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Planning Instruction With Mastery in Mind

(PL-1, PL-2, PL-3, PR-5)

UNPACK STANDARDS AND BUILD CONTENT KNOWLEDGE

Deconstruct the standards to determine the content to be taught, level of rigor (verb), specificity, vocabulary and variation. Pay close attention to the Knowledge and Skills as well as the Student Expectations (SE's) that students should master. Examine language skills needed to master the content, and consider the ELPS that will need to be addressed.

Review district planning documents (Scope and Sequence, Planning Guides, Master Courses, and Lead4ward Field Guides).

Review district-adopted resources to enhance your content knowledge. Ask yourself, “By the time the bell rings at the end of class, what will students know and be able to do?"

PLAN WITH THE END IN MIND

Visit Lead4ward to access instructional resources such as the IQ Released Test. Match the standard to the question, highlight vocabulary in the question, make notice of key concepts, and annotate the process students must use to be able to answer the question.

Plan for ways to address common misconceptions.

Utilize data to inform your planning. Visit OnTrack, the A4E dashboard, or other student data trackers to ensure that instruction is appropriate to the level of student needs.

Utilize the Know Your Students, Know Your Standards protocol to determine gaps and plan for mastery of standards.

Use Planning Guides or Master Courses to review and create teacher exemplars of student work that will serve as a model for mastery.

PREPARE TO TEACH

Gather lesson resources that address the specific skill and content within the TEKS that students will master. Consider the level of rigor, specificity, and variation.

Read and annotate the Planning Guides or Master Courses.

Consider the amount of time it will take for students to execute the assigned task so you can plan accordingly.

Plan questions for students in advance, using question stems for support, in order to check for understanding.

Gather lesson resources that address the language skills within the ELPS and review considerations for Specially Designed Instruction (SDI).

CONSIDER ALL LEARNERS

Utilize scaffolds to support all students and to ensure entry points for engagement in the lesson.

Include additional questions that will support comprehension of text or mastery of tasks. For example, "Do I need to add a read aloud/think aloud?" "Should a glossary or visuals accompany a reading?" "How might I provide an environment for structured conversations?" "What additional scaffolds are needed to support writing?" "Do I need to create/modify response stems?" "Have I created a teacher exemplar?"

Determine which supplementary aids and services are appropriate for Students with Disabilities (SWD).

Visit Literacy Routines and Linguistic Accommodations to include other strategies to support English Learners.

COLLABORATE

Use your content/cross-functional team as a support system to learn strategies to embed into the lessons.

Practice the execution of lessons using an AT-BATS protocol with your colleagues.

Collaboratively analyze formative assessment data and student work samples in order to inform future lesson plans that will address the needs of all learners and provide proper interventions if needed.

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Using learning intentions and success criteria can help teachers ensure that their activities align with what they want students to know.

©iStock/monkeybusinessimages

As an instructional coach, I collaborate with nearly 65 teachers at an urban high school. My goal is to support teachers of many subjects in embedding literacy in their lessons without disrupting their classroom objectives.

I often work with our novice teachers and student teachers by reviewing their lesson plans and recommending literacy skills that reinforce their learning intentions and success criteria, which are defined by Douglas Fisher and Nancy Frey as "what you want students to know and be able to do by the end of one or more lessons." Without learning intentions and success criteria, they write, "lessons wander and students become confused and frustrated."

When I ask new teachers to tell me the purpose of their lessons, they often describe the activities they've created. For example, recently I was collaborating with a student teacher who was eager to teach the Bill of Rights to her freshmen. She began our conversation by explaining that she was going to read real-life scenarios with differing perspectives and ask students to move to the front of the classroom if they agreed with a particular scenario or to the back of the classroom if they disagreed. Afterward, she would ask students to explain their decisions.

Her excitement was palpable. She showed me the scenarios she had written, the "Agree" and "Disagree" signs she had created, and the worksheet she had designed so that students could brainstorm their own Bill of Rights.

When she finished, I commended her on the work she had done. Clearly, she had thought about the activity in detail. Next I asked her about the point of the lesson-what she wanted students to get out of it.

