Deconstructing/Unpacking a North Carolina Standard

Designed from the supplementary materials provided with Stiggins, Richard. Classroom Assessment for Student Learning. 2004.

Assessment Training Institute.

WSFCS Instructional Services

Agenda

• Welcome• Revisit our Norms• Parking Lot / Issue Bin• Deconstructing Standards: What, When, How• Guided Practice – Everyday Standard, 6th Grade

Language Arts

• Independent Practice – 4th Grade Math, Elem/Secondary

• Tool Tip - Google Docs Survey Tool• Wrap-up

PLC Team Processes

Analyzing evidence of student learning (examining data protocols)

• Clarifying essential student learning

• Developing common formative assessments

• Instructional practices that impact student learning

• Examining student work

What is “Deconstructing a Standard?”

Breaking a standard, goal, or benchmark into smaller, more explicit learning targets

Why do we deconstruct standards?

• Enhances student understanding and mastery

• Enables teachers to interpret standards the same way

• Clarify learning targets• Write broad standards as smaller

more explicit learning targets

When do we deconstruct a standard?

• When targets for students and teachers are unclear

• When necessary to create a common understanding of learning targets

• When creating assignments aligned to standards

It is not necessary to deconstruct every standard!

When we deconstruct a standard, we ask a series of

questions: • What knowledge will students need to

demonstrate the intended learning?• What patterns of reasoning will they

need to master?• What skills are required, if any?• What product or capabilities must

they create or acquire, if any?

Remember you are looking at what the content standard requires students to know, understand and be able to do not how you will assess it.

“Remember you are looking at what the content standard requires students to know, understand and be able to do, not how you will assess it. Deconstruct only the content standard rather than all possible ways to assess it or all possible ways to teach it.”

Rick Stiggins

What knowledge will students need to demonstrate the intended learning?

Knowledge: basic information, knowledge, facts, concepts to be learned outright

Key Words: explain, understand, describe, identify, define, label, recognize, know,

match, choose, tell, recall, select

What patterns of reasoning will they need to master?

Reasoning: Thinking skills, mental processes that require skillful use of knowledge to solve problems, make a decision etc. (higher order reasoning)

Key Words: analyze, predict, contrast, synthesize, classify, infer, justify,

summarize, solve, use, evaluate, categorize

What skills are required, if any?

Skills: Demonstrations where the doing is what is important, using knowledge and reasoning to perform skillfully

Key Words: perform, conduct, speak, assemble, operate, use, demonstrate, measure, investigate, model, collect,

dramatize, listen

What product or capabilities must they create or acquire, if any?

Products: Where the characteristics of the final product are important; using knowledge, reasoning and skills to produce a final product

Key Words: design, produce, develop, create, make, write, draw, model, display, construct

Steps

1. Select standard or objective to unpack.2. Look at the verbs and nouns (what the

students have to know and do). Identify the learning targets.

3. Write the learning targets in the appropriate category (knowledge, reasoning, skill, product).

4. Stop and Reflect 5. Write each target in student friendly “I

Can” language.

Deconstructing/Unpacking Steps

1. Select standard or objective to unpack.

• Highlight all of the verbs in the standard

• Highlight all of the nouns in the standard

What knowledge or understanding is required to become competent on this standard

Vocabulary:

Know THAT: Understand THAT:

What reasoning (if any) is required to be competent on this standard?

What performance skills (if any) are required to demonstrate competence on this standard?

What product competencies (if any) are required by this standard?

Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

2. Look at the verbs and place each one in the appropriate category on the Deconstructing/Unpacking Standards Worksheet:

• Knowledge• Patterns of reasoning• Skills• Products

Deconstructing/Unpacking Steps Cont.

What knowledge or understanding is required to become competent on this standard

Vocabulary:

Know THAT: Understand THAT:

What reasoning (if any) is required to be competent on this standard?

Evaluate Trace (compare/contrast)

What performance skills (if any) are required to demonstrate competence on this standard?

What product competencies (if any) are required by this standard?

Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

Deconstructing/Unpacking Steps Cont.

3. Use the nouns with the verbs to write learning targets.

What knowledge or understanding is required to become competent on this standard

Vocabulary: Know that:Understand that:

What reasoning (if any) is required to be competent on this standard?

Trace (compare/contrast) the development of the relationship between individuals and their governmentEvaluate changes in the relationship between individuals and their governments

What performance skills (if any) are required to demonstrate competence on this standard?

What product competencies (if any) are required by this standard?

Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

Deconstructing/Unpacking Steps Cont.

4. Stop and Reflect

Are all of the knowledge, reasoning, skills and products that students need to be successful from the standard listed on the chart? What else do students need to know, understand or be able to do to master this standard?

