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Team/Department Outcomes

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TEAM / DEPARTMENT
OUTCOMES
Benchmarking Curriculum for Teams
Book pgs. 7 - 10
Team/Department Outcomes:
A Summary
• Teams of teachers formed by grade level and subject
• K-2, 3-5, 6-8, 9-12
+ Math, Science, Social Studies, etc.
• Example: 3-5 Social Studies
• Each team collaborates on curriculum, instruction & assessment
• Team/Department Outcomes articulate what students will be able to
do at the broadest level—at the end of a sequence of courses or
grades
• These Outcomes:
• Incorporate standards that require more than one year to
accomplish
• Focus primarily on skills
• Are the responsibility of the entire team
Team/Department Outcomes:
The Big Picture
Team/Dep
t.
Outcomes
Standards that take more
than 1 year to accomplish
Standards that take more than 1
unit to accomplish
Standards that take 2-4 weeks
to accomplish
Standards that can be
accomplished in a lesson plan
Course
Outcomes
Unit
Goal
Course
Outcomes
Course
Outcomes
Unit
Goal
Unit
Goal
LP
Unit
Goal
LP
LP
LP
LP
LP
Team/Department Outcomes:
Components
• 4-7 Outcomes for the team or department
• The stem “SWBAT” (students will be able to)
• For each Outcome, one verb from Bloom’s Taxonomy
• Verbs must be:
• Active
• Observable
• Challenging & Developmentally Appropriate
• Constitute a “floor” not a “ceiling” of student
achievement
Team/Department Outcomes:
Bloom’s Taxonomy
SWBAT name the 6 levels
of Bloom's taxonomy.
SWBAT write team/dept.
outcomes for Science.
SWBAT design a
presentation for teaching
how to write outcomes.
SWBAT explain each level
of Bloom's taxonomy.
SWBAT analyze an outcome to
determine if it fits better as a
team/dept. outcome or a
course outcome.
Given criteria related to
Bloom’s verbs and
team/dept. outcomes,
SWBAT evaluate a set of
outcomes for their
effectiveness.
Bloom’s Verbs are at the heart of writing good Outcomes.
Team/Department Outcomes:
Levels of Critical Thinking
Team/Dept.
Critical Thinking Levels
K-2
Know and “Explain”
3-5
Explain and Apply
6-8
Apply and
Analyze (with scaffolding)
9 -12
Analyze and perhaps
Synthesize
Team/Department Outcomes:
Examples
Lower Elementary (K-2) Language Arts
1. SWBAT write complete sentences to provide an opinion,
2.
3.
4.
5.
an explanation, and a narrative. (W)
SWBAT write a response to a verbal or written question.
(W)
SWBAT verbally tell a complete and cohesive story. (SL)
SWBAT speak and write in sentences with correct use of
basic grammar. (SL/L)
SWBAT describe unfamiliar vocabulary based on context
clues. (L)
Team/Department Outcomes:
Examples
Upper Elementary (3-5) Language Arts
1.
2.
3.
4.
5.
6.
SWBAT write a complete paragraph to provide an opinion, an
explanation, and a narrative. (W)
SWBAT use multiple sources to support writing. (W)
SWBAT verbally summarize a given text or spoken material.
(SL)
SWBAT present verbally a topic, story, and experience. (SL)
SWBAT construct sentences using proper nuanced conventions
of English grammar and usage. (L)
SWBAT apply meaning to unfamiliar phrases and words using
context, roots, or word relationships. (L)
Team/Department Outcomes:
Examples
Middle School (6-8) Language Arts
1.
2.
3.
4.
5.
6.
SWBAT construct a cohesive and coherent argument, explanation,
and narrative. (W)
SWBAT analyze sources to determine their relevancy for writing
purposes. (W)
SWBAT analyze information received orally or in media format.
(SL)
SWBAT give a formal presentation. (SL)
SWBAT construct all types of sentences using proper conventions
of English grammar and usage. (L)
SWBAT analyze figurative language, word relationship, nuances,
usage, and context to determine the meaning of unfamiliar words.
(L)
Team/Department Outcomes:
Examples
High School (9-12) Language Arts
1.
2.
3.
4.
5.
6.
7.
8.
9.
SWBAT determine implicit and explicit meaning through logical inferences, citing
specific textual evidence in support of claims.
SWBAT analyze the structure of text including the ways in which syntactical and
dictional choices inform and create meaning.
SWBAT comprehend complex age-appropriate texts across genres.
SWBAT write narratives using technology to develop real or imagined
experiences and events through well-structured sequencing.
SWBAT compose explanatory texts to convey complex ideas using relevant
information gathered from multiple print and digital sources.
SWBAT construct argumentative essays in which claims are supported through
substantive analysis drawing from and citing literary and informational texts.
SWBAT discuss a range of texts with diverse partners.
SWBAT utilize digital media strategically to express information and enhance
presentations.
SWBAT demonstrate command of the conventions of standard English grammar
including capitalization, punctuation and spelling.
Team/Department Outcomes:
Your Turn
Critique the following T/D Outcomes for 3-5 Language
Arts:
1. SWBAT write a paragraph that includes an explanation.
(W)
2. SWBAT identify and use multiple sources to support an
argument. (W)
3. SWBAT analyze a given text or spoken material. (SL)
4. SWBAT create a verbal or written report on an assigned
topic. (SL)
5. SWBAT participate in a range of conversations. (SL)
Team/Department Outcomes:
Examples
Lower Elementary (K-2) Reading
1. SWBAT recount stories and story details.
2. SWBAT recognize point of view in different characters.
3. SWBAT determine the meaning/purpose of a text.
4. SWBAT use text features to locate information efficiently.
5. SWBAT compare and contrast two texts on a single topic.
6. SWBAT read and discuss meaning of literature and
informational texts at a 2-3 complexity level.
Team/Department Outcomes:
Examples
Upper Elementary (3-5) Reading
1.
2.
3.
4.
5.
6.
SWBAT determine a theme of a piece of literature.
SWBAT describe how word choice, structure, and point of view
impact a text.
SWBAT use textual evidence to explain meaning or draw
inferences.
SWBAT locate information using print and digital resources.
SWBAT compare and contrast a variety of texts for differences
or similarities in structure, ideas, and point of view.
SWBAT read and discuss meaning of literature and
informational texts at a 4-5 complexity level.
Team/Department Outcomes:
Examples
Middle School (6-8) Reading
1.
2.
3.
4.
5.
6.
SWBAT apply the strongest and most relevant evidence to
support textual analysis.
SWBAT analyze how elements of the story or the relationship
of ideas develop theme over the course of the text.
SWBAT analyze the impact of word choice on a specific text.
SWBAT analyze how the structure of a text contributes to its
meaning and style.
SWBAT analyze how point of view influences the tone of a
text.
SWBAT compare and contrast different interpretations of
similar themes and works.
Team/Department Outcomes:
Examples
Critique the following T/D Outcomes for K-2
Reading
1. SWBAT describe stories and story details.
2. SWBAT recognize point of view in different characters and
the meaning/purpose of a text.
3. SWBAT identify and use text features to locate information
efficiently.
4. SWBAT compare and contrast two texts on a single topic.
5. SWBAT read and discuss meaning of literature and
informational texts at a 1-2 complexity level.
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