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At least one 90-minute period or two 45-minute periodsZZZ8Z(08(RMust be New Jersey standards based Take your topic, then GO TO THE STANDARDS FIRSTSS0&!3LOOK TO YOUR C.P.I.s Curriculum Progress Indicators 4Z46   Create the Assessment from the CPI 6.4.5 8th grade Discuss the political and philosophical origins of the United States Constitution and its implementation in the 1790s. 6.4.6 12th grade Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington s Farewell Address (1796), Locke s Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). nZZ3PPw >9?:@;A<B=C> Then think of creating an Assessment In three separate paragraphs, students will show, the ability to: Identify John Fenwick s motivation to leave England and settle in West Jersey Explain the issues that faced John Fenwick as he built his settlement in West Jersey Trace the ownership of West Jersey from Lord Berkley to William PennVhZ" Z%B  From the Assessment, write your Objectives The Objectives and Assessments must agree. They must meet the national benchmarks and local benchmarks ZZ ( (+(3=( Students will be able to: identify John Fenwick s motivation to leave England and settle in West Jersey. explain the issues that faced John Fenwick as he built his settlement in West Jersey. trace the ownership of West Jersey from Lord Berkley to William Penn.FZ" Z  "OBJECTIVES Students will be able to: identify John Fenwick s motivation to leave England and settle in West Jersey. explain the issues that faced John Fenwick as he built his settlement in West Jersey. trace the ownership of West Jersey from Lord Berkley to William Penn.| PP" P  nASSESSMENTS In three separate paragraphs, students will show, the ability to: Identify John Fenwick s motivation to leave England and settle in West Jersey Explain the issues that faced John Fenwick as he built his settlement in West Jersey Trace the ownership of West Jersey from Lord Berkley to William Penn  ZBZN" Z0" <" ZZN Binary Paideia Chart 4$$$ )Key Terms, Type of Word, & DEFINITIONSR*000 B HISTORICAL BACKGROUND For Students and/or for Teacher Depending on level Historical Narrative You get to research and write History!! |Z( (3(( 00(#US DoE 'CONTENT CONTENT CONTENT CONTENT CONTENT(( 6f)$(Academic Achievement in American History)) ( Importance of Background Knowledge Academic BK is linked to achievement More ABK equals higher income Higher ABK equals higher IQ Low SES students have lower ABK ABK can be increased in all students%ZZ% fff( f*%4Academic Achievement in American History (continued).5)( (How do we increase ABK? 1 with our natural ability to store and process information 2 with our encounters with academically oriented experiences 3 motivation to learn and time on taskZZ    E " 33     +&4Academic Achievement in American History (continued)"5)( The interaction among those factors will influence Academic Background Knowledge Thus a student with lower skill and more academic experience can outperform a learner with higher skill and limited academic related experiences This is why the wealthy like private schools\ZWf#sf,)How ABK is Stored for UseMemory is enhanced with repeated practice It takes about four exposures of new knowledge to integrate into Memory These separate exposures should be no more than two days apartZ-*Conklin, PhD., Jack (2006) John Witherspoon Liberty Fellowship, Lakewood, NJ. Burns, R. C. (2001) Curriculum renewal: curriculum mapping. ASCD, Alexandria, VA. Marzano, R. J. (2004) Building Background Knowledge for Academic Success. ASCD, Alexandria, VA. Marzano, R. J. (2003) What works in schools: Translating research into action. ASCD, Alexandria, VA. Woyshner, C. C. (2003) Social Studies: a chapter of the curriculum handbook. ASCD, Alexandria, VA. zNZZN(-5-:}>[`^Lesson Procedure Must have Previous Night s Homework, with an exercise for accountability to establish a common starting point!4, f$TDay of the Lesson Procedure to bring students from the OBJECTIVES to the ASSESSMENTZU<< << </, What Is It?   33Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.$kQ0-Begin with the END in mind! 0 Why?&P  1.2/Common Planning Mistakes (Cute activities that don t really go anywhere or are too loosely connected to the objective Marching through the textbooks{{ 30How Is It Different?  