WVDE Office of Instruction Professional Development:
Process for Chunking or Identifying Critical Topics at Each Grade Level
1. In a large group setting, provide an overview of the tasks and purpose for this professional development. In content specific break-out sessions, the facilitators will develop a structure for dividing the participants into table teams by grade level.
· Show the participants previously created examples of power standards. Ask the group to reflect on the clustering or chunking of grade level objectives to see if they can explain the thinking of the teachers who created the shared power standards. If necessary, model the thinking of the authors who created the power standards and the process they used to chunk those CSOs at that grade level. It is very important that the facilitator once again stress the fact that there is more than one way to effectively chunk, cluster, or group CSOs as you write power standards. You may identify a quality power standard from one of the instructional guides, as well as a “power standard” from the Teach 21 site that is written differently but includes some of the same objectives. The intent is to demonstrate that two different teams of teachers “chunked” the curriculum differently and that both work. This is a critical enduring understanding for WV educators engaged in project based learning!
· Ask the participants to chunk, or group, one set of objectives at their assigned grade level into a power standard. Provide each group with a sheet of chart paper and ask that they post their power standard, with a listing of each objective embedded within that power standard written below that power standard. They will then share their work and justify their thinking in programmatic groups. The programmatic group will provide feedback (positives, challenges, suggested extensions of the power standard) during the presentations.
· Grade level teams will then proceed with their work and create a complete set of power standards that include all objectives for that grade level.
· Give them a complete set of previously –developed power standards and ask them to check their product against that set of power standards. We have to stress that both sets of power standards, no matter how much they are alike or how much they differ, may be acceptable as may be others that will be developed along the way. At this point ask them to consider the following question for discussion at their tables:
o Are changes needed in the previously developed power standards? Are changes needed in this group’s chunking of the standards?
o Should this process be the responsibility of the individual school staff, the county office or the WVDE?
It is our intent to demonstrate that when various sets of power standards are acceptable, but different, we must use the different versions to show possibilities. People must understand the different types of products that will be created with each power standard presented, as well as the different possibilities for making connections with objectives found in other content areas. We are talking about a process and not a product. We do want to present varying results of the chunking or clustering process for a grade level because we are describing a process, not prescribing a product.
2. When the chunking or clustering of objectives is complete and the power standards are written, the groups then begin identifying learning targets within each CSO. Purpose: Tells the teacher what needs to be assessed during the project-based learning experience or unit of study. It is critical if we are to be engaged in standards-focused project based learning. (Classroom assessment for learning)
· The facilitators will use CSOs with DOK assigned and use the document found in the attachment titled Depth of Knowledge (DOK) to explain this process.
· The participants will identify the types of learning target (Knowledge, Reasoning, Performance, Product) for each objective within their first power standard, and post their work to chart paper.
· The table groups will report out on their identified learning targets for the first power standard and the large group will provide feedback. The purpose of the feedback is to generate quality discussion related to the significance of learning targets in building quality classroom assessments for learning during PBL that are in alignment with the content, learning skills and technology tools objectives. This moves us to the next phase in which we begin the review of the learning skill and technology tool objectives.
3. Review programmatic level learning skills and technology tools standards. Explain to the group that learning skills or technology tools objectives lend themselves to particular chunks of curriculum.
· The facilitators will model their thought process as they identify learning skills and technology tools standards that are appropriate for integration with a particular chunk of curriculum. Be sure to demonstrate how the LS and TT objectives can assist with the development of project-based or problem-based learning.
· Participants will then incorporate the appropriate learning skills and technology tools objectives into their power standards or demonstrate the learning skills and technology tools objectives that will result in the creation of 21st century products/performances using 21st century tools in an authentic manner.
4. The next phase of the professional development allows the participants to begin to write academic prompts that will result in rich classroom assessments for learning that are aligned with the identified content standards and objectives. Ask the participants to select one of the power standards they have written. Using the information on FAT-Ps and GRASPS, provide opportunities for the participants to write at least one FAT-P and one GRASP aligned to their identified power standard for review by the group. Caution the participants that some learning targets lend themselves to academic prompts, while other learning targets are better assessed using another method of assessment.
· Provide professional development on FAT-P and GRASPS
· Determine the appropriate DOK level for each identified learning target.
· Identify those learning targets that require FAT-Ps and GRASPS and identify targets to be assessed in the rubric for each.
5. At this point participants will engage in a peer review process. The content coordinator will divide the authors into teams of K-2, 3-4, 5-8 and 9-12 for the peer review process. A peer review rubric is provided along with a description of the peer review process used by the Office of Instruction.
6. As the concluding activity, the facilitators will share an example of a PBL developed using previously-designed power standards for Reading English Language Arts. The purpose of this activity is to complete the process for the participants so that they understand how the work they have done is the foundation for rich standards-focused project-based learning experiences in our classrooms.
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