on target some “holes” in the bucket lower level thinking skills without...
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Some “holes” in the bucket
•Lower level thinking skills without application—activities that require copying information; labeling parts; coloring
•Class discussions that are “reactive” rather than “proactive”
•Anything that requires “conquering” information rather than letting the information do the “conquering.” (depth v. breadth)
•Anything taught in remote isolation rather than in broad application
•A favorite activity/text that’s been taught for years but has no connection to the TEKS
•Grades that measure “Did you read?” or pop quizzes to “catch” students who didn’t read, do their homework, etc.
•Grades given for completion of an assignment, an activity, a lab, or just speaking up in a discussion
•Questions on assessments that are simply recall without application—”Who said it?” ”What is the definition?” etc.
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whether or not we, as teachers, understand how to use the standards (TEKS) to measure mastery of content
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Strand
Knowledge & Skills Statement
Stu
den
t Exp
ecta
tion
Note: From the strand to the knowledge &
skills statement to the student expectation,
the information changes from broad to
more specific.
2 important parts of an SE:1. CONTENT RIGOR
2. COGNITIVE RIGOR
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EXPLORING COGNITIVE AND CONTENT EXPECTATIONS
What’s the difference?
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TEKS Student Expectations
Cognitive
The level at which students are expected to perform in order to adequately meet the standard
Determined by the verbs used in both the knowledge and skills statements and student expectations
Content
The content items for which students must demonstrate understanding at the appropriate cognitive level in order to adequately meet the standard
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Cognitive Complexity: The Verbs in the TEKSAcross All Core TEKS Additional Verbs in ELA
TEKS
Analyze Evaluate Determine
Compare Explain Differentiate
Describe Organize Distinguish
Develop Recognize Formulate
Infer Relate Plan
Make Summarize Synthesize
Understand Write
Use Contrast
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Cognitive Complexity: The Verbs in the TEKS
Across All Core TEKS
Analyze--Break material into its constituent parts and determinehow the parts relate to one another and to an overall structure or purpose
Infer---Drawing a logical conclusion from presented information
Compare--Break material into its constituent parts and determinehow the parts relate in similarities and differences to one another and to an overall structure or purpose
Make—creating new ideas, products, or ways of viewing things. Designing, constructing, planning, producing, inventing.
Describe--Recalling information. Recognizing, listing, describing, retrieving, naming, finding
Understand--Explaining ideas or concepts. Interpreting, summarizing, paraphrasing, classifying, explaining
Develop--grow or cause to grow and become more mature, advanced, or elaborate
Use--Using information in another familiar situation. Implementing, carrying out, using, executing
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TEKS Student Expectations
Readiness Standard
•are essential for success in the current grade or course
• are important for preparedness for the next grade or course
• support college and career readiness
• necessitate in-depth instruction
• address significant content and concepts
Supporting Standard
•introduced in the current grade or course but may be emphasized in a subsequent year
• reinforced in the current grade or course but may be emphasized in a previous year
• play a role in preparing students for the next grade or course but not a central role
• address more narrowly defined content and concepts
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How does this carry over into the classroom?
TEKSAssessment
Objective Instruction
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Assessments1. We design our assessments based on the
1.Cognitive rigor2.Content
This means that we “TEK” each question on our
test (65% Readiness; 35% Supporting Standards;
dual coded with Process Standards or Fig. 19)
We may grade on a sliding scale but the expectations remain the same.
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AssessmentsE1.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings ofwords
10.Which words from stanza 7 best help the reader understand the use of the word arresting?F. it sobers everyoneG. frighten the cobraH. he knows the commotionI. He speaks quickly
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ObjectivesObjectives inform a student of the cognitive rigor and content he/she is expected to master by the end of the
lesson.
OBJECTIVE = VERB + CONTENT
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Objectives (Posted on Board and Referenced for Students)
OBJECTIVE= VERB + CONTENT
The student will be able to (TSWBAT) analyze a poem to distinguish between the denotative and
connotative meanings of a word.
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Instruction (Lesson Plans)1. Introduce the Personal Poetry Glossary graphic organizer and
explain that students will use it throughout the unit to define and examine literary devices. They will be expected to use it when analyzing a poem and creating original work.
Personal Poetry GlossaryLiteraryDevice
Definition
Example from the Text and Explanation ofFunction and Use
Original Example forMy Writer’s Toolbox
Connotation
E1.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.
The student will be able to (TSWBAT) analyze a poem to distinguish between the denotative and connotative meanings of a word. Objectiv
e
TEK
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Wrapping Up. . .•The TEKS are the measuring stick to determine mastery of content
•The TEKS are made up of strands, knowledge and skills, and student expectations (cognitive rigor and content)
•Using the TEKS as a measuring stick, we align our assessments, objectives, and instruction to equip students to master the content
• Having tight alignment allows for targeted teaching (and/or reteaching) because the data from both formative and summative assessments is reliable and enables us to further equip students for success
ON
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• Have an objective that aligns with the TEKS being taught and should include the wording of the TEK
• Write instructional activities that align with objective and show how the cognitive rigor and content will be broken down in the activity
• Give each student the opportunity to demonstrate mastery that can be assessed by the standard of the TEK
Where we go from here. . .
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EDUPHORIA: FORETHOUGHT
ON
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• TEK each question for cognitive rigor and content
• Dual code questions with process skills OR Figure 19
• Return accurate data from AWARE to inform reteaching and spiraling of the TEKS
Where we go from here. . .