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 Setting the Stage > Student Standards > Activities


Activity 1 (for Indiana Academic Standards)
Activity 2 (for Indiana Academic Standards)
Activity 3 (for comparison of national and state standards)

Activity #1 (1 hour and 25 minutes)


Purpose:
The following activity is designed with the Indiana Academic Standards specifically in mind. It's purpose is to provide a means to focus on how standards align. The extension activity will encourage evaluation of the standards and specific strategies to address them.

Preparation:

  • Prepare coded packets consisting of grade level specific standards reproduced on only one side of the paper. Standards should be for one content area. Have packets ready that are reproduced on only one side of paper and divided into standard sets specific to each grade level. Code them so you know what grade level they are, but don't allow the grade level to be identified otherwise on the handouts.
  •  Provide sticky notes and pencils or pens.
        

Process:

  • Divide participants into small groups (no more than four per group if possible.) Give each group a pad of sticky notes, pencils, and a set of coded standards so each group has the same standards and each participant has their own copy. Have each group identify a recorder who will record the response of their group, and report to the whole group regarding the responses. (10 minutes)
  • Explain that they will have 10 minutes to look the standards over, and then they will take a sticky note and write on it which grade level they think the standards are addressing, and at least one reason they think that. At this point they can't talk about it. Warn them when they have about a minute left to complete the task. Then have them stop writing and stick the sticky on the standards they have. (15 minutes)

  • They should tell in turn what grade level they thought, and give one reason why they thought so to their group. Check in with the groups and ask if there is consensus within the groups as to grade level. Take time for the groups to come to consensus. If there are any groups who are already at consensus, they should find a standard they think will be easy for students, and something they think will be hard, and share that within their group, noting agreement or disagreement about this. (15 minutes)

  • Once consensus is reached in the groups ask for the K group/s to come stand, with the 1 group/s next to them etc. until all the grade levels have been called. If there is more than one group who believes they are at a particular grade level have them try to work out with the groups next to them where they actually fall. There must be only one for each grade level by the end of the interaction. (10 minutes)

  • Then check with your codes to see if they have arranged themselves properly. How far off are they if they are? If they are off ask them to speculate about why.[reflection][dialogue](5 minutes)

  • Go back into small groups and ask each group to come up with one or two statements regarding what they have found out about the standards from having done this. Have each group share these with the larger group. [reflection][dialogue](20 minutes)

 

Extension 1
Extension 2 (requires extension 1)

Extension #1 (2 hours and 10 minutes)

Preparation:
    
 Provide scissors, tape, and a means to write and individual responses so they can bee seen by all.[technology]
       

Process:

  • Have each group chose a standard they think will be easy for students, and one they think will be hard. (If a group has already done this have them share their reasoning about these, giving two reasons for each alternative, among themselves.) [reflection][dialogue](20 minutes)

  • As groups report back on this to the larger group have two pieces of chart paper, or some other method [technology]to track by writing the standard in abbreviated form, "easier" and "harder" standards identified. (15 minutes)

  • If two look like they are often identified, chose those for the next activity. If not, chose two from the list, one "easy" and one "hard". Then have each group subdivide into an "easy" and "hard" group. The groups should cut out their standard. (They should keep track of their uncut standard pages.) The K and 1 "easy's" should get together and tape their pages together next to each other, as should the "hard's". The 2 and 3's should do the same, etc. This should form new groups. Have the new groups discuss among themselves what reasons led them to identify a strand as easy or hard. Have them report back to the larger group about this and discuss. (25 minutes) [reflection][dialogue]
  • Ask each new group to devise two to four strategies for insuring that students are enabled to accomplish the standard. (One of the strategies could be specified to employ technology, one could be to insure diverse student needs are met, one could integrate another subject area, etc.) (30 minutes)

  • Have the groups reflect on their experience using the following questions. Was it easier to write strategies for the "easy" strands? Why? Are the "easy" strands more important or less important or equally important as the "hard" strands. Do the "easy" or the "hard" strands take up more class time? Have the groups report back [reflection][dialogue](20 minutes)

