What do we want our students to learn?
Some standards have a greater impact beyond the current grade level and are relevant across multiple courses and disciplines. Others seem to deepen understanding and skills only within a certain course or discipline. Essential standards help clarify what our students learn.
Curriculum Guides - Grades TK through 8th – English
Our grade-level guides are intended to provide clarity about course content, including areas of focus in each major content area.
Guías de Currículo - Grados TK través 8o – Español
What is Quality First Instruction?
A student can articulate their learning objective and monitor their progress towards meeting it.
- Aligns with essential standards
- Matches rigor and sequence of unit
- Written in student-friendly language
- Students can define it in their own words
- Clearly displayed
- Referenced throughout the lesson
- Embeds academic vocabulary
- Uses concrete verbs
- Specific to context of a particular lesson or project
- Students self-assess and reflect on targets
PLC Question 1: What do we want students to know?
- Ongoing and used to drive instruction (frequent CFUs) Tied to driving questions of PLC work- What do we want students to know? How will we know students have learned it? How will we respond when they don’t and they do learn it?
- FAST (frequent, actionable, specific and timely)
- Assessment strategies that gauge the understanding of ALL students
- Involve students in assessing their own learning
- A variety of strategies used to assess (i.e. instant snapshot of class with technology, exit ticket, etc.)
- A variety of response options (different ways to demonstrate understanding).
- All DOK levels represented in assessment
- Culminating assessments used to drive team and site next steps
- A variety of options
- Choice in demonstrating learning
- Use data to measure effectiveness of instructional programs, goals, and achievements
PLC Question 2: How will we know when our students have learned it?
Tailoring instruction of content, process, products, or the learning environment to meet individual needs of students; Providing a variety of supports for a variety of learners that assists each student in reaching the highest level of thinking and learning
- Teachers design lessons based on essential standards with students’ learning styles, scaffolds and equity in mind
- Group students strategically by shared interest, topic or ability
- Manage the classroom to support choice and inquiry
- Builds independence and removes barriers - modifying assignments to meet students’ current needs
- Use of academic vocabulary in context
- Flexible language frames and word banks
- Thinking tools, modeling, small groups
- Use of manipulatives, multimedia, visuals, or realia
- Flexible learning space
- Can be additional support (intervention) or enrichment
- Choice in how to demonstrate learning
PLC Questions 3 and 4:
- What do we do for students who don’t get it yet?
- What do we do for students who already got it?
Responsive teaching to ALL
(Culturally, Linguistically, And Socially/emotionally)
Culturally responsive (or relevant) teaching:"a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" (Ladson-Billings, 1994, p. 382).
- Recognizes/utilize the cultural/ linguistic/ social-emotional capital and tools students bring to the classroom
- Educators understand their personal triggers and create environments to minimize those effects on student learning opportunities
- Lesson design encompasses essential standards, learning targets, multiple ways for students to demonstrate their knowledge, multiple entry points into the content based on the “whole-child”
- Make meaningful connections to the diverse backgrounds of their students while emphasizing a rigorous curriculum and high expectations for achievement
- Ideal Environment: students feel safe taking educational risks because they have a warm demander educator (high expectations, support, connection) who is aware of students’ challenges (i..e age,, home environment, social climate, etc.)
- CRT article
Addresses PLC Questions 1, 2, 3 and 4