Developing Curriculum Aligned with NGSS-Day 3.pptx

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Developing Curriculum

Aligned with NGSS

Summer 2015 Workshop

Day 3

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Things to Know

• _{Check your cell phones}

• _{Please feel free to get up and use the}

restroom

• _{Help yourself to water and coffee}

• _{Interact & Participate}

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Daily Goals

1. Utilizing Understanding by Design to

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Developing a Unit: Overview

1. Bundling Performance Expectations

2. Creating a Unit By Design Overview

A. Develop Essential Questions & Big Ideas B. Identify Content and Academic Vocabulary

3. Design a Culminating Performance

Assessment

A. Create a Concept Map

4. Establish a Sequence of Instruction

A. 5E’s (Engage, Exploration, Explanation,

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• _{“Backward design”} • _{A tool utilized for}

educational planning focused on "teaching for understanding" advocated by Jay McTighe and Grant Wiggins

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From Standards to Units (35

mins.)

• Explore how to complete the basic unit planner.

– _{Look at the basic UBD, with a group decide where/}

what you would use to fill in the required areas of the UBD.

• _{(DCI, CCC, SEP, Vocab, etc.)}

– _{Share your groups thinking and decisions on what to}

put on the unit planner.

– _{Compare and contrast the 3 different types of UBD}

Templates.

• _{Which one would you use?} • Pros and Cons for each?

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Key Shift: Building

Academic Vocabulary

Key Shift: Building

Academic Vocabulary

 _{Tier One Words-}_{Consist of basic words and rarely require}

instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.

 _{Tier Two Words -}_{High frequency use for mature language users}

and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.

 _{Tier Three Words -}_{Low frequency use and limited to specific}

knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as

geography, science, etc.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

 _{Tier One Words-}_{Consist of basic words and rarely require}

instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.

 _{Tier Two Words -}_{High frequency use for mature language users}

and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.

 _{Tier Three Words -}_{Low frequency use and limited to specific}

knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as

geography, science, etc.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.

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Identifying Tier 2 & Tier 3

Words

Identifying Tier 2 & Tier 3

Words

• _{Look back at the}

_Wolves

_{excerpt by Seymour}

Simon or

Bats on the Beach

by Brian Lies.

• _{Identify Tier 2 & Tier 3 Vocabulary words from}

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Key Shift: Building

Academic Vocabulary

Key Shift: Building

Academic Vocabulary

• _{Vocabulary’s CODE}

– _{C = Connect} – _{O = Organize}

– _{D = Deep Process} – _{E = Exercise}

• _Ideas

– _{Vocab Puzzle} – _Photographs – _Pictionary – _Gestures – _Scattegories – _{Word Wall}

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Developing a Unit: Overview

1. Bundling Performance Expectations

2. Creating a Unit By Design Overview

A. Develop Essential Questions & Big Ideas B. Identify Content and Academic Vocabulary

3. Design a Culminating Performance

Assessment

A. Create a Concept Map

4. Establish a Sequence of Instruction

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Essential Questions &

Crosscutting Concepts

• _{What is the purpose of an essential}

question?

• _{Identify characteristics of a good}

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Essential Questions &

Crosscutting Concepts

• _{Essential Questions}

_{= point}

towards important transferrable

ideas that are critical to understand;

they can be used to not only

stimulate student thinking and

inquiry, but to lead to deeper

understanding.

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Essential Questions &

Crosscutting Concepts

• _{Essential Questions}

– _{Have no simple “right” answer}

– _{Provoke & sustain inquiry}

– _{Address conceptual foundations}

– _{Naturally & Appropriately Repeat}

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Essential Questions &

Crosscutting Concepts

• _{Essential Questions Examples}

– _{What does it mean to be living?}

– _{How does studying cycles help us to}

understand natural processes?

– _{How do living things adapt to the}

environment?

– _{How can we organize materials and}

events to help us make sense of what we observe?

