AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |
Back to Blog
Ncdpi unpacking documents2/19/2023 Skills: Demonstrations where the doing is what is important, using knowledge and reasoning to perform skillfully Key Words: perform, conduct, speak, assemble, operate, use, demonstrate, measure, investigate, model, collect, dramatize, listenġ2 What product or capabilities must they create or acquire, if any? (higher order reasoning) Key Words: analyze, predict, contrast, synthesize, classify, infer, justify, summarize, solve, use, evaluate, categorize Reasoning: Thinking skills, mental processes that require skillful use of knowledge to solve problems, make a decision etc. Knowledge: basic information, knowledge, facts, concepts to be learned outright Key Words: explain, understand, describe, identify, define, label, recognize, know, match, choose, tell, recall, select Resource: Target Type – Key Wordsġ0 What patterns of reasoning will they need to master? Deconstruct only the content standard rather than all possible ways to assess it or all possible ways to teach it.” Rick Stiggins We must be vigilant in distinguishing between learning targets and tasks and assignments we will give the students to do.ĩ What knowledge will students need to demonstrate the intended learning? We ask a series of questions: What do my students need to know, understand or be able to do? Remember you are looking at what the content standard requires students to know, understand and be able to do not how you will assess it.Ĩ “Remember you are looking at what the content standard requires students to know, understand and be able to do, not how you will assess it. What knowledge will students need to demonstrate the intended learning? What patterns of reasoning will they need to master? What skills are required, if any? What product or capabilities must they create or acquire, if any? When we deconstruct a statement of intended learning, we break it into its component parts. When targets for students and teachers are unclear When necessary to create a common understanding of learning targets When creating assignments aligned to standards It is not necessary to deconstruct every standard! 1- to clarify for students what they should be learning and for teachers what students should be learning 2- When understanding by teachersħ When we deconstruct a standard, we ask a series of questions: Classroom Assessment for Student Learning Assessment Training Institute.Ģ Agenda Welcome Revisit our Norms Parking Lot / Issue Binĭeconstructing Standards: What, When, How Guided Practice – Everyday Standard, 6th Grade Language Arts Independent Practice – 4th Grade Math, Elem/Secondary Tool Tip - Google Docs Survey Tool Wrap-upģ PLC Team Processes Analyzing evidence of student learning (examining data protocols) Clarifying essential student learning Developing common formative assessments Instructional practices that impact student learning Examining student workīreaking a standard, goal, or benchmark into smaller, more explicit learning targetsĮnhances student understanding and mastery Enables teachers to interpret standards the same way Clarify learning targets Write broad standards as smaller more explicit learning targets It is NOT necessary to unpack or deconstruct every standard. WSFCS Instructional Services Designed from the supplementary materials provided with Stiggins, Richard. 1 Deconstructing/Unpacking a North Carolina Standard
0 Comments
Read More
Leave a Reply. |