and engineering practices with the core ideas and crosscutting concepts. 7: 10-Step Process for Planning Instruction to Meet PEs Show Slide 8 and state: Step 6: Develop learning performances. Learning performances lesson development to promote student learning; they build to the level of understanding intended in the bundle of performance expectations. Step 7: Determine the acceptable evidence for assessing learning performances, both formative and summative. Step 8: Select related Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L). Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time? Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?” 8: 10-Step Process for Planning Instruction to Meet NGSS PEs Summary and Synthesizing Discussion (15 minutes) (Slide 9) Make sure that each participant has the handout: Instruction to Meet the Intent of “Planning the NGSS”. Explain that we will be using an electronic version of this handout in the next two workshops to record group work. Ask participants to read and think carefully about each step of the“10-step process for developing lessons” described in the handout.” Use the “question and answer pair” technique to develop an understanding of the process Read: Carefully read the 10-step process for planning instruction to meet the NGSS performance expectations and write down (at least two) questions you have about process. Pair: Ask each participant to pair with their shoulder
and engineering practices with the core ideas and crosscutting concepts. 7: 10-Step Process for Planning Instruction to Meet PEs Show Slide 8 and state: Step 6: Develop learning performances. Learning performances lesson development to promote student learning; they build to the level of understanding intended in the bundle of performance expectations. Step 7: Determine the acceptable evidence for assessing learning performances, both formative and summative. Step 8: Select related Common Core Mathematics Standards (CCSS-M) and Common Core Literacy Standards (CCSS-L). Step 9: Carefully construct a storyline to help learners build sophisticated ideas from prior ideas, using evidence that builds to the understanding described in the PEs. Describe how the ideas will unfold. What do students need to be introduced to first? How would the ideas and practices develop over time? Step 10: Ask: How do the task(s)/lesson(s) help students move towards an understanding of the PE(s)?” 8: 10-Step Process for Planning Instruction to Meet NGSS PEs Summary and Synthesizing Discussion (15 minutes) (Slide 9) Make sure that each participant has the handout: “Planning Instruction to Meet the Intent of the NGSS”. Explain that we will be using an electronic version of this handout in the next two workshops to record group work. Ask participants to read and think carefully about each step of the“10-step process for developing lessons” described in the handout.” Use the “question and answer pair” technique to develop an understanding of the process Read: Carefully read the 10-step process for planning instruction to meet the NGSS performance expectations and write down (at least two) questions you have about process. Pair: Ask each participant to pair with their shoulder
Workshop%206%20Planning%20Instruction%20Overview%2010%20Steps_0.docx