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Essential Questions &

Crosscutting Concepts

• _{Types of Essential Questions}

– Overarching: Frame courses and programs of study around truly big ideas

• More general, broader

• Point beyond specific topics or skills

• Promote Transfer of understandings

• Examples:

– How does technological change influence people’s lives? Society? – How does what we measure influence how we measure?

– How do we classify the things around us?

– Topical: Are unit specific but still promote inquiry • Promote inquiry

• Resist simple answers

• Require explanation & justification

• Examples

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Activity: Essential Questions &

Crosscutting Concepts (30mins.)

• _{Where to Start?}

– _{Determine the “Big Ideas”}

• _{Disciplinary Core Ideas & Cross Cutting} Concepts

• _Task:

– _{Explore the relationships between CCC,}

Essential Questions, and Big Ideas.

– _{Write Essential Questions and Big Ideas}

for the last 2 examples in your small group.

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Locating Essential Questions in

NGSS

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Essential Questions (from

Storylines)

Matter and Energy in Organisms and Ecosystems

• _{How do organisms obtain and use matter and energy?} • _{How do matter and energy move through an}

ecosystem?

Ecosystems: Interactions, Energy, and Dynamics

• _{How does a system of living and non-living things}

operate to meet the needs of the organisms in an ecosystem?

• _{How and why do organisms interact with their}

environment, and what are the effects of these interactions?

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Developing Essential Questions

• _{For each grouping/ unit of performance}

expectations you have developed, write 1-3 essential questions.

• _{Remember Essential Questions…}

– _{Have no simple “right” answer} – _{Provoke & sustain inquiry}

– _{Address conceptual foundations}

– _{Naturally & Appropriately Repeat Throughout} Course

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From Standards to Units

Go Over how to Fill in the UBD Templates.

1. Select One UBD Template that you feel

comfortable using or another template that

matches what your district uses.

2. Select One of your units/ groupings of PE and

start to fill out the Template with the Basic

Information.

(Skip Lesson & Assessment

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Developing a Unit: Overview

1. Bundling Performance Expectations

2. Creating a Unit By Design Overview

A. Develop Essential Questions & Big Ideas B. Identify Content and Academic Vocabulary

3. Design a Culminating Performance

Assessment

A. Create a Concept Map

4. Establish a Sequence of Instruction

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Activity: Developing Performance

Assessments (20 mins.)

• (7-8 mins.) Group ACTIVITY!

– Make a concept map on the chart paper.

– Add key words or phrases around the context of “What

are features of performance assessments?”

• _{(3-5 mins.) Group Discussion}

– Discuss aloud and determine the group’s definition of performance assessment and the key pieces that are needed.

• Class Discussion

– Each Group Summarize their performance assessment

definition.

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Activity: Developing Performance

Assessments (20 mins.)

• _{Review the performance tasks and}

look for characteristics and features

of each task.

• _{Discuss as a group and develop a}

checklist for common features of a

performance task.

Characteristics of Performance Assessment Tasks and Example Performance Assessment Tasks Handouts

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Activity: Developing Performance

Assessments (20 mins.)

• _{Review sample assessments task on NGSS}

Website.

http://

www.nextgenscience.org/classroom-sample-as

sessment-tasks

– _{What are features of assessments task}

examples?

– _{How are they different and similar to}

assessment tasks you currently use?

– _{How will your assessments need to}

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Activity: Developing Performance

Assessments (40 mins.)

• _{Generate a performance assessment using}

the template for a performance

expectation for your grade level or subject.

• _{Present your performance assessment to}

the group.

– Describe your process for writing performance assessments using NGSS.

– _{What pieces are necessary to write quality} performance assessment tasks?

Turning Performance Expectations into Performance Assessments Handout

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Assignment:

• _{Design a unit plan based on one}

NGSS grouping of performance

expectations we identified earlier.

– _{Design at least 1 activity or lesson that}

would accompany your unit plan.

– _{Timeline Due Date}_{: Afternoon Session}

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Reflection

Here’s What?

- What did I learn today?

So What?

- Why is it important?

Now What?

- How do I

achieve this in my classroom?