4Traditional Table of Contents Activities Assessments: )  $3) 3 :Backward Design Goals & objectives Assessments Activities :+ $+ 41*Shift Your Focus from Teaching to Learning++ (From:  Teaching for content mastery Discrete skills, out of context, on neat-and-clean exercises, with simple answers Linear coverage of all content, as if everything is equal and learnable by one exposure Textbook as syllabus6PP   To:  Learning how to USE content effectively Draw upon many skills, in realistic contexts via complex tasks and problems Recursive curriculum with clear priorities and many chances to understand Textbook as a resource, in support of explicit learning goals6PP  52Shift your Perspective! It s NOT what I teach but how do I get it learned It s NOT the input but the yield It s NOT the syllabus but the resultsVy  /     6374Identify Desired ResultsWhat is important for students to be able to do, know, or perform? What enduring understandings are needed? What state, national, and district standards need to be met? What are the essential questions?6HWB 0H`B 0B 0H`B 0'"5Constantly Gather Evidence to Check for Understanding666HOMEWORK FOR ACCOUNTABILITY*BB EXTENSIONS* ` `f!Resources Worksheets and Handouts"" X,5SOURCES Cite your sources Books, Articles, and Links.6`.685What would be your greatest challenge when researching a topic, e.g. The Navigation Acts? What is your greatest challenge when writing an historical narrative? What is you greatest challenge when writing a substantive lesson? (96kSolution to overcoming challenge #1 Solution to overcoming challenge #2 Solution to overcoming challenge #3@l$(3$(C$(3<7SWe hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. --That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed =8#Write, why these words could be considered the most important words in human history. What do they mean? Or, are they just meaningless war propaganda. What were their purpose? Or, are they over-hyped rhetoric used to delude people into complying the wishes of the national elite? Explain ,$kHCq/8:;  ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> :2(    6@W  `} W T Click to edit Master title style! !  0LCW  ` W RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0JW ^ ` W >*  0OW ^  W @*  0SW ^ ` W @*\  C &APPoint"H  0޽h ? 33D<___PPT10..3b Default Design  P(    6h^a > a T Click to edit Master title style! !  0`a  `   a W#Click to edit Master subtitle style$ $  0`ea ^ ` a >*  0Hia ^  a @*  0\oa ^ ` a @*\  C &APPoint"H  0޽h ? 33D<___PPT10..3Š 0 zr  (      0|a P   a P*     0a    a R*  d   c $ ?  a   0}a  0 a RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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Homework Assessment Extension Resources Tables, charts, maps, etc.PPeP}CP  )oL}  C,D- H  0޽h ? www3ff___PPT10i.;u+D=' = @B + -K0 0(  x  c $da `}  a x  c $8a ` a H  0޽h ? 33___PPT10i.3Gl+D=' = @B +-K0  $(   r  S a> a r  S a ` ` a H  0޽h ? 33___PPT10i.3m@+D=' = @B +}  L$(  Lr L S a `}  a r L S 8a ` a H L 0޽h ? 33___PPT10i.H5YE+D=' = @B +}  P$(  Pr P S a `}  a r P S Xa ` a H P 0޽h ? 33___PPT10i.H5 +D=' = @B +$  $(  r  S a `}  a r  S a ` a H  0޽h ? 3380___PPT10.5 R  X0(  Xx X c $a `}  a x X c $a ` a H X 0޽h ? 33___PPT10i.3Gl+D=' = @B +5  LDL(  Lx L c $a `}  a x L c $da   a x L c $,ap ` a \ L C &APPoint"` L 0a P0'  4 (20,$ L 0aP  NJ State Assessment writers (fellow teachers) structure assessment guidelines that will have students demonstrate their mastery of the CPI.(20H L 0޽h ? 33___PPT10i.^f+D=' = @B +5  LDP(  Px P c $a `}  a x P c $a   a x P c $dap ` a \ P C &APPoint"` P 0Dd P0'  4 (20, P 0pd @ ( 2 P 0$dP 4Test Creating companies, like ETS, hire teachers to write the questions. Teachers are trained to write the questions directly from the CPIs ETS then reviews the questions and answers, against the CPIs. Questions are sent to the State of NJ for review. 2 PPH P 0޽h ? 33___PPT10i.^f+D=' = @B +  Tb(  Tx T c $<d `}  d x T c $d   d x T c $dp ` d \ T C &APPoint"` T 0Td P0'  4 (20, T 0d`X JThe State of NJ then sends the questions back to the Assessment committee of teachers. The committee matches every question with the CPIs. They must Ok the question, reject the question, or send it back for modification. Questions also go before a Sensitivity Committee.  2H T 0޽h ? 33___PPT10i.^f+D=' = @B +  Xv(  Xx X c $'d `}  d x X c $T(d   d x X c $*dp ` d \ X C &APPoint"` X 0-d P0'  4 (20, X 0/dpPpD  ^$The questions are then field tested.%(2%0PPH X 0޽h ? 33___PPT10i.^f+D=' = @B +  \`(  \x \ c $(9d `}  d x \ c $9d   d x \ c $;dp ` d \ \ C &APPoint"` \ 0 ?d P0'  4 (20, \ 0Ad HIf you create lessons from the CPIs, you ll teach to the standards That is the law! You ll be prepared for assessments>x(29,PP ,PP6,PPH \ 0޽h ? 33___PPT10i.^f+D=' = @B +  `:(  `x ` c $hMd `}  d x ` c $+B#style.visibility<*%(D' =+4 8?dCB0-#ppt_w/2BCB#ppt_xB*Y3>B ppt_x<*D' =+4 8?