What she wanted-for her students to know what the Bill of Rights is, where to find it, why it's important, and why we still need it today-was not actually conveyed by the activity. She hadn't written a learning intention and the accompanying success criteria yet because she had been so excited to refine her activity. Without them, however, all she had was an activity-one that was not aligned with her goals for the day.

Learning Intentions and Success Criteria

Crafting a quality learning intention takes planning. Often, teachers will use an activity as their learning intention-but a learning intention goes beyond an activity. It focuses on the goal of the learning-the thing we want our students to know and do. The learning intention helps students stay focused and involved.

It's important to create the learning intention first, and then determine the success criteria that students can use to assess their understanding-and then create the activity and some open-ended questions that help students learn.

When I was working with the teacher on her Bill of Rights lesson, we took a step back to develop the learning intention and its success criteria. The learning intention was this: "I can explain the Bill of Rights, its purpose, and its relevance to my life." The success criteria were built around students' ability to annotate and paraphrase the Bill of Rights, and to explain its importance, both in general and in their own lives. Annotating, paraphrasing, and analyzing are skills that are based on ACT College and Career Readiness Standards and Common Core State Standards, and they could be seamlessly incorporated into the lesson with minimal effort.

Learning intentions and success criteria are valuable across all subjects. In algebra, for example, a learning intention might be "I can understand the structure of a coordinate grid and relate the procedure of plotting points in quadrants to the structure of a coordinate grid." The success criteria for this intention could be that students can talk and write about that procedure, using the correct vocabulary; that they can plot and label points in each quadrant on a coordinate grid; and that they can create a rule about coordinates for each quadrant.

In environmental science, if the learning intention is "I can recognize the history, interactions, and trends of climate change," the success criteria could be that students are able to locate credible research about the history of climate change and share their research with their peers, that they can demonstrate the interactions of climate change and explain the value of those interactions, and that they can show the trends of climate change utilizing a graph and explain the value of the trends.

A Way to Focus Lesson Planning

Although engaging students in their learning is certainly necessary, the student teacher I was working with became acutely aware of the value of the skills she was attempting to help students develop and why those skills-not the activity-should drive instruction.

During her next class, she posted the learning intention and success criteria where students could readily see them. Next, she asked her students to paraphrase the success criteria, making sure they understood what they were about to do. She referred to the learning intention and success criteria several times throughout the lesson so that students could determine their own level of understanding and, if necessary, decide which skills they understood and which ones still needed support. She followed up with an exit ticket, asking students what they had learned in the lesson, how they learned it, and why learning it was important.

What do you want your students to know? Why is that important?

Can they learn this information another way? How?

No matter what subject you teach, as you plan your instruction, ask yourself these questions:

Only once you've thought though your answers should you begin writing your learning intention and success criteria. Keep the activities you've created-but don't make them the center of the lesson or the goal of the lesson. Spend your time designing a learning intention and success criteria that will support your students' learning and skills that they can apply to all facets of their academic life.

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Using learning intentions and success criteria can help teachers ensure that their activities align with what they want students to know.

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Writing Tips for Learning Goals and Success Criteria  

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Writing Tips for Learning Goals and Success Criteria  

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Six Building Blocks to a High Quality Test

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Six Building Blocks to a High Quality Test

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The value of any assessment is in the decisions it enables educators to make - it is always intended to be a tool for enhancing teaching and, ultimately, learning. Assessment is a process of obtaining specific and relevant information for making a particular educational decision. When educators assess student performance they collect information to help them decide the degree to which a student or set of students has achieved particular learning targets. This is true for summative, interim and formative assessments.

Here are six basic building blocks of how a high-quality assessment is made:

1. Determine the purpose of the test. The first step in building a meaningful assessment is to clarify its intended purpose. What question(s) do the assessment data need to be able to answer? What decisions will I use the assessment data to enable me to make? Clarifying the test's purpose enables test developers to begin determining the specific parameters of the test design.

2. Design data and reporting. Once the purpose of the test is determined, assessment developers then consider the data and reporting that will enable the intended decision making.

3. Clarify the intended learning targets. The foundation of every high-quality assessment is a crystal clear articulation of the knowledge, skills, and performances the assessment will be built to evaluate.

