, B, C / Checkpoints:
A, B, C
CDOS
Std 1,2,3a / Clusters:
K-4 / Clusters:
5-8 / Clusters:
9-12
CDOS
3b Career Clusters / ------/ Clusters:
5-8 / Clusters:
9-12
Note National Core Standards are in progress and available at NYSED website for ELA and Math
Sample MY Performance Indicator Vocabulary List
Name: Jennifer P. Molfese NYS Standards Area: MST Standard 4 Science (Living Environment)
Grade Level: 4 Title of Learning Experience: Living Environment
Brief description of the related series of lessons (LE):
In September there are two lessons covering Living Environment PI 1, 2 and 5, and then one lesson taught using the interactive Living Environment word wall.
NYS Standards and Performance Indicators:
MST Standard 4: The Living Environment: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical and living environment and recognize the historical development of ideas in science.
Key Idea 1: Living things are both similar to and different from each other and other living things.
1.1 Describe the characteristics of and variations between living and nonliving things.
1.1a Animals need sir, water, and food in order to live and thrive.
1.1d Nonliving things can be human created or naturally occurring
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring.
2.1 Recognize that traits of living things are both inherited and acquired or learned.
2.1a Some traits of living things have been inherited (e.g., color of flowers and number of limbs of animals).
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
5.2 Describe some survival behaviors of common living specimens.
5.2b Animals respond to change in their environment, (e.g., perspiration, heart rate, breathing rate, eye blinking,
shivering, and salivating).
5.2e Particular animal characteristics are influenced by changing environmental conditions including; fat storage
in winter, camouflage, shedding of fur.
ELA Grade 4 Reading Standard 1: Students will read, write, listen, and speak for information and understanding.
RD 4.1.12 Use graphic organizers to record significant details from informational texts
Performance Indicator Codes / Nouns / Verbs / AdjectivesMST4 1.1a, 1.1d, 2.1a
MST4 5.2b, 5.2e
ELA RD 4.1.12 / · animals, air, water, food, nonliving things, traits, living things
· environment, animals characteristics, fat storage, coat thickness, camouflage, shed fur
· graphic organizers, details, informational texts / · need, live, thrive, human-created, inherited
· respond to change, influenced change
· read, write, listen, speak, use graphic organizers, record details
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1/31/2011 Writing a Learning Experience REFERENCE packet
SAMPLE Sketch PEC LESSON SKETCH TEMPLATE
Discipline: Math / Grade Level: Pre-K / Teacher : Claudine CarloOrganizing Center: Measurement Problem Solving / Essential Question: How can things be measured? / Length of Periods: 20 min.
Lesson Components / Day 1
Student Guiding Question(s)
What questions direct this lesson and connect to the essential question? / · What size is this “red” flower pot? (small, big?)
· How many scoops of soil do you think it will take to fill this flower pot?
· How will you measure the number of scoops?
· How many scoops of soil did it take to fill the flower pot?
NYS Standards/PI – stated and coded verbatim from NYS documents. What do you want your students to know and/or be able to do by the end of this lesson? / M.PK.N.3 Verbally count by 1’s to 10
M.PK.N.5 Draw pictures or other informal symbols to represent a spoken number up to 5
M.PK.N.6 Draw pictures or other informal symbols to represent how many in a collection up to 5
M.PK.N.7 Recognize numerals (0-5)
Content What specific concepts do you want your students to learn during this lesson? * / Enduring Understandings:
· In counting each object receives one and only one number word.
· The last number word tells the number of objects.
Skills What actions/procedures do you want your students to be able to do during this lesson? / · How to scoop soil and fill a pot
· Counting
· Drawing to represent data
Assessment Tool(s)
How do you obtain evidence of each student’s learning throughout this lesson? / · Diagnostic assessment – prediction of which pot will take the most/least scoops (What’s The Scoop? Flower Pot Record)
· Flower Pot Record depicting the drawings of the number of scoops of soil
· Student observation with anecdotal notes
Learning Opportunities
What are the students doing during this lesson? / 1. Discuss essential question in whole group – web answers.
