Mr. Bilal Osman (March 2024) Data To Instruction From Standards To Learning Objectives A practical Approach to Standards Implementation

[Audio] Mr. Bilal Osman (March 2024) Data To Instruction From Standards To Learning Objectives A practical Approach to Standards Implementation.

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[Audio] Our Vision (Good+). Our Vision (Good+). Acceptable versus Good (or better) Planning ACCEPTABLE LOS are clear Students' current performance is considered LOS are explained well Students understand WHAT to do and HOW to do it The language of LOS is CLEAR Students given independence GOOD+ LOS are CRYSTAL clear Students' current performance PRIOR LEARNING is considered IMAGINATIONS CAPTURED DIFFERENT STARTING POINTS REAL WORLD CONTEXT is clear.

[Audio] Collaboration with colleagues about learning is ineffective Level of challenge is too low (what learners often say) Not insisting on explicit response to feedback Too much ‘teacher-talk’ (>20% of lesson) Dependent rather than independent learning Evaluation of teacher’s teaching by students is uncommon Explicit use of success criteria is not driving student progress Group work ineffective (sat together / individual task) Not using data to plan for differentiated learning It’s hard I’m busy and there’s not enough time to improve No effective and authentic feedback with next steps (SIR) Common barriers to being a better teacher Enhancing Science Education with the Advent of Artificial Intelligence One area where AI holds immense promise is education, particularly in the teaching of science. With its ability to personalize learning experiences, provide real-time feedback, and offer immersive simulations, AI is reshaping the landscape of science education in profound ways..

[Audio] Teacher's judgements towards standards 3.2.4.

[Audio] Please discuss with your peer (3 minutes) which data are you using to plan your lessons and group your students? What’s the difference between MAP data and CAT4 data? How do you rate yourself as a teacher towards standard 3.2.4? “Weak, Acceptable, Good, Outstanding”.

[Audio] Setting and Communicating Learning Outcomes A well-stated objective provides a clear picture of the outcome or performance you expect as a result of the lesson. It should be specific, concise and, most importantly, observable or measurable. What we’re learning? Concept How we’re learning? Skill Why we’re learning? Context.

[Audio] Content Standards Implementation: Retrieving Instructional Learning Objectives Step 1: Unpacking the Standards To develop standards into smaller, observable, measurable, more explicit instructional learning targets by Identifying the CONCEPT. Identifying the SKILL required of the learner. Put the standard in a real life context..

[Audio] Taxonomies & Success Criteria US Curriculum DOK Verbs 4 E’s Intervention Instruction Level 1 Identify Name List Engage Whole Group Instruction Level 2 Define Describe Distinguish Express Level 3 Analyze Apply Hypothesize Explore Enrichment Instruction Level 4 Design Synthesize Create Evaluate.

[Audio] The Hess Cognitive Rigor Matrix Applies Webb’s DOK / Bloom’s thinking Depth is on the “diagonal” Thus the Hess CRM was developed with descriptors for each content area – content-specific descriptors are important to determining task complexity.

[Audio] Science: Concept Box for Adaptation Learning Objective: To learn that adaptations allow organisms to survive and reproduce in their natural environments. To understand this, you will need to know the four elements…….. 4 elements Animals that are most likely to survive in hot, dry environments Body parts that support survival in specific environments Type of environment in which organisms live based on their adaptations Applies scientific knowledge to explain behavioral adaptations in particular habitats DOK Level 1 Recall & Recognition Identify 5 animals that are most likely to survive in hot, dry environments List 5 body parts that support survival in specific environments Identify the type of environment in which organisms live based on their adaptations What are different types of behavioral adaptations? DOK level 2 Application of concept/Skill Make a hypothesis based on observations Categorize 3 body parts that support survival in hot, dry environments Categorize, classify materials, data, figures based on characteristics Make basic inferences or logical predictions from data/observations DOK level 3 Strategic Thinking Explain why organisms succeed best in their own natural environments Describe how body parts support survival in specific environments (cite evidence of your findings) Compare information within or across data sets or texts Use & show reasoning, planning, and evidence DOK level 4 Extended Thinking Analyze multiple sources of evidence Design a fantasy creature with all the physical features required to adapt to living in an environment of your choice Conduct an adaptation project that specifies a problem, identifies solution paths, solves the problem, and reports results Gather, analyze, and evaluate information Success Criteria: To be able to: Identify animals that are most likely to survive in hot, dry environments Explain why organisms succeed best in their own natural environments Identify body parts that support survival in specific environments Describe how body parts support survival in specific environments Identify the type of environment in which organisms live based on their adaptations Describe some examples of how organisms are adapted to their environment Apply scientific knowledge to explain behavioral adaptations in particular habitats.

[Audio] English: Concept Box- Literary Text Learning Objective: To draw conclusions, infer and predict using literary text To ensure balanced literacy, all strands should be incorporated at each DOK level…… Skill Strands Word/definitions Sentence level Paragraph levels Textual Analysis DOK Level 1 Recall & Recognition Reading Writing Listening Speaking Identify or describe literary elements (characters, setting, sequence, etc.) Use language structure (pre/suffix) or word relationships (synonym/ antonym) to determine meaning of words Describe/explain who, what, where, when, or how Decide which text structure is appropriate to audience and purpose DOK level 2 Application of concept/Skill Reading Writing Listening Speaking Specify, explain, show relationships; explain why (e.g., cause-effect) Use context to identify the meaning of words/phrases Make basic inferences or logical predictions from data or texts Identify characteristic text features; distinguish between texts, genres DOK level 3 Strategic Thinking Reading Writing Listening Speaking Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference) Apply a concept in a new context Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text Cite evidence and develop a logical argument for conjectures DOK level 4 Extended Thinking Reading Writing Listening Speaking Explain how concepts or ideas specifically relate to other content domains (e.g., social, political, historical) or concepts Illustrate how multiple themes (historical, geographic, social, artistic, literary) may be interrelated Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes Articulate a new voice, alternate theme, new knowledge or perspective.

[Audio] MATH: Concept Box for Equivalent Fractions.

[Audio] Breaking Down a Concept What does this mean? Equivalent Fractions Part of a whole Language of fractions Multiplication and division-factors Equivalent/different denominator/%/and decimals This means….. that in order for a child to understand equivalent fractions, they will need to know the above 4 broken down elements of the concept which in this case is “equivalent fractions”..

[Audio] 4E’s lesson Planning. 4E’s lesson Planning.

[Audio] Show what success looks like. Show what success looks like.

[Audio] Exit Ticket Please complete and upload on share point (Label the file name with your team name) Share on the School’s MS teams. 1- Pair yourself with your critical friend in your department. 2- Choose a standard from your curriculum. 3- Identify Skills, Concept and Context. 4- Unpack into all 4 DOKs. 5- Breakdown the concept.(4Es) 6- Write your success criteria for each Learning Objective..