What knowledge or understanding is required to become competent on this standard

Vocabulary: cultures, political structures, civic responsibilityKnow origin of South American peoplesKnow the achievements of Incan civilizationUnderstand how South American peoples adapted to their environment

What reasoning (if any) is required to be competent on this standard?

Trace (compare/contrast) the development of the relationship between individuals and their governmentEvaluate changes in the relationship between individuals and their governments

What performance skills (if any) are required to demonstrate competence on this standard?

(none stated in the standard)

What product competencies (if any) are required by this standard?

(none stated in the standard)

Subject: 6th Grade Social Studies Standard: 10.01 Trace the development of relationships between individuals and their governments in selected cultures of South America, and evaluate the changes that have evolved over time

Deconstructing/Unpacking Steps Cont.

5. Write each target in student friendly “I Can” language on the Learning Targets in Student Friendly Language worksheet. Beside of each “I can” statement identify the target as knowledge, reasoning, skills, or products.

Student-Friendly Language

- I can compare the cultures of South America.

- I can explain how South American peoples adapted to their environment.

- I can describe Incan culture.- I can explain how the relationship

between individuals in South American and their government changed over time.Use Learning TargetsTargets in Student Friendly Language…..

Deconstructing an Everyday Standard

Standard: Students will drive a car with skill.

Standard: Students will drive a car with skill.

1. Select standard or objective to unpack.2. Look at the verbs and nouns (what the

students have to know and do). 3. Write the learning targets in the

appropriate category (knowledge, reasoning, skill, product).

4. Stop and Reflect (add anything left out)

5. Write each target in student friendly “I Can” language.

What knowledge or understanding is required to become competent on this standard

Know the law, understand informal rules of the road, understand what different parts of the car do, read signs and understand what they mean, understand what “creating danger” means, understand what “creating a hazard”

What reasoning (if any) is required to be competent on this standard?

Analyze road conditions, vehicle performance, and other driver’s actions; compare/contrast this information with knowledge and past experience; synthesize information; and evaluate options to make decisions on what to do next

What performance skills (if any) are required to demonstrate competence on this standard?

Steering, shifting, parallel parking, looking, signaling, backing up, etc.

Fluidity/automaticity in performing driving actions

Drive a car with skill

What product competencies (if any) are required by this standard?

none

Student-Friendly Language

- I can read road signs and understand what they mean.

- I can analyze road conditions. - I can use past experiences to make

informed decisions. - I can evaluate options to make

decisions about what to do next . - I can parallel park. - I can shift gears smoothly.

Use Learning TargetsTargets in Student Friendly Language…

Standard: Study the characteristics of literary genres (fiction, nonfiction, drama and poetry) through interpreting what impact genre-specific characteristics have on the meaning of the work.

Learning Team Model

NC 6th Grade Language Arts Objective 5.02

Use Deconstructing/Unpacking Standards Worksheet

4.01 – Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.

Deconstructing a North Carolina Standard 4th Grade Math

NC 4th Grade Math Objective 4.01

Use Deconstructing/Unpacking Standards Worksheet

What knowledge or understanding is required to become competent on this standard

Vocabulary: analyze, circle graph, chart, tally, table, venn, bar/double bar, line,

Know THAT: Understand THAT: lines graphs are best used to show change over time and bar graphs are best used to make comparisons.

What reasoning (if any) is required to be competent on this standard?

Use data to observe trendsUse data to summarize events Use data to make predictionsDetermine appropriate graph/ or chart to display data

What performance skills (if any) are required to demonstrate competence on this standard?

Create graphs to display dataCollect dataOrganize data

What product competencies (if any) are required by this standard?

Make a chart or graph to display data or solve a problem

Subject: 4th Grade Math Standard: 4.01 Collect, organize, analyze, and display data (including line graphs and bar graphs) to solve problems.

Student-Friendly Language

- I can collect data. - I can sort and organize data. - I can choose charts and graphs for

data. - I can create a graph to display data. - I can interpret charts and graphs. - I can use charts and graphs to make

predictions. Use Learning TargetsTargets in Student Friendly Language…..

Deconstructing a Subject Specific Standard

-4th Grade NC Geography and History-7th Grade Africa Asia Australia-10th Grade Civics and Economics-6th Grade Mathematics-4th Grade Science

What are some resources that may help you in deconstructing

a standard?

• North Carolina Standard Course of Study

• DPI Support Documents• Bloom’s Taxonomy / Webb’s Depth of

Knowledge

• Tool Tip - Google Docs Survey Tool• How’s It Going • Wrap-up• Next Meeting-March 16 3:00-4:00 Elementary and Middle

School Auditorium

4:15-5:15 High School – IRC