2. Examine red, blue, & yellow flower pot and scoop.
3. Discuss size of flower pots and scoop.
4. Individual Diagnostic Assessment – predict which pot will hold the most and least scoops of soil. Record on Flower Pot Record. (small group completes the STEPS 4-7)
5. Predict the number of scoops it will take to fill the red pot, record on Flower Pot Record.
6. Discuss and decide how to measure the soil it takes to fill the pot.
7. Scoop the soil and fill the flower pot while counting the number of scoops.
8. Record data by drawing the number of scoops it took to fill the pot on Flower Pot Record.
Teaching Strategies NOTES:
What is the teacher doing, and what does the teacher need to remember during this lesson? / I guide their discussions, asking more questions if necessary. I model for them how they might scoop the soil, fill the pot, count and draw the scoops. I need to remember to take their lead and facilitate in their direction. I will introduce estimation in predicting the number of scoops.
Student Reflection Opportunity/Question
How do students show the relationship between their learning and their personal lives? / · Discuss how measurement can be used at home. When might you need to fill something or know how much is needed? (baking, fixing something, cooking, etc.)
· Draw a journal entry of what they might measure at home and how they might measure it.
*The Content component was added post-completion by the course instructor to align the sketch with the District curriculum mapping format.
SAMPLE MS LESSON SKETCH TEMPLATE
Discipline: ELA / Grade Level: 7th / Teacher : Mrs. ScottOrganizing Center: Inferencing / Essential Question: How does a reader form a personal view? / Length of Periods: 40 min.
Lesson Components / Day 4 January 28th (5th period) - Thursday
Student Guiding Question(s)
What questions direct this lesson and connect to the essential question? / · How does a reader know what a character feels?
· How does a reader form a personal view?
NYS Standards/PI – stated and coded verbatim from NYS documents. What do you want your students to know and/or be able to do by the end of this lesson? / 7.R.2.1 ~ Recognize that one text may generate multiple interpretations
7.R.2.2 ~ Interpret characters, plot, setting, and theme, using evidence from the text
7.R.2.10 ~ Compare motives of characters, causes of events, and importance of setting in literature to people, events, and places in their own lives
7.S.3.1 ~ Express opinions or judgments about information, ideas, opinions, themes, and experiences
7.W.2.2.a ~ express opinions and support them through specific references to the text
7.W.2.2.c ~ identify and describe characters and their motivations
7.W.2.2.f ~ draw conclusions and provide reasons for the conclusions
7.W.2.2.h ~ make connections between literary text and personal experience or knowledge
Content What specific concepts do you want your students to learn during this lesson? * / Enduring Understandings:
· Definition of inference
· Characteristics of persuasive writing
Skills What actions/procedures do you want your students to be able to do during this lesson? * / Persuasive writing that cites several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Assessment Tool(s)
How do you obtain evidence of each student’s learning throughout this lesson? / Summative: Writing Assignment
Pick a character. Be the judge or jury to decide who the “bad guy” is in the story and why. How might that character be thinking, that would show you they are guilty?
Learning Opportunities
What are the students doing during this lesson? / 1. Hand out writing assignment and go over the directions.
2. Explain the rubric and how it will be used.
3. Students work independently on the writing assignment.
4. Students will hand in writing assignment and Readers Response Journals.
Teaching Strategies NOTES:
What is the teacher doing, and what does the teacher need to remember during this lesson? / · “Ransom of Red Chief” story in Prentice Hill Literature Bronze Book
· Readers Response Journals
· Writing Assignment worksheet
· Writing Assignment Rubric sheet
Student Reflection Opportunity/Question
How do students show the relationship between their learning and their personal lives? * / Reflection will be revealed in the writing assignment for today.
*The Content component was added, the Skills and Reflection components were clarified post-completion by the course instructor to align the sketch with the District curriculum mapping format.