Process to Identify Enduring Skills in Content Area
Collaboratively identify enduring skills, differentiate them from other skills, and support the development of quality student growth goals. Learn about competency, performance abilities, and examples in reading and comprehension. Explore big concepts in grade-level standards.
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Presentation Transcript
A Process to Identify the Enduring Skills, Processes, & Concepts for your Content Area 1
Goals of this process Guide teachers to collaboratively identify the enduring skills in their content area Support a meaningful student growth goal- setting process for development of quality student growth goals 2
This activity will guide you through a process for identifying enduring skills in your content area. help you differentiate between enduring skills and other skills needed for learning your content. 3
https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcShz9-f2UIHR4MTRqB_u12cbWvnBuv7YGQHWwPrFM7sQF08aqm0sAhttps://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcShz9-f2UIHR4MTRqB_u12cbWvnBuv7YGQHWwPrFM7sQF08aqm0sA SKILL, noun Competent excellence in performance. Dictionary.com The ability to use one s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary 4
SKILL WHAT IT IS WHAT IT ISN T Competency Ability to perform Examples: Reading and comprehending complex text 5
SKILL WHAT IT IS WHAT IT ISN T A strategy Competency Ability to perform Examples: Reading and comprehending complex text Non-examples: Annotating text Re-reading Questioning text 6
SKILL WHAT IT IS WHAT IT ISN T A strategy Finite content Non-examples: Annotating text Re-reading Questioning text Recognizing text features that contribute meaning in informational texts Competency Ability to perform Examples: Reading and comprehending complex text 7
What larger guidance supports the cohesiveness of all the grade level standards? Where in your standards do you find the big rocks, big concepts, underlying practices & processes that support competency? 9
What Standards, Structural Documents and Resources accompany the standards in each content area? CCSS/KCAS- Critical Areas combined with math practices KY World Language Standards National Standards- Visual Arts, PE, etc. NGSS/KCAS- Practices/Concepts- Science Anchor Standards- Literacy/Science/Social Studies/Technical Subjects Anchor Standards Reading-ELA CCSS/KCAS-ELA C3 Framework (+ literacy standards) -Social Studies 10
On your own - Highlight or underline the skills or competencies you notice in your standards document. 11
Together - Chart the skills you ve underlined or highlighted. 12
What About ENDURING? In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area. 13
Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom, is worthy of embedded, course-long focus, may be necessary for the next level of instruction. 14
ENDURING LEARNING Writing Example EXAMPLES NON-EXAMPLES Write arguments to support claims with clear reasons and relevant evidence. -Establish the significance of claims - Create logical organization of claims, reasons and evidence -Use words, phrases and clauses to create cohesion 15
ENDURING LEARNING Reading Example EXAMPLES Summarize key supporting details and ideas NON-EXAMPLES -Identifying main ideas of a text -Differentiate between bias and evidence. -Differentiate between essential and irrelevant information. -Skimming or scanning a text. 16
ENDURING LEARNING Science Example EXAMPLES Develop models using an analogy, example, or abstract representation to describe a scientific principle or design solution. NON-EXAMPLES Create a model of an erupting volcano using vinegar and baking soda. 17
ENDURING LEARNING Social Studies Example EXAMPLES NON-EXAMPLES Describe point of view for primary and secondary sources. Produce an argument to support claims with appropriate use of relevant historical evidence. Use Chicago Style correctly when citing evidence. Improve student perception of history. 18
Return to your Chart Highlight what on your list meets this definition of enduring. 19
Defining ENDURING Learning that ENDURES beyond a single test date, is of value in other disciplines, is relevant beyond the classroom, is worthy of embedded, course-long focus, may be necessary for the next level of instruction. 20
23 International Center for Leadership in Education
Return to your Chart Do you still consider what you highlighted enduring? 25
Enduring Learning What it is What it isn t 26
ENDURING LEARNING WHAT IT IS Worthy of extended focus Fundamental to learning in other disciplines Aptitude that has value and utility beyond one narrow context Foundational for the application of content Applicable beyond school Can be measured over time WHAT IT ISN T 27
ENDURING LEARNING WHAT IT IS WHAT IT ISN T A sub skill Explicit content knowledge An activity A skill with limited application A strategy for learning 28
Share one example Share one example you feel confident about. Explain how your example fits the definition of Enduring and the R/R Framework Quadrant D. 29
Continue to work collaboratively through your standards document. Record digitally (Enduring Skills Initial List) Use the tools: *Enduring definition *Rigor/Relevance Framework *Your What It Is/What It Isn t chart 30
This activity will Guide you through a process for identifying enduring skills in your content area. Help you differentiate between enduring skills and other skills needed for learning purposes. 31
Goals of this process Guide teachers to collaboratively identify the enduring skills in their content area. Support a meaningful student growth goal- setting process and development of quality student growth goals. 32
Establish Baseline Target students priority need Identify the sources of evidence that will need to be in place to measure student s level of proficiency in the Enduring Skills Identify what proficiency looks like for the Enduring Skills Identify the Enduring Skills in the content area standards Know the expectation of content area standards 33
Whats Next? Who is our audience? How can we share this with districts? What is your role? 34
