Welcome to Day 2 Math 6th Grade: Gallery Walk

1
Welcome to Day 2 Math 6th Grade Gallery Walk

• When you enter the room, please take out your
  follow-up assignment from day one. (The
  assignment was to unpack a standard.)
• Get a easel chart page and flipchart marker.
• Copy your homework assignment on the page and
  post on the wall.
• Walk around and view others work. Draw a star by
  any statements you find particularly insightful.

2
Training for the New Georgia Performance
Standards

• Day 2 Unpacking the Standards

3
Module Overview Day Two

• Introduction (060)
• Large Group Demonstration (135)
• Unpacking a Single Standard (130)
• Unpacking a Multiple Standards (100)
• Summary and Follow Up Work (020)

4
Day Two Objectives

• Define and describe the rationale for identifying
  big ideas, enduring understandings, essential
  questions, and skills and knowledge for a
  standard.
• Develop, for a given standard, the big ideas,
  enduring understandings, essential questions, and
  skills and knowledge (unpack the standard).
• Unpack multiple standards to create cohesive
  units of study.

5
Group Norms and Housekeeping

• Group Norms
• Participate and share
• Listen with an open mind
• Ask questions
• Work toward solutions
• Honor confidentiality
• Meet commitments or let others know if you are
  struggling to do so

• Housekeeping
• Phone calls
• Rest rooms
• Breaks
• Lunch

6
Matching Game

1. There are 13 terms and 13 definitions.
2. Work as a team to match each term to its
   definition.
3. First team to correctly complete the task is the
   winner.

7
Creating a Graphic Representation

• Choose a metaphor to represent the elements in
  the GPS and in backward design.
• Create a graphic organizer, using the following
  terms (and more as needed)

• Content Standards
• Elements
• Performance Standards
• Student Work
• Tasks
• Teacher Commentary
• Enduring Understandings

• Big Ideas
• Essential Questions
• Skills and Knowledge Statements
• Stage 1 in Backward Design
• Stage 2 in Backward Design
• Stage 3 in Backward Design

8
Day One Follow-up Assignment

• What important similarities do you see among the
  work of various participants?
• What important differences do you see among the
  work of various participants?
• What questions and/or concerns do you have about
  the process of unpacking standards?

9
Essential Question 1

• What are the steps in unpacking a standard and
  why is each one important?

10
The Process of Backward Design

• big ideas?
• understandings and essential questions?
• skills and knowledge?
• evidence

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Big Ideas

• What are the big ideas and core processes at the
  heart of this standard?
• What do I want to concentrate on and emphasize in
  this unit?

12
Enduring Understandings

• It is important for students know why facts are
  important.
• It is a tool for teachers to help focus students
  on deeper understanding.
• They help build conceptual structures in
  students brains that help them make sense of
  new, related knowledge.
• They help teachers have shared understanding of
  the standard, to promote vertical and horizontal
  articulation.

13
Enduring Understandings Bad to Best

• Students will understand the Civil War.
• Bad what should they understand?
• Students will understand the causes of the Civil
  War.
• Better narrows the focus but still does not
  state what insights we want students to leave
  with.
• Students will understand that the Civil War was
  fought over states rights issues more than over
  the morality of slavery.
• Best Summarizes intended insight, helps students
  and teachers realize what types of learning
  activities are needed to support the
  understanding.

14
Enduring Understandings Format

• NO Students will understand principles of
  persuasive speaking.
• NO Students will know how to speak
  persuasively.
• NO Speak persuasively in public.
• YES Students will understand that persuasion
  often involves an emotional appeal to the
  particular wishes, needs, hopes, and fears of an
  audience, irrespective of how logical and
  rational the argument.

15
Enduring Understandings

• Students will understand that real-world objects
  may or may not be symmetrical.
• Students will understand that scale provides a
  mechanism by which we can study objects that are
  extremely large or small.

16
Developing Essential Questions

• Create one to five per unit.
• Should be big and open-ended.
• Look at how (process) and why (cause and effect).
• Consider various levels in Blooms taxonomy.
• Use language appropriate to students.
• Sequence so they lead naturally from one to
  another.
• Use as organizers for the unit, making the
  content answer the questions.
• Share with other teachers.

17
From Understandings to Questions

• Students will understand that real-world objects
  may or may not be symmetrical.
• Essential Question
• Students will understand that scale provides a
  mechanism by which we can study objects that are
  extremely large or small.
• Essential Question

18
Essential Questions Overarching (units or unit)
and Topical (daily, lesson, key) We Need Both!

• Overarching More abstract and general does not
  have a definite answer pertains to several
  lessons within a unit
• EX Why is it important to understand symmetry?
• Topical More specific does have a definite
  answer related to a single lesson
• EX What is the difference between line and
  rotational symmetry?
• Ex How are a reflection and line symmetry
  related?

19
Skills and Knowledge

• Facts
• Concepts
• Generalizations
• Rules, laws, procedures

Skills Procedures Processes
KNOWLEDGE (declarative)
SKILLS (procedural)
20
Essential Question 1

• What are the steps in unpacking a standard and
  why is each one important?

21
Essential Question 2

• How can unpacking a standard enrich our
  assessment and instructional practices so that
  all students can reach mastery of the GPS?

22
Essential Question 2

• How can unpacking a standard enrich our
  assessment and instructional practices so that
  all students can reach mastery of the GPS?