1 UL Louisville Writing Project KY ASCD Learn Teach Lead LWP MiniConference 2014 Carol Franks LWP KYASCD KDE Effectiveness Coach A Process to Identify the Enduring Skills Processes amp Concepts for ID: 274721
Download Presentation The PPT/PDF document "Enduring Skills to support Student Growt..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Enduring Skills to support Student Growth Goal-setting
1
UL Louisville Writing Project
KY ASCD
Learn, Teach, Lead
LWP Mini-Conference, 2014Carol Franks, LWP, KYASCD, KDE Effectiveness CoachSlide2
A Process to Identify the
Enduring Skills, Processes, & Concepts for y
our Content Area2Slide3
3
Guide teachers to collaboratively identify the enduring skills in their content area
Support a meaningful student growth goal-setting process for development of quality student growth goals
Goals of this processSlide4
4
g
uide you through a process for identifying enduring skills in your content area.
h
elp you differentiate between enduring skills and other skills needed for learning your content.
This activity will Slide5
Making Connections:
Enduring Skills & Student Growth Goal Setting
within the Teacher Professional Growth and Effectiveness System (TPGES)
5Slide6
Student Growth Goal-Setting
Student growth goals (SGG) focus on needs of current studentsSGG focus on enduring skill(s) (ES) identified in the standards Teachers define proficiency for the ES using the grade level standards
6Slide7
SKILL, noun
Competent excellence in performance.
Dictionary.com The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster DictionarySlide8
SKILL
WHAT
IT IS WHAT IT ISN’TCompetencyAbility
to performExamples: Reading and comprehending complex textSlide9
SKILL
WHAT
IT IS WHAT IT ISN’TCompetencyAbility
to performA strategyExamples:
Reading and comprehending complex text
Non-examples: Annotating textRe-reading
Questioning textSlide10
SKILL
WHAT
IT IS WHAT IT ISN’TCompetencyAbility
to performA strategy
Finite contentExamples: Reading and comprehending complex text
Non-examples: Annotating text
Re-reading
Questioning text
Recognizing
text features that contribute meaning in informational textsSlide11
Find the “big rocks”
What larger guidance supports the cohesiveness of all the grade level standards?
Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency?Slide12
What Standards, Structural Documents and Resources accompany the standards in each content area?
Anchor Standards-Literacy/Science/Social Studies/Technical Subjects
Anchor Standards Reading-ELACCSS/KCAS-ELA C3 Framework (+ literacy standards) -Social StudiesCCSS/KCAS- Critical Areas combined with math practicesKY World Language StandardsNational Standards-Visual Arts, PE, etc.
NGSS/KCAS- Practices/Concepts-Science12Slide13
What About ENDURING?
In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area. Slide14
Defining ENDURING
Learning that ENDURES beyond a single test date,
is of value in other disciplines, is relevant beyond the classroom,is worthy of embedded, course-long focus,may be necessary for the next level of instruction.Slide15Slide16Slide17Slide18Slide19
ENDURING LEARNING
Writing Example
EXAMPLES NON-EXAMPLESWrite arguments to support claims with clear reasons and relevant evidence.
-Establish the significance of claims- Create logical organization of claims,
reasons and evidence-Use words, phrases and clauses to create cohesion
Sub SkillsSlide20
ENDURING LEARNING
Reading Example
EXAMPLESNON-EXAMPLESSummarize key supporting details and ideas
-Identifying main ideas of a text-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skimming or scanning a text.
Sub Skills
StrategySlide21
ENDURING LEARNING
Science Example
EXAMPLESNON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.
Create a model of an erupting volcano using vinegar and baking soda.
ActivitySlide22
ENDURING LEARNING
Social Studies Example
EXAMPLESNON-EXAMPLESProduce an argument to support claims with appropriate use of relevant historical evidence.
Describe point of view for primary and secondary sources.
Use Chicago Style correctly when citing evidence.Improve student perception of history.
Sub Skill
Strategy
DispositionSlide23
Defining ENDURING
Learning that ENDURES beyond a single test date,
is of value in other disciplines, is relevant beyond the classroom (applying learning to new and unique situations)is worthy of embedded, course-long focus,may be necessary for the next level of instruction.Requires critical thinking (analyzing, creating and evaluating)Slide24
Let’s Try it with ReadingWork with a team
Using the reading anchor standards, what would you identify as enduring? Slide25
Share one example
Share one example you feel confident about.Explain how your example fits the definition of Enduring and the R/R Framework Quadrant D. Slide26
Enduring Learning
What it is
What it isn’tSlide27
ENDURING LEARNING
WHAT
IT IS WHAT IT ISN’TWorthy of extended focus
Fundamental to learning in other disciplinesAptitude that has value and utility beyond one narrow contextFoundational for the application of content
Applicable beyond schoolCan be measured over timeSlide28
ENDURING LEARNING
WHAT
IT IS WHAT IT ISN’T
A sub skillExplicit content knowledgeAn activityA skill with limited application
A strategy for learningSlide29
29
Collaborate to articulate what proficiency in an enduring skill looks like at a given grade level.
Identify appropriate assessments available or that need to be developed.
Next you would . . . Slide30
Making Connections:
Enduring Skills & Student Growth Goal Setting
within the Teacher Professional Growth and Effectiveness System (TPGES)
30Slide31
Student Growth Goal-Setting
Student growth goals (SGG) focus on needs of current studentsSGG focus on enduring skill(s) (ES) identified in the standards Teachers define proficiency for the ES using the grade level standards
31Slide32
32
Guide you through a process for identifying enduring skills in your content area.
Help you differentiate between enduring skills and other skills needed for learning purposes.
This activity will Slide33
33
Guide teachers to collaboratively identify the enduring skills in their content area.
Support a meaningful student growth goal-setting process and development of quality student growth goals.
Goals of this processSlide34
34
Why is the process important?
What are your next steps?
ReflectSlide35
Carol Frankscarol.franks@education.ky.gov
35