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Supporting Teacher Clarity

Standard Deconstruction

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Albany School District

September 2021

SIGNAL WORD: Deconstruct + For Clarity

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  • Continue the implementation plan to move towards guaranteed and viable curriculum
  • Increase shared understanding about deconstructing standards
  • Provide guided practice to deconstruct priority standards
  • Provide an opportunity for asking and answering questions

OBJECTIVES FOR THE DAY

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Constituent Teachers

EdEx Team

District Team

School Teams

Support Team (You/Your Coach)

Background: The Relay Race!

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  1. Engagement = teacher clarity
  2. Reword if needed
    1. Just be sure to stay ON verb and noun
    2. How would you say the target to your students?
  3. Group like/related LTs that should be taught simultaneously
  4. Reorder to match an appropriate learning progression
    • In what order would you teach the learning targets?

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Teams Will Make These Their Own

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What is Deconstruction?

The process teams engage in to build clarity about the standard through collaboration by breaking it down into student-friendly learning targets

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Deconstructing Standards

  1. Write down the FULL Standard
  2. What is the Type of Target?
    1. (Knowledge, Reasoning, Skills, Product, Disposition)
  3. What are the Nouns? (Define as needed)
  4. What are the Verbs? (Define as needed)
  5. What are the Knowledge Targets that underpin the reasoning?
  6. What are the Reasoning Targets?* Skills?* Products?*
  7. Write Targets in Student Friendly Language

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Types of Learning Targets

Record key words and sketch to remember

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Five Types of Learning Targets

  • Knowledge Targets: Factual information, procedural knowledge, and conceptual understandings underpinning each discipline
  • Reasoning Targets: Thought processes students are to learn to do well within a range of subjects
  • Skill Targets: Demonstration or physical skill-based performance is at the heart of the learning
  • Product Targets: Where creation of a product is the focus of the learning. Specifications for quality of the product itself are the focus of teaching and assessment
  • Disposition Targets: Attitudes, motivations, and interests that affect students’ approach to learning

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  • If a standard is knowledge, then…
  • If a standard is reasoning, then…
  • If a standard is a skill, then…
  • If a standard is a product, then…

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As You Deconstruct Standards

K =

K Targets

R =

K + R Targets

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S =

K + R + S Targets

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P =

K + R +S*+P Targets

(*Not Always S)

Note: Disposition can both stand alone or be paired with any other target type

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Remember If...Then...

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Target Type Practice

Using the targets in the envelope, sort them into the 5 types of targets.

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Time to Practice

  1. Write down the FULL Standard
  2. What is the Type of Target?

(Knowledge, Reasoning, Skills, Product, Disposition)

  • What are the Nouns? (Define as needed)
  • What are the Verbs? (Define as needed)
  • What are the Knowledge Targets that underpin the reasoning?
  • What are the Reasoning Targets?* Skills?* Products?*
  • Write Targets in Student Friendly Language

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Time to Practice (Elementary)

  1. Write down the FULL Standard

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3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

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Time to Practice (Elementary)

  • Write down the FULL Standard
  • What is the Type of Target?
    1. (Knowledge, Reasoning, Skills, Product, Disposition)

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3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

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(Reasoning)

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Time to Practice (Elementary)

  • Write down the FULL Standard
  • What is the Type of Target?
    • (Knowledge, Reasoning, Skills, Product, Disposition)
  • What are the Nouns? (Define as needed)
  • What are the Verbs? (Define as needed)

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Verbs: Solve, represent, assess, use, reasonableness, mental computation, estimation, rounding

Nouns: Two-step word problems, four operations, equation, unknown quantity, answers, strategies

Defining:

Equation: A math sentence with two equal sides

Reasonableness of answers: The answer make sense

Mental computation: Math you do in your head

Estimation strategies: Ways to make an educated guess at the answer

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Time to Practice (Elementary)

  • Write down the FULL Standard
  • What is the Type of Target?
    • (Knowledge, Reasoning, Skills, Product, Disposition)
  • What are the Nouns? (Define as needed)
  • What are the Verbs? (Define as needed)

Note: The next steps will depend on the target type. Remember the arrow!

  • What are the Knowledge Targets that underpin the reasoning?

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  • Determine the first step in a two-step word problem.
  • Determine the second step in a two-step word problem.
  • Identify the four operations.
  • Understand that a letter is used for an unknown variable.