4. Identify the assessment techniques matched to learning targets. Clarifying the learning targets enables test developers to begin the work of creating test items directly aligned to each of the relevant learning targets, for test takers to demonstrate proficiency on those learning targets. Assessment developers consider which techniques would provide test takers with the best, most relevant opportunities for demonstrating whether and to what extent they have achieved the relevant learning targets. The best assessments leverage several different assessment modalities (i.e., multiple choice, true/false, essay questions) to provide a more robust picture of student achievement. Once it's clear what types of items are best for the particular assessment, the test's item pool is then developed by selecting and/or creating high-quality, aligned items.

5. Develop the test design. Once the test purpose is determined and it's clear what data are needed and how they'll be used, and which learning targets the test will assess, the test design or blueprint is developed. The test blueprint is like the fingerprint of the test - it includes all the content, technical, and psychometric information and parameters necessary to actually build the test.

6. Build the test. After the above steps are completed, the test is now built and packaged for use!

The building of any test is a combination of rigorous psychometric theory combined with deep content knowledge in the areas of standards. High-quality assessment construction ensures that an assessment is useful and aligned to standards, while quickly providing student-learning data so educators can maximize the success of teaching and learning process throughout the school year.

If you're a visually-minded person, be sure to check out our Infographic on how assessments are made. As always we'd love to hear your thoughts on building tests so drop a comment below.

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Assessment Literacy - Six Building Blocks to a High-Quality Test

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The value of any assessment is in the decisions it enables educators to make - it is always intended to be a tool for enhancing teaching and, ultimately, learning. Assessment is a process of obtaining specific and relevant information for making a particular educational decision.

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RESOURCE LIBRARY

Why Does Writing High-Quality Items Matter?

Assessment is an aspect of the rigorous formative assessment cycle that requires precision to be effective. The items-which make up an assessment-are the foundation upon which teachers build inferences about student understanding. Properly written items produce accurate data about student comprehension that guide teachers to make sound instructional decisions to sustain and improve student learning. In addition to providing evidence about the concepts students have difficulty understanding, well-written assessments effectively help teachers evaluate the next steps they should take in the instructional process.*

How to Craft Good Assessment Items

There are general guidelines for constructing high-quality items that improve the overall ability of the item to measure what it is intended to measure and consistently gather accurate results. The desired data produced by an item is a crucial factor influencing the selection of item type and format.

The following guidelines will assist item writers in their quest to create high-quality items. In addition to these guidelines, standardized state-assessment providers typically have assessment-design rules primarily related to item formatting that are unique to their tests.

16 Guidelines for Writing High-Quality Items:

For more information on building formative assessments, read the article, New Teachers: Here's How to Build Common Formative Assessments.
References
*Turner, S. L. (2014). "Creating an Assessment-Centered Classroom: Five Essential Assessment Strategies to Support Middle Grades Student Learning and Achievement." Middle School Journal, 45(5), 3-16.
¹ Lakin, J. M. (2014). "Test Directions as a Critical Component of Test Design: Best Practices and the Impact of Examinee Characteristics." Educational Assessment, 19(1), 17-34.
² Scalise, K. & Gifford, B. (2006). "Computer-Based Assessment in E-learning: A Framework for Constructing Intermediate Constraint Questions and Tasks for Technology Platforms." The Journal of Technology, Learning, and Assessment, 4(6), 4-44.
³ Downing, S. M. & Haladyna, T. M. (2006). "Handbook of Test Development." Mahwah, NJ: Lawrence Erlbaum Associates, Inc

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16 Guidelines for Writing High-Quality Assessment Items

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RESOURCE LIBRARY Assessment is an aspect of the rigorous formative assessment cycle that requires precision to be effective. The items-which make up an assessment-are the foundation upon which teachers build inferences about student understanding. Properly written items produce accurate data about student comprehension that guide teachers to make sound instructional decisions to sustain and improve student learning.

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A binder of the Common Core Standards and their appendices.

Illinois & The Common Core Standards

nayjan

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NGSS: Introduction and Unpacking

NGSS: Introduction and Unpacking

Christy D. Pearson

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Next Generation Science Standards: Introduction and Unpacking (K-6)

NGSS Binder

Jennifer Muelder

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Information for ELD teachers

ELD Standards

RSDSSRegion2

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Math links and games aligned to the Kansas State Assessment standards.

