Transcript Collaborative Conversations 1-3

SAUSD Secondary
Curriculum Maps
August 2013
Educational Services
Superior Standards
Supportive School Climate
Successful Students
Calling Cards
• Fill out the index card with the following information:
Side 1 – Name & Subject Area
Side 2 – An interesting fact about
yourself that is not obvious from looking
at you
.
These cards will be used for sharing throughout the
module.
Goals and Purpose
Determine the purpose
for curriculum maps and
how they are different
from our current pacing
guides.
Provide and overview
of the maps and
identify the key
elements of SAUSD.
Superior Standards
Review the process for
secondary curriculum map
development.
Next Steps
Supportive School Climate
Successful Students
Questions?
Please post any questions regarding
content-area maps on the appropriate
Parking Lot:
• Social Science
• English
• Math
• Science
• Administration/District Office
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Pacing Guides vs. Curriculum Maps
Input
Focused
Results
Focused
Backwards Planning
Discrete
Standards
Pacing
Guides
Teacher
Resource
Curriculum
Maps
Integration of Skills and Meaningful content
Bundled
Standards
Flexible
And
Dynamic
Inflexible
and
Prescriptive
Depth, Responsive Teaching and Reflection
Superior Standards
Supportive School Climate
Successful Students
Stages of Backward Design
Stage 1 – Identify desired results
(aka, the BIG IDEA, key standards).
What do the students really need to
understand?
Stage 2 – Determine acceptable
evidence. How will we know when
the learner has achieved the desired
results?
1. Identify
desired
results
Stage 3 – Plan experiences and
instruction. What skills, concepts,
principles, etc. will the learner need
in order to achieve the desired
Superior
Supportive School Climate
results? Standards
2.
Determine
acceptable
evidence
3.
Plan
learning
experiences
and
instruction
Successful Students
Secondary Mapping Process
Curriculum Specialists
develop prototype for
elementary and secondary
curriculum maps.
Content-area writing
teams, CLAS and
Curriculum Specialists
develop drafts of
2013-14 curriculum maps.
Superior Standards
Curriculum map prototype is
shared with content-area
Department Chairs for feedback
and revised as necessary.
Drafts are reviewed,
revised, and posted
on SAUSD Common
Core webpage.
Supportive School Climate
Successful Students
Building on CCSS
Instructional Shifts
Superior Standards
Supportive School Climate
Successful Students
Building on CCSS
Instructional Shifts in Literacy
Superior Standards
Supportive School Climate
Successful Students
Building on CCSS
Instructional Shifts in Mathematics
Superior Standards
Supportive School Climate
Successful Students
Year-at-a-glance
Year at a Glance: Provides overview of units along
with suggested number of weeks for each.
Superior Standards
Supportive School Climate
Successful Students
Unit Narrative
Progression of Learning
Superior Standards
Supportive School Climate
Successful Students
Essential Components
Unit Title: Units include the SAUSD Common Core
Unit of Study and generally follow established
sequence .
Performance Task: The end-of-unit performance task allows students
demonstrate understanding of the big idea and to apply both content
knowledge and literacy skills gained throughout the unit.
Big Ideas and Essential Questions: The big idea for each unit is a statement
describing the universal theme of the unit. The essential questions drive the
inquiry around the big idea..
Superior Standards
Supportive School Climate
Successful Students
Central Complex Texts Selected texts are complex and drive exploration of
the big idea and essential questions.
Essential Components
Additional/Companion Text- These texts further explore the big
idea .
Superior Standards
Supportive School Climate
Successful Students
Essential Components
Content Standards: Content Standards are bundled with literacy standards.
Science includes the Next Generation Science Standards.
Superior Standards
Supportive School Climate
Successful Students
Essential Components
CCSS Literacy Standards:
Standards labeled “across
units” are foundational to
the CCSS shifts, and,
therefore ,are taught early
and reinforced through the
year.
CCSS Literacy Standards:
Standards unique to the unit are
identified in each column.
Superior Standards
Supportive School Climate
Successful Students
Essential Components
ELD Standards: The ELD Standards are aligned with CCSS Literacy
Standards and provide benchmarks for students who are still learning
English.
Cross-Content Real World Connection: To provide relevance to students, as identified in the
shifts and SAUSD Theoretical Framework, the cross-content, real world connections to the
unit are indicated.
Superior Standards
Supportive School Climate
Successful Students
The Destination
• The common core standards show
us where students need to be when
they graduate.
Superior Standards
Supportive School Climate
Successful Students
The Road Map
• Curriculum maps are the road
maps to get there.
Superior Standards
Supportive School Climate
Successful Students
The Vehicle
Units of Study
Text Complexity
Close Reading
Project-based learning
Superior Standards
Supportive School Climate
Successful Students
Collaborative Academic
Conversations
Professional Development
Sessions 1-3
August 2013
Superior Standards
Supportive School Climate
Successful Students
Collaborative Academic
Conversations
Meeting 1:
Sessions 1-3
Meeting 2: Session 4
Meeting 3: Session 5
Meeting 4: Session 6
Superior Standards
Supportive School Climate
Successful Students
Big Idea:
Collaborative academic conversations empower
students to communicate well in a variety of situations.
