Syracuse City School District
Developing Engaging CCLS-aligned
Tasks
Jenn Weiss
March 1, 2014
Today’s Performance
Objectives
Identify “look fors” in learning tasks that are aligned to
the CCLS
Explain in detail how a learning task meets the
Instructional Shifts, targeted Common Core Learning
Standards, and components from Domain 1 of the
Framework for Teaching
Develop a learning task that meets the Instructional
Shifts, targeted CCLS and components from Domain 1
of the Framework for Teaching
keep positive and presume
positive intentions
respect the
schedule
Put ideas
on the
table
help one another
Promote a
spirit of
inquiry
Pause to
think and
allow others
to think
before
responding
listen
actively
Pay attention to
self and others
(minimize
distractions such as
cell phones)
Analyzing Learning Tasks
4
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Analytical Lenses
5
1.
Instructional Shifts
2.
Common Core Learning Standards
3.
Engaging Students in Learning (3c Framework for
Teaching)
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Learning Tasks
6
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Analytical Lenses
1.
Instructional Shifts: How is each Instructional Shift
exemplified in the learning tasks? Instructional Shift #1,
“______,” could be seen when students ______________.
2.
Common Core Learning Standards: How are the
Standards met by the learning tasks? Reading Standard __ is
met by the learning task, because students are _______ and the
Standard asks students to _______________________.
3.
Engaging Students in Learning: How do the tasks engage
students in learning? For students to be engaged in learning they
need to ________________. This is met by the task because
students ____________________________.
7
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Understanding By Design
8
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Start with the end in mind
Learning Task
Lesson
Outcome
Unit Outcome
9
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Understanding By Design
Understanding by Design relies on what
Wiggins and McTighe call "backward
design”. Teachers traditionally start
curriculum planning with activities and
textbooks instead of identifying
classroom learning goals and planning
towards that goal. In backward design,
the teacher starts with classroom
outcomes and then plans the
curriculum, choosing activities and
materials that help determine student
ability and foster student learning.
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Stages of Instructional Design
The Backward design approach is developed in three stages.
•
Stage 1 starts with educators identifying the desired results
of their students by establishing the overall goal of the lessons
by using standards. Stage 1 also identifies "what students will
know" and "what students will be able to do”.
•
Stage 2 focuses on evidence of learning by assessment.
Teachers plan performance tasks and evidence of
understanding. Performance tasks determine what the
students will demonstrate in the unit and what evidence will
prove their understanding.
•
Lastly, stage 3 lists the learning activities that will lead
students to desired results.
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Instructional “Backwards” Design
10 minutes
•
What is the unit
outcome (what is
the outcome and how
is it being assessed)?
•
What is one lesson
outcome (what
understanding and
performances is
targeted by the
Teaching Point)?
Learning Task
Lesson
Outcome
Unit Outcome
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Outcome – Teaching Point – Standard
• What
is one lesson outcome (what understanding and
performances is targeted by the outcome)?
• What
is the teaching point and how does it align to the
outcome?
• What
is the Standard and how does it align to the
teaching point and outcome?
Lesson
Outcome
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Teaching
Point
Standard
Standard - unpacked
RL.6.2 Determine a theme or central idea
of a text and analyze its development
over the course of the text; provide an
objective summary of the text.
Concepts
• a theme of a text
• a central idea of a text
• the development of a
theme/central idea in a text
• the course (scope) of a text
• objective summary of a text
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Performances
• determine a theme or central
idea of a text
• analyze the development of a
theme/central idea over the
course of a text
• provide an objective summary
of the text
Anchor Learning in Questions
To raise new questions, new possibilities, to regard old
problems from a new angle, requires creative
imagination and marks real advance in science.
Albert Einstein
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Developing Questions that target the Standard
What does Shakespeare reveal about time
and place (i.e. setting) when he writes,
“Do you bite your thumb at me, sir?”
RL.9-10.4 Determine the meaning of words and
phrases as they are used in the text, including
figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
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Developing Questions to Support
Close Analytical Reading
30 minutes
Use the Guide and Checklist to develop a
series of questions for your text excerpt.
Develop cool questions
– questions you would
want to try to answer.
We want the opposite…
"Most instructional patterns involve the teacher initiating
a topic (I) usually by asking a question, a student
responding (R), the teacher evaluating (E) the response
or providing feedback (F), followed by another teacherasked question (Cazden, 1986; 2001; Mehan, 1979;
Watson & Young, 1986).”
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Developing Engaging CCLS-aligned Tasks
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Tasks that allow students to construct knowledge
•
Read the text and develop at least two
questions that can be used to deepen
and challenge our understanding of
the text.
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Developing Engaging Learning Tasks
-
Target the Standards
-
Engage students in critical thinking
-
Allow students to construct knowledge
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