\CB#ppt_yBCB#ppt_yB*Y3>B ppt_y<*+}  $(  ~  s *e   e ~  s *eP@K  e   0e FBoth are symptomatic of a lack of intellectual focus on targeted goalsG (2G H  0޽h ? 33333)BH(jiT___PPT10i.x+D=' = @B +  Z(  d  s <AL Y?BS00850_@@ ~  s *} `}  } ~  s *}  }   s *} I<$ 0 } H  0޽h ? 33333)BH(jiT~___PPT10^.+'gD' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D@' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-o6Bdissolve*<3<*+8+0+} +  2*0((  (~ ( s *D}0  } ~ ( s *}}  } ~ ( s *}@ - } H ( 0޽h ? 33333)BH(jiT___PPT10i.+D=' = @B +  @,<(  ,~ , s *3}   } ~ , s *h4} } H , 0޽h ? 33333)BH(jiT___PPT10i.0+D=' = @B +  P 0[(  0" 0 6X:}o  PIdentify desired results. z   0  ,$D 0" 0 6 @}o0   V Determine acceptable evidence.! !` 0 0>` z ` @ 0  ` @,$D 0" 0 6D}o@ @ b,Plan learning experiences and instruction.- -` 0 0>` 7 N  0 0I}B0 Wiggins, G & McTighe, J. 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For example:  We have an apple theme. How can we use apples in math? H $ 0޽h ? ̙333 0 `4((  4^ 4 S     } 4 c $W}  @  }  H 4 0޽h ? ̙33r0GLcVdmpr7w8Ӝp#fp$M # aj& u![[N_f9i#%7,/' *yB܏m1C K( .  @,Enduring Understanding:&Essential Questions/ 0DArialCalllOh+'0T `hx   Slide 1Kevin T. 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Slide 31Common Planning MistakesHow Is It Different? +Shift Your Focus from Teaching to LearningShift your Perspective! 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At least one 90-minute period or two 45-minute periodsZZZ8Z(08(RMust be New Jersey standards based Take your topic, then GO TO THE STANDARDS FIRSTSS0&!3LOOK TO YOUR C.P.I.s Curriculum Progress Indicators 4Z46 Create the Assessment from the CPI 6.4.5 8th grade Discuss the political and philosophical origins of the United States Constitution and its implementation in the 1790s. 6.4.6 12th grade Compare and contrast the major philosophical and historical influences on the development of the Constitution (e.g., Washington s Farewell Address (1796), Locke s Second Treatise, the ideas of Alexander Hamilton, James Madison, Thomas Jefferson, and William Paterson). nZZ3PPw >9?:@;A<B=C> Then think of creating an Assessment In three separate paragraphs, students will show, the ability to: Identify John Fenwick s motivation to leave England and settle in West Jersey Explain the issues that faced John Fenwick as he built his settlement in West Jersey Trace the ownership of West Jersey from Lord Berkley to William PennVhZ" Z%B  From the Assessment, write your Objectives The Objectives and Assessments must agree. They must meet the national benchmarks and local benchmarks ZZ ( (+(3=( Students will be able to: identify John Fenwick s motivation to leave England and settle in West Jersey. explain the issues that faced John Fenwick as he built his settlement in West Jersey. trace the ownership of West Jersey from Lord Berkley to William Penn.FZ" Z  "OBJECTIVES Students will be able to: identify John Fenwick s motivation to leave England and settle in West Jersey. explain the issues that faced John Fenwick as he built his settlement in West Jersey. trace the ownership of West Jersey from Lord Berkley to William Penn.| PP" P  nASSESSMENTS In three separate paragraphs, students will show, the ability to: Identify John Fenwick s motivation to leave England and settle in West Jersey Explain the issues that faced John Fenwick as he built his settlement in West Jersey Trace the ownership of West Jersey from Lord Berkley to William Penn  ZBZN" Z0" <" ZZN Binary Paideia Chart 4$$$ )Key Terms, Type of Word, & DEFINITIONSR*000 B HISTORICAL BACKGROUND For Students and/or for Teacher Depending on level Historical Narrative You get to research and write History!! |Z( (3(( 00(#US DoE 'CONTENT CONTENT CONTENT CONTENT CONTENT(( 6f)$(Academic Achievement in American History)) ( Importance of Background Knowledge Academic BK is linked to achievement More ABK equals higher income Higher ABK equals higher IQ Low SES students have lower ABK ABK can be increased in all students%ZZ% fff( f*%4Academic Achievement in American History (continued).5)( (How do we increase ABK? 1 with our natural ability to store and process information 2 with our encounters with academically oriented experiences 3 motivation to learn and time on taskZZ    E " 33     +&4Academic Achievement in American History (continued)"5)( The interaction among those factors will influence Academic Background Knowledge Thus a student with lower skill and more academic experience can outperform a learner with higher skill and limited academic