Posted on 10/18/2012 at 08:23 AM by Global Reach

Try This:
From Primary Ideas blog

Sum up your learning for me...
At the end of a lesson it's useful to find out what children have learned during the time spent in that lesson. Here are some ideas for doing that:
1. Sum up this lesson in a Tweet. Ask the children to explain their learning from the lesson in 140 characters or less. This means the children need to be concise about what they write. These could then be added to a school or class Twitter account too.
 
2. Sum up your learning as a text message. Again requiring the children to be concise, but this time giving them 160 characters to work with.
 
3. Sum up your learning in 3 words. Give the children a word limit to explain their learning. Again requiring them to think carefully about their description.
 
4. Exit Polls. Give the children a question or task to complete on a slip of paper that they can put in a box as they leave the room.
 
5. Draw me a picture of what you learned today. Giving the children the opportunity to explain their learning in a different way.
 
6. Write down the 3 Key words from today's lesson. Could be particularly useful in science, maths or other lessons with subject specific vocabulary.
 
Just some ideas we've been trying recently that the children have enjoyed and have been a bit different to what we've tried in the past. We'd love to have some comments below offering other ideas you've used.
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Google This:
Seriously Amazing-Smithsonian Comes Alive!!!
This is seriously cool! Just check it out.  What could you do with this in your classroom? 
http://seriouslyamazing.si.edu/


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Read This:
From Coaching In and Out of the Classroom Blog

http://coachinandout.blogspot.com/2012/10/5-big-ideas-from-ccss.html5 BIG ideas from CCSS

Five Big Ideas from CCSS
This post is a summary/adaptation from Wiggins/McTighe article on 5 big ideas.

1.  Read carefully
AH-HA Moment: DON'T turn directly to YOUR grade level.  You'll miss the point.  READ THE WHOLE THING!
•    Long term outcomes are in mind so the components are intended to work together.
•    Educators need to understand the internt and structure of the Common Core State Standards (CCSS)
•    Read the "front matter"
•    What is the instructional emphasis?
•    If you don't read the CCSS and don't understand the CCSS, you'll think it's the same old stuff, IT'S NOT

2.  Standards does not equal curriculum

•    "A Standard is an outcome, NOT a claim about how to achieve the outcome."
•    "Standards are like building codes.  Architects and builders must attend to them but they are NOT the purpose of the design."
•    "Development of important capabilities in the learner as a result of engaging and effective work."
•    Keep long term educational goals in mind
•    Standards are ingredients to a recipe more than they are the final meal
•    Standards are rules to the game rather than the strategy
ASIDE:  We are looking at "curriculum" wrong.  We are looking at it as what is to be "covered," as opposed to what is to be LEARNED.

3.  Unpacking required

•    Read the document!
•    Unpack the standards into categories:
•    Long-Term Transfer Goals - "effective uses of content, knowledge and skill both inside and outside of the classroom"
•    Overarching Understandings - Key needs for students
•    Overarching Essential Questions - Key skills or behaviors of how students interact with new problems
•    Cornerstone Tasks - curriculum embedded tasks that are intended to ENGAGE students in applying knowledge and skills ON THEIR OWN.
AH-HA MOMENT: This understanding of "cornerstone tasks" inspired me to write the next blog post pending.
•    This "unpacking" is intended at a district or "macro" level as they call it.  Using the whole span of learning for students or within a specific program (in my case science or social studies).
•    Unpacking DOES NOT mean make a checklist

4.  Backwards design is essential

•    Curriculum in Latin means: Course to be run...
•    Ralph Tyler purpose for standards: "to indicate the kinds of changes in the student to be brought about....thus... standards provide content headings"
•    Don't think about what we teach and when we teach it but through the lens of "having learned the key content, what will students be able to do with it."
•    Curriculum is designed to develop INDEPENDENT transfer in students
•    To "assume the layout of the CCSS implies a chronology is flawed thinking"

AH-HA MOMENT: Thinking of standards as discrete skills or concepts leads to "coverage mentality" and reveals a misconception that teaching bits in a logical and specified order will somehow add up to the desired achievements called for in the standards."


•    "a curriculum envisioned and enacted as a set of maps of content and skill coverage will simply not by itself develop a students's increasingly autonomous capacity to USE learned content effectively to address complex tasks and problems."
•    Math CCSS say: "just because topic A comes before topic B doesn't mean" it has to when you teach
AH-HA MOMENT: "You can only say you have fully understood and applied your learning when you can do it without someone telling you what to do."


5.  Assessments are key

•    Standards don't specify learning goals
•    Standards qualities of student work
•    Standards tell us the degrees of rigor that is assessed
•    The appendices are the most important part of the CCSS
•    Cultivating and curating examples of student work will help illustrate qualities of performance
•    Design Backwards:
•    Develop Cornerstone tasks influenced by Content and CCS Standards
•    Use Standards-based assessments
•    Develop rigorous rubrics
•    Use annotated work samples
 
In Summary: This is not your same old grade level expectations, there are new ways of looking at and thinking about student learning.

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Ponder This:
"Think big thought, but relish small pleasures" - Jackson Brow

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