Fifth Grade Math KS standards

kathbc

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NETS Standards

Web 2.0 match NETS Standards

nbitar

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Vocabulary words for Science 7 Standard 1

Standard 1.1 Vocabulary

Lori Simonson

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Resources for CC and ES by subjects

Common Core and Essential Standards Resource...

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PaTTAN Training materials for Standards-Based IEPs

Standards-Aligned IEPs in PA

SusanGill

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Technology Integration Tools

Literacy and the Common Core Standards

Dawn Sayre

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Common Core and NCTE/IRA Standards-Aligned teaching materials for Frankenstein by Mary Shelley. Complete Literature Guide as well as individual les...

Frankenstein Standards-Based Teaching Materi...

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Implementation is beginning! We are kicking off with our B.E.S.T. Standards Institute. During this virtual training, Math and ELA are collaborating...

2020 B.E.S.T. Standards Institute

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Resources and Documents for teacher support

CFCI: Understanding the NC Common Core & Es...

Lori Underwood

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Resources for exploring, identifying, and evaluating YA texts for inclusion in high school curricula

YA Literature and the Common Core Standards

Renee Rogers

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NC Standards

Grade 2 MATH

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Math

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Unpacking and Repacking Standards LiveBinders Shelf

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This is a resource for teachers as the new TEKS are implemented in 2014-15

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TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS

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The Core Collaborative is a professional development network of educators, professionals and community members.

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A gateway to the resources you need. For your classroom. For yourself.

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Copy of TEKS Scientific and Engineering Practices (Recommended)

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What are Variables?

What are Variables?

In science, a variable is any factor, trait, or condition that can exist in differing amounts or types.

Scientists try to figure out how the natural world works.To do this they use experiments to search for cause and effect relationships. Cause and effect relationships explain why things happen and allow you to reliably predict the outcomes of an action. Scientists use the scientific method to design an experiment so that they can observe or measure if changes to one thing cause something else to vary in a repeatable way.

These factors that change in a scientific experiment are variables.

A properly designed experiment usually has three kinds of variables: independent, dependent, and controlled.

What is an Independent Variable?

The independent variable is the one that is changed by the scientist. Why just one? Well, if you changed more than one variable it would be hard to figure out which change is causing what you observe. For example, what if our scientific question was: "How does the size of a dog affect how much food it eats?"; then, during your feeding experiments you changed both the size of the dog and the time of day the dogs were fed. The data might get a bit confusing- did the larger dog eat less food than the smaller dog because of his size or because it was the middle of the day and dogs prefer to eat more in the morning?

Sometimes it is impossible to just change one variable, and in those cases, scientists rely on more-complicated mathematical analysis and additional experiments to try to figure out what is going on. Older students are invited to read more about that in our Experimental Design for Advanced Science Projects page. To be clear though, for a science fair, it is usually wise to have only one independent variable at a time. If you are new to doing science projects and want to know the effect of changing multiple variables, do multiple tests where you focus on one independent variable at a time.

What is a Dependent Variable?

The dependent variables are the things that the scientist focuses his or her observations on to see how they respond to the change made to the independent variable. In our dog example, the dependent variable is how much the dogs eat. This is what we are observing and measuring. It is called the "dependent" variable because we are trying to figure out whether its value depends on the value of the independent variable. If there is a direct link between the two types of variables (independent and dependent) then you may be uncovering a cause and effect relationship. The number of dependent variables in an experiment varies, but there can be more than one.

What is a Control Variable?

Experiments also have controlled variables. Controlled variables are quantities that a scientist wants to remain constant, and she or he must observe them as carefully as the dependent variables. For example, in the dog experiment example, you would need to control how hungry the dogs are at the start of the experiment, the type of food you are feeding them, and whether the food was a type that they liked. Why? If you did not, then other explanations could be given for differences you observe in how much they eat. For instance, maybe the little dog eats more because it is hungrier that day, maybe the big dog does not like the dog food offered, or maybe all dogs will eat more wet dog food than dry dog food. So, you should keep all the other variables the same (you control them) so that you can see only the effect of the one variable (the independent variable) that you are trying to test. Similar to our example, most experiments have more than one controlled variable. Some people refer to controlled variables as "constant variables."