  • Have each group type their grade levels and standard and strategies on a computer so saving and distributing a final product will be facilitated. (~technology strand) Groups can share while other groups type.[dialogue] (20 minutes)
    At least two volunteers could be given the task of gleaning similar strategies, and making a document which all the participants could get in the near future.[reflection][dialogue]

 

Extension #2

Procedure:

  • Once the strategies have been written get the "easy" strand and the "hard" strand teams to arrange themselves in K-12 order and tape their standards together NEXT to each other so they form a long banner that reads from left to right, and shows how each standard changes from grade to grade. (20 minutes)
  • Examine the banner to see how the standard changes. Use the following questions to examine the banner. Do the strands run all the way from K-12? Where do they begin and end? How do they change? [reflection][dialogue](20 minutes)

40 minutes per standard

Additional content standards could be explored in the same manner.

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Activity #2 (1 hour)

 

Purpose: This activity is designed to be used with the Indiana Academic Standards as a means to focus on them, and to encourage teachers to use student data to evaluate whether they are being met.

Preparation:

  • Provide pencils and enough complete copies of Indiana Academic Standards for one content area to provide each participant with their own.
  • Provide means to write and individual responses so they can bee seen by all (~possible technology strand)

Process:

  • Divide groups into groups based upon which grade level they wish to focus. Have each group identify a recorder who will record the response of their group, and report back to the whole group regarding the responses. Give all participants complete copies of the Standards. (10 minutes)
  • Ask participants to read through the all the standards reflecting on their own classroom experience and choosing one standard . Ask them to choose three standards. Tell them they are to find one they teach well to adequately, one they feel they address less adequately, and one they don't think they cover. Mark the standard they teach well to adequately with a "*", the one they teach ineffectively with a "-" and the one they don't cover with a "x". No one else will get to see their self assessment, though they will be asked to share some things about what they've noted they do well. (There could be indicators within a standard they think they do overall well which they don't think they do well etc. and vice versa.)[reflection](20 minutes)
  • They should chose an indicator from each category and write down data about their student's behavior that supports their conclusions. Request they share the data which supports their conclusions about what they do well. Write these on large surface so all see. [technology] Ask if there is any other kind of student data that could be used that hasn't appeared on the list. Make additional suggestions based on "Data Analysis " or on your own experience and observations. [reflection][dialogue](30 minutes)

 

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Activity #3 (1 hour and 40 minutes)

Purpose: The following activity is designed to be an work for any standards for which there are both state and national sets. It's purpose is to provide a means for teachers to focus on how national and state standards are (or are not) related.

Preparation:

  • Provide enough copies of national and state standards (Academic Standards) from a single content area for each participant
  • Provide a means to write and individual responses so they can bee seen by all [technology]

Process:

  • Distribute copies national standards and Academic Standards to small groups. Have each group identify a recorder who will record the response of their group, and report back to the whole group regarding the responses. Give participants 15 minutes to look standards over, writing two similarities and two differences. (20 minutes)
  • Have each group report back to the larger group. Write on a large surface all the observations, one column for similarities and one for differences. [technology](15 minutes)
  • The groups need to decide which half will concentrate on the national standards, and which half will focus on the Academic Standards. Have each group chose either a similarity or a difference and observe how that runs through their entire document. Small groups report back to larger group on this. Write their observations on a large surface so all can see. [technology][reflection][dialogue](20 minutes)
  • Ask if group can see connections between the state and national documents. Are they structurally similar? (Are they organized similarly or differently? ) Is the content similar? Do they like one better than the other? Ask for a show of hands on this (Yes, no, both. Which? ) Ask why. [reflection][dialogue](15 minutes)
  • Have individuals reflect on what they have learned about the relationship between the national and state standards by listing two observations, and which standard(s) they'd like to explore more (at least one). [reflection](10 minutes)
  • Have groups compile these and report back to the larger group for sharing. Write these sharings so all can see.[technology] Note if similar "need to explore mores" emerge. These could be the basis to form study groups.[dialogue] (15 minutes)

 

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