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Time to Practice (Elementary)

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  1. Write down the FULL standard
  2. What is the Type of Target?
    1. (Knowledge, Reasoning, Skills, Product, Disposition)
  3. What are the Nouns? (Define as needed)
  4. What are the Verbs? (Define as needed)

Note: The next steps will depend on the target type. Remember the arrow!

  • What are the Knowledge Targets that underpin the reasoning?
  • What are the Reasoning Targets?* Skills?* Products?*
  • Represent a two-step word problem with models, pictures, and equations (two equations can be used in place of an equation with two operations)
  • Write an equation using a letter for the unknown number
  • Determine if a solution to a two-step problem is reasonable
  • Use mental strategies
  • Use estimation strategies
  • Use rounding

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Time to Practice (Elementary)

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  1. Write down the FULL Standard.
  2. What is the Type of Target?
    1. (Knowledge, Reasoning, Skills, Product, Disposition)
  3. What are the Nouns? (Define as needed)
  4. What are the Verbs? (Define as needed)

Note: The next steps will depend on the target type. Remember the arrow!

  • What are the Knowledge Targets th at underpin the reasoning?
  • What are the Reasoning Targets?* Skills?* Products?*
  • Write Targets in Student Friendly Language
  • I can identify first step in a two-step word problem.
  • I can identify f the second step in a two-step word problem.
  • I can identify the four operations.
  • I can use a letter for an unknown number in the number sentence.
  • I can write an equation (number sentence) using a letter for the unknown number.
  • I can check to see if an answer to a two-step problem is reasonable.
  • I can use mental strategies to get the answer.
  • I can use estimation strategies to guess the answer.
  • I can round to estimate the answer.

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Resources to Help

  1. Kentucky Deconstructed Standards

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  • Target Type Reference Sheet

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Make sure it makes sense! Go find our shared standard and compare.

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Google Chaos

The deconstructing template is a scaffold for breaking down the standard into student friendly learning targets which will eventually get placed in the map by teachers.

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https://bit.ly/GAPSTemplates

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Work Time Warnings!

Watch out for these common obstacles

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(Partial) Standards?

  • Always deconstruct the FULL standard the first time a (portion) of it appears on the map.
  • In the first unit it appears, strikethrough the targets that will be used in later units/modules.
  • Paste those LTs into the later unit and then strikethrough the previously used targets.

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Work Time Tips

  • Decide on a code word for efficiency (and getting out of the weeds!)
  • Use the target type resource and Kentucky deconstructed standards to check yourself as needed
  • Once you have your learning targets drafted, check to make sure they cover the full standard (use your nouns and verbs to help!)
  • Let us know if you are struggling!

https://bit.ly/KentuckyDeconstructed

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Work Time: Deconstructing Standards

  • Write down the FULL Standard
  • What is the Type of Target?
    • (Knowledge, Reasoning, Skills, Product, Disposition)
  • What are the Nouns? (Define as needed)
  • What are the Verbs? (Define as needed)
  • What are the Knowledge Targets that underpin the reasoning?
  • What are the Reasoning Targets?* Skills?* Products?*
  • Write Targets in Student Friendly Language

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Lunch Break

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Burning questions?

Concerns?

Confusion?

What are you still wondering about?

Dear Facilitator . . .

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Work Time: Deconstructing Standards

  • Write down the FULL Standard
  • What is the Type of Target?
    • (Knowledge, Reasoning, Skills, Product, Disposition)
  • What are the Nouns? (Define as needed)
  • What are the Verbs? (Define as needed)
  • What are the Knowledge Targets that underpin the reasoning?
  • What are the Reasoning Targets?* Skills?* Products?*
  • Write Targets in Student Friendly Language

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Time for a Break

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Work Time: Deconstructing Standards

  • Write down the FULL Standard
  • What is the Type of Target?
    • (Knowledge, Reasoning, Skills, Product, Disposition)
  • What are the Nouns? (Define as needed)
  • What are the Verbs? (Define as needed)
  • What are the Knowledge Targets that underpin the reasoning?
  • What are the Reasoning Targets?* Skills?* Products?*
  • Write Targets in Student Friendly Language

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#closetheloop

#deconstructioniskey

#mapsliveintheclassroom

The Real EdEx Team

@TheRealEdExTeam

In 140 characters or less, record your biggest Ah-Ha moment for today. Be ready to share out.

#strategies

#unitmapsrock

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Thank You!

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participant packet.

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