It’s a fact! Taking apart a standard to examine the embedded thinking skills can revolutionize instructional processes.
In an article entitled Work Deconstructed, Boudreau (2014) provided a relevant analogy. He stated,
Moving a bed up a tight flight of stairs is impossible if you leave it intact. It just won’t fit. Most have to deconstruct the bed by removing the headboard and legs and separating the mattress from the box spring. Once deconstructed, you can treat the bed like a set of pieces, get them upstairs and reconstruct them. Deconstruction requires the right tools and a good understanding about how the parts fit the whole. But it has the power to reveal a solution to what at first seemed to be an intractable dilemma.
He continued with, “Deconstructed work is revolutionizing talent management, too, and it requires leaders to approach decisions with advanced tools and a keen sense of how pieces fit together.” Likewise deconstructing standards transform approaches to teaching and the process allows educators to approach instructional decisions with advanced knowledge about how all of the pieces of the whole standard fit together!
Reading the Work Deconstructed article caused me to think about a reflective statement a teacher made during a Core Deconstructed professional development session I facilitated. He stated,
Taking the time to slow down to think about how the knowledge types are reflected in the standard in relation to how to advance student thinking from novice to expert helped me to see why I’ve been running into challenges with trying to teach the whole standard.
In other words, taking the standard apart piece by piece, using the tools presented in the TCD process, enhanced his ability to deliver effective standards based instruction and reconstruct the standard in the minds of his students!
After reflecting on that professional development session in relation to Boudreau’s article, I decided to share these slides with you for free! Originally, I created a private page for teachers in the sessions, but I’ve decided to copy and paste all slides with their notes here. They outline the steps in my book The Core Deconstructed. Given that it’s summer time, now you can breathe, slow down and study the standards using this process in preparation for your student next year. All I ask in return, is that when you see the benefit, you share the post with your colleagues.
So here are the slides.
The instructions in this presentation refer to page numbers in the Middle/High School Practice journal. Both the elementary and secondary practice journals can be found on Amazon.com.
Phase 1 is all about deconstructing the standard to arrive at the conceptual understanding statement.
Refer to the example page in your workshop packet. See page 5. Note that all content-area teachers should embrace the Speaking & Listening standards because literacy within a discipline includes being able to speak competently about the discipline.
After this presentation, you will practice the deconstruction process using a discipline specific standard.
Phase 2 is all about generating the objective stems for Remember/Understand.
First we focus on Factual Knowledge. See the directions on page 28.
See your workshop packet on page 5.
We are still in Phase 1 now generating objective stems for Remember/Understanding but for conceptual knowledge. See page 31 in your book.
Sometimes you will find multiple objective stems embedded within a knowledge dimension. As you “think through” the process, you will see multiple stems reveal themselves to you. As stated in a previous session, TRUST THE PROCESS. See page 5 in your workshop handout.
We are now generating tiered objective stems for procedural knowledge and still in the Remember/Understand column. See page 34 in your book.See page 5 in your workshop handout.We are now generating tiered objective stems for metacognitive knowledge and still in the Remember/Understand column. See page 37 in your book. Remember when making decisions about generating stems for metacognitive knowledge, consider your students in relation to the three major classifications of metacognitive knowledge:
- knowledge of task (understanding what the task requires)
- strategic knowledge (knowing how to complete the task); and
- knowledge of self (ability to complete the task).
Phase 3 is all about generating tiered objective stems for the Apply/Analyze column. The directions repeat, but now you focus on cognitive processes that move students toward the Practitioner level of learning with a standard.Again, see page 5 in your workshop handout.
Phase 4 is all about generating tiered objective stems for the Evaluate/Create column. The directions repeat, but now you focus on cognitive processes that move students toward the Expert level of learning with a standard.All content-area teachers should embrace the Speaking & Listening standards because literacy within a discipline includes being able to speak competently about the discipline.The great thing about deconstructing, is once you’ve done it, it’s done! The work can be shared with grade level team members and stored electronically for later use. See what Heather had to say about plans for future use in the forward of the book under What Did I Discover?
Now you are clear about what you are doing!Turn in your workshop packets to page 6 to respond to the reflection questions. Before sharing your thoughts with your colleagues, engage in individual and silent reflection.
You can reflect and practice with your own copy of the The Core Deconstructed, where you’ll find specific grade level examples of each type of standard already deconstructed–that’s RI, RL, W, L and S&L–along with sample grade level lesson plans. I would love to read your thoughts after your own practice and reflection, so please return to share them with me in the comments section below.
In The Core Deconstructed I stated, “My goal is to see 1,000,000 empowered educators who know the standards intimately, collaborating across the country to yield the true success for students we all know is possible by 2015. This can only be accomplished with you.”
Perhaps you are one in a million. 🙂
Bourdreau, J. (2014, June 3). Work deconstructed. Talent Management. Retrieved from http://talentmgt.com/articles/view/4733