related experiences This is why the wealthy like private schools\ZWf#sf,)How ABK is Stored for UseMemory is enhanced with repeated practice It takes about four exposures of new knowledge to integrate into Memory These separate exposures should be no more than two days apartZ-*Conklin, PhD., Jack (2006) John Witherspoon Liberty Fellowship, Lakewood, NJ. Burns, R. C. (2001) Curriculum renewal: curriculum mapping. ASCD, Alexandria, VA. Marzano, R. J. (2004) Building Background Knowledge for Academic Success. ASCD, Alexandria, VA. Marzano, R. J. (2003) What works in schools: Translating research into action. ASCD, Alexandria, VA. Woyshner, C. C. (2003) Social Studies: a chapter of the curriculum handbook. ASCD, Alexandria, VA. zNZZN(-5-:}Lesson Procedure Must have Previous Night s Homework, with an exercise for accountability to establish a common starting point!4, f$TDay of the Lesson Procedure to bring students from the OBJECTIVES to the ASSESSMENTZU<< << </, What Is It?   33Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.$k0-Begin with the END in mind! 0 Why?&P  1.2/Common Planning Mistakes (Cute activities that don t really go anywhere or are too loosely connected to the objective Marching through the textbooks{{ 30How Is It Different?  4Traditional Table of Contents Activities Assessments: )  $3) 3 :Backward Design Goals & objectives Assessments Activities :+ $+ 41*Shift Your Focus from Teaching to Learning++ (From:  Teaching for content mastery Discrete skills, out of context, on neat-and-clean exercises, with simple answers Linear coverage of all content, as if everything is equal and learnable by one exposure Textbook as syllabus6PP   To:  Learning how to USE content effectively Draw upon many skills, in realistic contexts via complex tasks and problems Recursive curriculum with clear priorities and many chances to understand Textbook as a resource, in support of explicit learning goals6PP  52Shift your Perspective! It s NOT what I teach but how do I get it learned It s NOT the input but the yield It s NOT the syllabus but the resultsVy  /     6374Identify Desired ResultsWhat is important for students to be able to do, know, or perform? What enduring understandings are needed? What state, national, and district standards need to be met? What are the essential questions?6HWB 0H`B 0B 0H`B 0'"5Constantly Gather Evidence to Check for Understanding666HOMEWORK FOR ACCOUNTABILITY*BB EXTENSIONS* ` `f!Resources Worksheets and Handouts"" X,5SOURCES Cite your sources Books, Articles, and Links.6`.685What would be your greatest challenge when researching a topic, e.g. The Navigation Acts? What is your greatest challenge when writing an historical narrative? What is you greatest challenge when writing a substantive lesson? (96kSolution to overcoming challenge #1 Solution to overcoming challenge #2 Solution to overcoming challenge #3@l$(3$(C$(3<7SWe hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. --That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed =8#Write, why these words could be considered the most important words in human history. What do they mean? Or, are they just meaningless war propaganda. What were their purpose? Or, are they over-hyped rhetoric used to delude people into complying the wishes of the national elite? Explain ,$kHCq/8:; -K0 z(    s *dvV    DLESSON STRUCTURE  s *L    nf___PPT9H@ 4$"TITLE" Grades Subjects Objectives One to three Objectives Binary Paideia Chart Key terms Background One to Five paragraphs Procedures Previous night s homework to give the students a common base of knowledge. Day of Lesson Procedure Do Now  to get them started as soon as they come into class. Review Binary Paideia with students. Try to include some video clips from Weblessons, or some web sites, or some primary excerpts, or a combination of all three. Homework Assessment Extension Resources Tables, charts, maps, etc.PPeP}CP  )oL}  CH  0޽h ? www3ff___PPT10i.;u+D=' = @B + -K0 fx(  xr x S I  `}   x x c $PJ 0    W 0 fx #"&24~c@x  ( x <B ?0 JReflection to find the  Inner Light 8%%' @`q x <B ?P~v0___PPT106___PPT9 w#Virtue/ he Highest Moral Excellence"$$' @` x <+B ?P [Loyalty"' @` x <4B ? 0 -West Jersey Charter, 1676, Society of Friends,.-' @`u x <>B ?P ~v0___PPT106___PPT9 {'Paideia/What makes a society what it is"((' @` x <HUB ? P Anglican Church, Magna Carta6' ' @`  x <` z ` @ 0  ` @,$D 0" 0 6 o@ @ b,Plan learning experiences and instruction.- -` 0 0>` 7 ,  0 0 B0 Wiggins, G & McTighe, J. (1998). Understanding by Design. 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