I am a strong believer in unwrapping the benchmark or standard to ensure that we plan with the end in mind. I am such a strong believer that I unwrap the standard every time I pre-plan and ask the teachers to do the same before we collaboratively plan together. This practice has let to some great discussions during lesson planning and taking our lesson plans to the next level. We hear the term, "planning with the end in mind" all the time, but if we don't unwrap the standard, how will we know that we are actually teaching what the benchmark or standard is asking us to teach?
I used to include objectives based on this unwrapping in every lesson plan, but then, I was introduced to the daily doable. The daily doable basically is the objective, only it is intended for the students. Students can clearly see what they are responsible for learning by the end of each lesson. Seeing the objectives in this way changes the way I present a lesson for a teacher to teach. How? Well, for one it makes sure the students not only learn passively, but actively complete some kind of task with the newly learned information. It also helps me see what scaffolds I need to put in place for those students who typically experience difficulties can accomplish the goals I have put in place each day.
As a coach, I have seen teachers put up objectives on the Common Board Configuration out of compliance. These objectives are meaningless. The teachers haven't thought them through and have thrown them on the board so that they don't "get in trouble." What's the point of that? It would be better if they weren't there at all. But I've also seen teachers who have really understood the benchmark to be taught, used it to focus their instruction on, and their class make REAL progress. The difference is in the understanding, not in the compliance. If we truly understand what the standards are asking, our kids will be able to reach them.
I've posted how to unwrap a standard on another post.
Here are some tips to help your teachers with implementing the daily doable:
- Explicitly teach your teachers the steps to unwrap the benchmark or standard during common lesson planning time. It is better to have your PD embedded into a meaningful activity. Help your teachers see the "why."
- Go through the process with them each week, until they are comfortable with it.
- Release the responsibility to your teachers by sending a pre-planning email ahead of time and asking your teachers to unwrap it before you meet to plan. If you explain that this will free up time during planning so we can plan for D.I. or go through a student product they will be willing to do this.
- After awhile, expect your teachers to have it unwrapped before the planning session. As a coach, we should continue to unwrap it too before planning. We should always model what we expect our teachers to do.
- Use each part of the unwrapped benchmark or standard to develop the daily doables. These are the baby steps to achieving the entire standard.
- Use the unwrapped benchmark or standard to ensure the end of the week assessment is actually assessing what the standard is asking. With the Common Core standards, the weekly assessments in many series do not. A multiple choice test doesn't cut it most times. We can use the multiple choice test, but many times we must add a written response component.
- Use the unwrapped benchmark or standard to develop a rubric to use during the grading process.
By following these tips, you will become more comfortable with the process and your teachers will understand the importance of the daily doables.
