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WELCOME SHAW MIDDLE School STAFF

WELCOME SHAW MIDDLE School STAFF. “We must ask ourselves, are we educating students for a life of tests or for the tests of life?” Arthur L. Costa and Bena Kallik (2010). Seven - 21st-century “survival” skills students today need to master to thrive in the new world of work:

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WELCOME SHAW MIDDLE School STAFF

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  1. WELCOME • SHAW MIDDLE School • STAFF

  2. “We must ask ourselves, are we educating students for a life of tests or for the tests of life?” Arthur L. Costa and Bena Kallik (2010)

  3. Seven - 21st-century “survival” skills students today need to master to thrive in the new world of work: • critical thinking and problem solving • collaboration and leadership • agility and adaptability • initiative and entrepreneurialism • effective oral and written communication • accessing and analyzing information • curiosity and imagination • “Rigor Redefined,” Tony Wagner (2008) pp. 21,22

  4. Five Steps for Designing Curricular Units • Prioritize the Standards • Name the Units of Study • Assign Priority Standards and Supporting Standards • Prepare a Pacing Calendar • Construct the Unit Planning Organizer

  5. Designing Curricular Units, from Start to Finish • “Unwrap” (deconstruct) the Unit Priority Standards. • Create a Graphic Organizer. • Decide the Big Ideas and Essential Questions. • Create the End-of-Unit Assessment First. • Create the Unit Pre-Assessment. • Identify Additional Vocabulary Terms, Interdisciplinary Connections, and 21st Century Learning Skills. • Plan Engaging Learning Experiences. • Gather Instructional Resource Materials. • Recommend Effective Instruction, Differentiation, Intervention, Special Education, and English Language Learner Strategies. • Detail the Unit Planning organizer. • Create Informal Progress-Monitoring Checks. • Write the Weekly Plan; Design the Daily Lessons.

  6. “Unwrapping” the Standards means analyzing and deconstructing grade-level and course-specific standards for a unit of study to determine exactly what students need to know (concepts) and be able to do (skills).

  7. To unwrap standards: • Underline the teachable concepts. (nouns or noun phrases) • Circle the skills (verbs) the students are to do.

  8. Priority Standard 6.1: Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.

  9. Priority Standard 6.1 Select and apply appropriate standard units and tools to measure length, area,volume, weight, time, temperature, and the size of angles.

  10. Essential Questions What are they? • Take a minute to think of a definition. • Share your thoughts with a partner.

  11. Essential Questions: • engaging, open-ended questions used to spark initial student interest in learning the content • questions used to focus instruction and assessment • The goal is for students to be able to effectively respond to the essential questions with the big ideas stated in their own words by the end of the unit.

  12. Essential Question How will I be able to measure length, area, volume, weight, time, temperature, and angles, to solve real-world math problems?

  13. Your Turn! • Groups go to assigned station to complete the task for rotation 1. • When time is called, your group will rotate to station 2 to check the work of the previous group, then complete rotation 2 task. • When time is called, groups rotate clockwise to the next station to complete the task (rotation 3.) • Rotation 4, all groups will be at their original station. Check over the work of your completed tasks and be prepared to present the all four tasks.

  14. “Unwrap” (deconstruct) the Unit Priority Standards. • Create a Graphic Organizer. • Decide the Big Ideas and Essential Questions. • Create the End-of-Unit Post-Assessment First. • Create the Unit Pre-Assessment. • Identify Additional Vocabulary Terms, Interdisciplinary Connections, and 21st Century Learning Skills. • Plan Engaging Learning Experiences. • Gather Instructional Resource Materials. • Recommend Effective Instruction, Differentiation, Intervention, Special Education, and English Language Learner Strategies. • Detail the Unit Planning organizer. • Create Informal Progress-Monitoring Checks. • Write the Weekly Plan; Design the Daily Lessons.

  15. Exit Slip How will this procedure help you, if at all, to design your unit plans?

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