Cultivating Teacher Clarity

Standard Deconstruction

Mini PD

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Albany School District

November 2019

SIGNAL WORD: Deconstruct + For Clarity

• Continue the implementation plan to move towards guaranteed & viable curriculum
• Increase shared understanding about Deconstructing Standards
• Provide a guided practice to deconstruct Priority Standards
• Provide an opportunity for asking & answering questions

OBJECTIVES FOR THE DAY

A PSA from Hattie

Some Light Reading

https://corwin-connect.com/2017/10/teacher-clarity-collective-teacher-efficacy/

As, you read the article, choose a word, phrase and sentence that stands out to you.

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Share what you chose with your table and decide on a word, phrase and sentence to share out whole group!

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Teacher Clarity starts with understanding the

standards . . . TOGETHER!

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 .

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

Types of Learning Targets

Record Key Words & Sketch to Remember

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

As you Deconstruct Standards

Remember If...Then...

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

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

Target Type Practice

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

Time to Practice

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?*
• Write Targets in Student Friendly Language

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Time to Practice (Elementary)

• 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?
• (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)

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.

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.

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?*
• 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.

A Resource to Help

Wiki Teacher - Clark County

www.wiki-teacher.com

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

Google Chaos

The deconstructing template is a scaffold for breaking down the standard into student friendly learning targets.

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http://bit.ly/deconstructiontemplates

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Work Time Warnings!

Watch out for these common obstacles...

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

More Work Time!

Considering it takes 10-15 minutes to deconstruct a standard, set a goal for where you want to be by the end of today’s work time!

Burning questions?

Concerns?

Confusion?

What are you still wondering about?

Dear Facilitator . . .

Thank you!

Your feedback is important to us.

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Please fill out the last page of your

participant packet.

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We read every response!

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