In the best experiments, the scientist must be able to measure the values for each variable. Weight or mass is an example of a variable that is very easy to measure. However, imagine trying to do an experiment where one of the variables is love. There is no such thing as a "love-meter." You might have a belief that someone is in love, but you cannot really be sure, and you would probably have friends that do not agree with you. So, love is not measurable in a scientific sense; therefore, it would be a poor variable to use in an experiment.

Examples

Examples of Variables

Time as an Example of an Independent Variable

In some experiments, time is what causes the dependent variable to change. The scientist simply starts the process, then observes and records data at regular intervals.

The Independent Variable for Surveys and Tests of Different Groups

When a scientist performs a test or survey on different groups of people or things, those groups define the independent variable. For example:

Either/Or (Binary) Variables

Sometimes a variable simply represents an either/or (binary) condition. For example, something might be either present or not present during an experiment.

Sample

Sample

Here is a sample containing the variables and hypothesis.

Checklist

Science Fair Project Variables Checklist

Assign these with Google Classroom:

Explore Our Science Videos

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How to use dependent, independent, and controlled variables in your science experiments.

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lead4ward makes a difference in the lives of students by helping educators focus their work, creating structures that give teachers and students a sense of hope and confidence, and supporting leaders with systems they can trust.

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"data mining" "machine learning" education

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Video tutorials for Orange data mining suite. Explanation of popular data mining algorithms and demonstration of workflow construction in the program.

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Widget catalog

Orange widgets are building blocks of data analysis workflows that are assembled in Orange's visual programming environment. Widgets are grouped into classes according to their function. A typical workflow may mix widgets for data input and filtering, visualization, and predictive data mining. Here you can get list of all widgets available in Orange.

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Orange widgets are building blocks of data analysis workflows that are assembled in Orange's visual programming environment. Widgets are grouped into classes according to their function. A typical workflow may mix widgets for data input and filtering, visualization, and predictive data mining. Here you can get list of all widgets available in Orange.

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Troubleshooting

I am having trouble installing an add-on.

Make sure you are using the latest version of Orange. Encountering issues, please raise them on the relevant add-on's issue tracker. Alternatively, you can try with Anaconda distribution and install the add-on in the terminal. You can use pip or conda to install a package directly.
E.g.:

pip install orange3-text
conda install orange3-timeseries

I get an error when using Orange.

First, make sure you are using the latest version of Orange. If this doesn’t fix the issue, you should be able to see an error window pop up, prompting you to submit the issue to the developers. Please use this option as it allows us to recreate the issue and fix it. If this is not possible, please report the issue to our issue tracker.

I believe there's a bug in Orange.

First, make sure you are using the latest version of Orange. If the bug is still present, please submit an issue to our issue tracker. Follow the template and describe the issue as well as possible. Before submitting a new issue, check if someone has already reported the same problem. Upvote the issue with a +1 and/or add your comment. Only consider opening a new issue if you cannot find a corresponding existing open or closed issue.

About Orange

What types of data does Orange support?

Core Orange supports Excel, comma- and tab-delimited files (.xlsx, .csv, .tab). It also reads online data, such as Google Spreadsheets. SQL widget supports PostgreSQL and MSSQL databases.

Add-ons can load additional formats. For example, Orange3-ImageAnalytics add-on can import images (.jpg, .tiff, .png) and Orange3-Text add-on can import text files (.txt, .docx, .pdf).

I want to use Orange on big data.

Orange provides the SQL widget, which samples data instances and enables exploratory data analysis on large datasets. You need psycopg2 module installed to be able to see the widget. Go to Options - Add-ons, select Add more..., then enter the name of the pip package. It is psycopg2 command for Windows and psycopg2-binary for OSX. Alternatively, you can install it directly in your Python environment with pip install psycopg2. You can also use 2UDA package for easier installation. Please note that Orange supports only PostgreSQL and MSSQL databases for now.

How do I add comments/annotations to my workflows?

There is an option in the lower left corner of the canvas. The "T" icon adds text comments, while the arrow icon adds an arrow. To change text size, press and hold the down arrow in the upper right corner of the text icon. To change the arrow color, press and hold the down arrow in the upper right corner of the arrow icon.

