Deconstruct a standard that is appropriate for your 8th Grade Math. Use the Deconstructing Standards template in Module 3 to help you.
- Identify KUDs: Knowledge, Understandings, Dos
- From the standard, pull out the key understandings. Find the key nouns (concepts), verbs (measurable behavior), and context. These make up your key understandings. You are looking for “bite-sized” chunks of the standard that can be taught and assessed individually. Note: There will most often be multiple key understandings in a standard.
- Create at least five learning objectives
- Turn these key understandings into learning targets. The nouns, verbs, and context from the key understandings must be in the objectives. This makes the objectives congruent to the standard.
Use the Bloom’s Taxonomy chart in Canvas to assist.
- You will provide feedback to one of your peers on their Activity: Standards using the following:
- Praise – what did your peer do well?
- Question – are there any parts are unclear? Are there any disconnects between the standard, KUDs, and learning objective(s)? Are the “dos” – assessments aligned with the learning objectives?
- Suggest – make suggestions for improvement
DECONSTRUCTING STANDARDS
1. Circle the verbs (skills)
2. Underline the nouns (concepts) to be taught
3. Double underline any prepositional phrases (context)
4. Write each verb (skills) and noun (concept) combination as a separate learning target.
Notes: If a prepositional phrase (the context) is included at the beginning or the end of the standard, include it in the target. If needed, change the verb to make the target more measurable. Include any targets that are implicit, or not directly stated in the target.
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Focus on Key Words: |
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Standard: |
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What will students do? (skills or verbs) |
With what knowledge or concept? (nouns or direct instruction) |
In what context? |
Level of Thinking |
Analysis of Learning Targets
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Blooms (revised) Taxonomy |
Marzano’s Taxonomy |
Webb’s Depth of Knowledge (DOK) |
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Remember/Understand |
Retrieval |
Recall and Reproduction (DOK1) |
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Apply |
Comprehension |
Skills and Concepts (DOK 2) |
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Analyzing |
Analysis |
Strategic Thinking (DOK 3) |
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Evaluating/Creating |
Knowledge Utilization |
Extended Thinking (DOK 4) |
Learning Targets/Objectives:
LT1:
LT2:
LT3:
Adapted from Tom Many, The Leader’s View and Bailey & Jakicic Common Formative Assessment
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Analyzing Standards & Writing Learning Objectives
Planning Instruction
After you choose a standard, ask yourself: • What would the behavior of a student who had accomplished this standard
look like? • What are the specific activities and behaviors one might engage in to practice
the standard? • What specific information and skills does each standard imply? • What are the skills and knowledge that should precede this standard? • What are the skills and knowledge that will come after students meet this
standard?
Analyzing standards:
Let’s look at an example from social studies:
Focus on Key Words:
Identify influential African Americans of the time period, and analyze their impact on American and Tennessee society (e.g., Robert R. Church, Samuel McElwee, Randolph Miller, James Napier, Ida B. Wells).
What will students do? (skills or verbs)
With what knowledge or concept? (nouns or direct instruction)
Level of Thinking Context?
identify influential African Americans
Knowledge of the time period
analyze their impact Analysis on American & TN society
KNOW objectives are gonna come from the bottom of the pyramid (Remember).
UNDERSTAND objectives are gonna come from the middle (Understand, maybe Apply)
DO objectives are gonna come from the top (maybe Apply, Analyze, Evaluate, Create)
Analyzing standards:
The verbs in this one are IDENTIFY and ANALYZE.
Identify is an remember/recall/knowledge kind of verb. (It might be described differently on different Bloom’s charts.) It’s the base level of our Bloom’s. Analyze is mid-level Bloom’s.
That’s gonna help us figure out how we might write objectives for what students need to KNOW, UNDERSTAND, and DO with this standard.
Focus on Key Words:
Identify influential African Americans of the time period, and analyze their impact on American and Tennessee society (e.g., Robert R. Church, Samuel McElwee, Randolph Miller, James Napier, Ida B. Wells).
What will students do? (skills or verbs)
With what knowledge or concept? (nouns or direct instruction)
Level of Thinking Context?
identify influential African Americans
Remember of the time period
analyze their impact Analysis on American & TN society
The KUD approach Let’s look back at our example:
Identify influential African Americans of the time period, and analyze their impact on American and Tennessee society (e.g., Robert R. Church, Samuel McElwee, Randolph Miller, James Napier, Ida B. Wells).
Using the verbs from our Bloom’s chart, we can start coming up with some objectives.
KNOW UNDERSTAND DO
Using mini-biographies, students will identify an influential African American of the early 20th century.
Students will analyze primary and secondary sources about the influential African American of the 20th century they chose and explain how that person impacted our society.
In a letter to the editor, students will argue for why the person they studied should have a statue built in their honor, citing evidence from primary and secondary sources.
Watch out!
While Estes & Mintz use some of the language of “understand” and “know,” those don’t always make for the best learning objectives.
Why? Well, can you look at a kid and see if they know something? No!
Objectives should make it really clear what students are going to do in the lesson IN ORDER to KNOW and UNDERSTAND.
WRITING OBJECTIVES Instead of “Students will understand the impact of the Children’s March on the Civil Rights Movement”
Try “Students will use evidence from primary sources and the documentary Mighty Times to explain the impact of the Children’s March on the Civil Rights Movement on a cause-effect graphic organizer”
A good objective
A really good objective will include:
– What students will LEARN: What content or skills students will develop across the lesson
– What students will DO: the instructional strategy/activity to be used – How they will DEMONSTRATE what they have learned: what process or product
Can you find all three of these elements on the objective on slide 9?
Not sure about activities/student products? If you aren’t sure what kind of activity would help students demonstrate what they have learned, use a Bloom’s activity chart like this one to help you!
See the next slide for a different version.
● Using the standard you chose to deconstruct, create at least five learning objectives
● Turn these key understandings into learning targets. The nouns, verbs, and context from the key understandings must be in the objectives. This makes the objectives congruent to the standard.
Wait! What’s a learning target? A learning target is just putting the objective into kid friendly language. This is what you would post on your board so kids know what’s up for the day. So
“Students will use evidence from primary sources and the documentary Mighty Times to explain the impact of the Children’s March on the Civil Rights Movement on a cause-effect graphic organizer”
Might become
I can use primary sources to explore how the Children’s March changed the Civil Rights Movement.
I can use a cause and effect diagram to explain how the Children’s March changed the CRM.
That’s it! Give it a try, and take a look at what your classmates do.