Assingments % - Deconstruct a standard that is appropriate for your 8th Grade Math. Use the Deconstructing Standards template in Module 3 to help you. Identify KUDs: Knowledge, Understandings, Dos

From the standard, pull out the key understandings. Find the key nouns (concepts), verbs (measurable behavior), and context. These make up your key understandings. You are looking for “bite-sized” chunks of the standard that can be taught and assessed individually. Note: There will most often be multiple key understandings in a standard.

Create at least five learning objectives

Turn these key understandings into learning targets. The nouns, verbs, and context from the key understandings must be in the objectives. This makes the objectives congruent to the standard.

Use the Bloom’s Taxonomy chart in Canvas to assist.
You will provide feedback to one of your peers on their Activity: Standards using the following:

Praise – what did your peer do well?
Question – are there any parts are unclear? Are there any disconnects between the standard, KUDs, and learning objective(s)? Are the “dos” – assessments aligned with the learning objectives?
Suggest – make suggestions for improvement

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

Step 1: Understand the Assignment Requirements

Carefully read the provided instructions to understand what is expected.
Identify the key components of the assignment, such as the standard, KUDs (Knowledge, Understandings, Dos), learning objectives, and feedback section.

Step 2: Deconstruct the Standard

Select an appropriate 8th Grade Math standard.
Break down the standard into key nouns (concepts), verbs (measurable behaviors), and context.
Identify multiple key understandings that can be taught and assessed individually.

Step 3: Identify KUDs (Knowledge, Understandings, Dos)

Knowledge (K): What students should know

Identify the mathematical concepts relevant to the standard.
Examples: properties of exponents, linear equations, functions.

Understandings (U): What students should understand

Determine the big ideas students should grasp.
Examples: The relationship between functions and their graphs, how transformations affect shapes.

Dos (D): What students should be able to do

List the skills students need to demonstrate.
Examples: Solve equations, graph functions, justify solutions.

Step 4: Create Learning Objectives

Use the Bloom’s Taxonomy chart to write at least five measurable learning objectives.
Ensure the objectives align with the standard’s nouns, verbs, and context.

Example Learning Objectives:

Define and explain the properties of exponents in mathematical expressions.
Solve linear equations using appropriate algebraic methods.
Graph linear functions and interpret their slopes and intercepts.
Analyze and compare different functions using tables, graphs, and equations.
Apply transformations to geometric shapes and explain their effects.

Step 5: Provide Feedback on a Peer’s Activity

Praise: Identify what your peer did well. Did they clearly break down the standard? Are their objectives well-aligned?
Question: Ask if anything is unclear. Do the KUDs and learning objectives align properly?
Suggest: Provide constructive suggestions for improvement. Could they refine their learning objectives for better clarity? Are the assessment methods appropriate?

By following this structured approach, you will be able to effectively deconstruct a standard, develop meaningful learning objectives, and provide thoughtful feedback on peer work. Happy writing!