How safe is my data?

Orange does not store any data. It is a locally installed software that can be used without internet connection. The only exceptions are embedding widgets, which send data to the server, compute and return the result. The data is never stored on the server.

Education

How to teach with Orange?

We are preparing materials that will show you how to teach with Orange. Stayed tuned for details!
In the meantime, see some examples on our blog.

Development and collaboration

There’s a feature I wish to see in Orange.

Please submit a pull request with the feature. We welcome all contributions! Once you've made a PR, developer(s) will leave comments and when everything is fixed and tested, the pull request will be merged into Orange. See our widget development documentation for more information.

If you are not a developer, you can submit a feature request to our issue tracker. Describe what you wish to see in Orange and, if possible, provide a visual example. Before submitting a new feature request, check if someone has already requested the same feature. Upvote the request with a +1 and/or add your comment. Only consider opening a new request if you cannot find a corresponding existing request.

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Nov 08, 2023

Circumvent the limitations of second-hand data portals: Orange with Dask enables you to process big data sets while ensuring the source's authenticity and enabling custom workflows.

Oct 28, 2023

An experimental version of Orange supports much larger data sets. It never loads the whole data set into the working memory; data is only processed in small chunks. We show a case study on a 13 GB spectroscopy data set.

Oct 24, 2023

Preparing large HDF5 datasets that load into Orange as on-disk data.

Oct 20, 2023

Highlighting our papers from the International Conference on Discovery Science

Visual Programming

Interactive data exploration for rapid qualitative analysis with clean visualizations. Graphic user interface allows you to focus on exploratory data analysis instead of coding, while clever defaults make fast prototyping of a data analysis workflow extremely easy. Place widgets on the canvas, connect them, load your datasets and harvest the insight!
Learn more Watch video

Interactive Data Visualization

Perform simple data analysis with clever data visualization. Explore statistical distributions, box plots and scatter plots, or dive deeper with decision trees, hierarchical clustering, heatmaps, MDS and linear projections. Even your multidimensional data can become sensible in 2D, especially with clever attribute ranking and selections.
Learn more

Add-ons Extend Functionality

Use various add-ons available within Orange to mine data from external data sources, perform natural language processing and text mining, conduct network analysis, infer frequent itemset and do association rules mining. Additionally, bioinformaticians and molecular biologists can use Orange to rank genes by their differential expression and perform enrichment analysis. Check out also Orange cousins Single Cell and Quasar.
Watch video

Orange users

When teaching data mining, we like to illustrate rather than only explain. And Orange is great at that. Used at schools, universities and in professional training courses across the world, Orange supports hands-on training and visual illustrations of concepts from data science. There are even widgets that were especially designed for teaching.
Learn more

My laboratory produces large amounts of data from RNA-seq, ChIP-seq and genome resequencing experiments. Orange allows me to analyze my data even though I don't know how to program. It also allows me to communicate with my collaborators, who are experts in data mining, and with my colleagues and trainees.

Gad Shaulsky, Ph.D.
Molecular biologist and Director of Graduate Studies (Baylor College of Medicine, Houston, USA)

The scientific community is in need of tools that allow easy construction of workflows and visualizations and are capable of analyzing large amounts of data. Orange is a powerful platform to perform data analysis and visualization, see data flow and become more productive. It provides a clean, open source platform and the possibility to add further functionality for all fields of science.

Ferenc Borondics, Ph.D.
Principal beamline scientist at SMIS (SOLEIL synchrotron, France)

I teach Orange workshops monthly to a diverse audience, from undergrad students to expert researchers. Orange is very intuitive, and, by the end of the workshop, the participants are able to perform complex data visualization and basic machine learning analyses. Most of our attendees have been able to incorporate this tool in their research practice.

Francesca Vitali, Ph.D.
Research Assistant Professor (Center for Biomedical Informatics & Biostatistics, The University of Arizona)

Contribute to Orange

If you love using Orange and want to support us, a donation would be very much appreciated. The funds help us fix bugs, implement new features, provide free educational content, and maintain computational infrastructure.

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TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SCIENCE

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Investigations