Plan 2b: The How of Daily Vision Setting

PLAN 2b : The “HOW” of Daily-Vision Setting

Do Now ,[object Object],[object Object],[object Object],[object Object]

Sequence of 3 Linked Sessions on Vision-Setting ,[object Object],[object Object],[object Object],[object Object]

Session Agenda ,[object Object],[object Object],Area of Focus Do Now & Opening Overview: Five Steps of Vision-Setting Process Step One: Understand Your Objective Step Two: Draft Key Points Step Three: Draft Lesson Assessment Step Four: Check Key Points and Lesson Assessment for Alignment Step Five: Write Exemplar Student Response Closing

Five Basic Steps to Daily Vision-Setting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Mr. Rolle’s 5th Grade Math Objective : SWBAT convert numbers between decimal and percent notation.

Step One : Understand Your Objective WHY do we take this step? HOW do we take this step? Handout 2 (pg 83): Understanding Mr. Rolle’s Objective ,[object Object],[object Object],[object Object],[object Object],[object Object]

Understand the Objective : Action #1 ,[object Object],Objective-Linked ISAT Pre- and Post-Assessment Items 1) Marina has $0.35. What percent of one dollar does she have? a. .0035% c. 35% b. 3.5% d. 350% 2) Isaiah scored an 85% on his last math quiz. Convert this percent to the equivalent decimal. a. .85 c. 8.5 b. .085 d. 85.0 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Understand the Objective : Action #1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],decimals to percents percents to decimals simple word problems 100% hundredth place

Understand the Objective : Action #2 ,[object Object],Handout 3 (pg 85): Bloom’s Taxonomy Lower Level Knowledge List, match, tell, label, name, locate, memorize, repeat Comprehension Describe, explain, summarize, restate, identify, translate Higher Level Application Solve, classify, demonstrate, dramatize, manipulate Analysis Debate, compare, differentiate, separate, group, research Synthesis Create, produce, reconstruct, arrange, pretend, assemble, organize, blend, generate Evaluation Assess, justify, rate, revise, defend, support, prioritize

Understand the Objective : Action #2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],convert higher-level application skill independently apply knowledge/skills to make conversions choose the correct conversion

Understand the Objective : Action #3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Understand the Objective : Action #3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],students to know a “trick” for the conversion process an understanding that decimals and percents represent the same quantity make sense why it works

Understand the Objective : Why Is This Step Critical? ,[object Object],[object Object],[object Object],[object Object],Focus planning very specifically – list will lend itself to the creation of key points Prevent “shooting too low” – informs the lesson-level assessment Teach in a way that reaches short- and long-term goals – helps with investment

Step Two : Draft Key Points WHY do we take this step? HOW do we take this step? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Two : Back to Ms. Elder (2 nd -Grade Writing Key Points) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],NOUN VERBS BIG IDEA We already know the key points meet the CRITERIA!

Step Two : Your Turn (10 minutes) Draft KEY POINTS for Mr. Rolle’s Objective! Don’t strive for perfection – just get something down on paper Use these questions as a guide: NOUNS : What do the nouns tell me my students should know? VERBS : What do the verbs tell me my students should be able to do ? BIG IDEAS : Why is it important that my students master and retain this list of knowledge and skills? CRITERIA : Does what I have on paper meet the bar for each criterion? * 5 th -graders should be coming into this lesson already having a strong understanding of fractions. You may want to build on this prior knowledge!

Step Two : Mr. Rolle’s Exemplar Key Points ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Two : How Did Mr. Rolle Develop His Key Points? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Step Two : How Did Mr. Rolle Develop His Key Points? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Two : How Did Mr. Rolle Develop His Key Points? ,[object Object],[object Object],[object Object]

Step Two : How Did Mr. Rolle Develop His Key Points? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Two : How Did Mr. Rolle Develop His Key Points? ,[object Object],[object Object],[object Object],[object Object]

Step Three : Draft Daily Lesson Assessment WHY do we need to take this step? HOW do we take this step? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Step Three : Back to Ms. Elder (2 nd -Grade Writing Assessment) ,[object Object],[object Object],[object Object],[object Object],[object Object],Checklist for Draft #3 modeled after overarching rubric, and generated from the steps and questions outlined in the key points Checklist tells in a holistic way if students “did” the objective – if they revised their writing by adding details Informal checks for understanding, self-evaluation, and the way the checklist is broken down help show where student comprehension may have broken down Students working on piece of writing already in-progress ; balance of formal and informal assessment. We already know the key points meet the CRITERIA !

Step Three : Your Turn (10 minutes) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Three : Mr. Rolle’s Exemplar Daily Lesson Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? ,[object Object],[object Object],[object Object],[object Object]

Step Three : How Did Mr. Rolle Develop His Daily Lesson Assessment? ,[object Object],[object Object],[object Object]

Step Four : Alignment Check WHY do we need to take this step? HOW do we take this step? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Four : Alignment Check HOW do we take this step? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Step Four : Your Turn (3 minutes) ,[object Object],[object Object],[object Object],[object Object],Correspond to first 3 key points about the overarching concept of equivalent numbers Correspond to the final key point about the process of how to make conversions Corresponds to all key points – students need to understand both the concept and the process to correct and explain the error

Step Four : Your Turn Continued (3 minutes) ,[object Object],[object Object]

Step Five : Write Exemplar Student Response WHY do we need to take this step? HOW do we take this step? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Four : Your Turn (3 minutes) Use Mr. Rolle’s assessment to generate an exemplar student response! ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Step Four : Your Turn (3 minutes) ,[object Object],[object Object],[object Object]

Summary : The “HOW?” ,[object Object],[object Object],[object Object],[object Object]

Self-Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Moving on to CMA 3 ,[object Object]

Plan 2b: The How of Daily Vision Setting

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