Essential Questions:
• What 21st century collaboration skills are needed to
sustain purposeful conversations and to enable
students to be successful members of society?
• How do we move students beyond “talk” to
academic conversations?
• How do conversation skills transfer to academic
reading and writing in all content areas?
• How can academic conversations demonstrate
Depth of Knowledge?
Learning Objectives
• Understand the importance of academic
conversations and collaboration.
• Use academic language through collaborative
conversations to promote deeper levels of
knowledge and understanding.
• Build on the complex text work already done to
further engage students in reading, writing,
listening, and speaking.
Superior Standards
Supportive School Climate
Successful Students
Superior Standards
Supportive School Climate
Successful Students
Literacy Instructional Shifts
•Building knowledge
through content-rich
nonfiction
•Reading, writing and
speaking grounded in
evidence from text, both
literary and informational
•Regular practice with
complex text and its
academic language
Speaking and Listening
Anchor Standards
Comprehension and Collaboration
1. Prepare for and participate effectively in a range
of conversations and collaborations with diverse
partners, building on others’ ideas and expressing
their own clearly and persuasively.
2. Integrate and evaluate information presented in
diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
• Elaborate & Clarify
• Paraphrase
• Support Ideas with Evidence
• Build on and/or challenge partner’s ideas
• Synthesize
Independent
Academic
Conversations
5 Core
Conversation
Skills
Structured
Interactions of
“Collaboration”
Individual
Seat Work
• Kagan/Cooperative Learning
• SIOP Strategies
• Pair Share
• Save the Last Word
• Take a Side
• Conversation Lines and Circles
Directions for Interview Grid—
Example of a Structured Interaction
• Walk around the room interviewing three other
people using the questions on the grid. Have them
explain their answers.
• Paraphrase the responses you hear and record it on
the grid.
Interview Grid
Name
What is one thing you would
never do and why?
If you could change one
thing in your life what
would it be and why?
When you think back on
your summer vacation, what
one thing still makes you
smile and why?
Debrief discussion
Did you use the skills?
• How did your discussion include the
5 Core Conversation Skills?
o Elaborate & Clarify
o Paraphrase
o Support Ideas with Evidence
o Build on and/or challenge partner’s ideas
o Synthesize
• Brainstorm individually on the back side of the interview
form, then share with your elbow partner. After 4 minutes
selected participants will be asked to summarize.
Reading with a Focus
• Respond to this question from your
prior readings: What are the skills and
qualities that employers are looking for
in new workers?
Reading with a Focus
• Now, read selection from “Are They
Really Ready To Work?” and add or
confirm ideas to your circle map.
Check ideas which are confirmed
o Add new ideas
• Be ready to share one answer from the
text in a Round Robin to the question:
What are the skills and qualities that
employers are looking for in new workers?
What are the
skills and
qualities that
employers
are
looking
for?
Source: “Are
They Really
Ready to
Work?”
Applied
Skills in the
21st Century
Workplace
“Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.” National Research Council, 2012
• If these are the skills, how do we
currently meet the demands of
the 21st Century?
Turn and talk
How does engaging in
productive academic
conversations meet the
demands of the 21st Century?
Advantages of Academic Conversations
Language & Literacy
Cognitive
Content Learning
Social & Cultural
Psychological
As a group, sort the advantages of
academic conversation into
categories.
1. Language and Literacy
Advantages
Conversation builds:
academic language
vocabulary
literacy skills
communication skills
2. Cognitive Advantages
Conversation:
builds critical thinking skills
promotes different
perspectives and empathy
fosters creativity
fosters skills for negotiating
meaning
3. Content Learning
Advantages
Conversation:
cultivates connections
helps students coconstruct understandings
helps teachers assess
learning
4. Social and Cultural
Advantages
Conversation:
builds relationships
makes lessons more
culturally relevant
fosters equity
5. Psychological Advantages
Conversation:
fosters engagement and
motivation
builds confidence and
academic identity
builds student voice and
empowerment
Jigsaw Expert Group Readings
1. The Impact of Collaborative, Scaffolded
Learning in K-12 Schools: A MetaAnalysis pp. 22-27
2. The Conditions for Effective
Collaborative Learning pp. 28-31
3. Why Talk is Important in Classrooms?
pp. 32-35 & 38-41
Interacting with Text: Pulled Quotes
• As you read, highlight ideas that support the
Big Idea:
Collaborative academic conversations
empower students to communicate well in a
variety of situations.
Complete the Say-Mean-Matter chart for your article. In your
small groups, share your quotes and fill out the rest of the chart.
Collaborative academic conversations empower students to
communicate well in a variety of situations.
Text
“The Impact of Collaborative,
Scaffolded Learning in K-12
Schools: A Meta-Analysis”
(pages22-27 )
“The Conditions for Effective
Collaborative Learning”
(pages 28-31)
“Why Talk is Important in
Classrooms?”
(pages 32-35 & 38-41)
SAY
MEAN
MATTER
(text)
(paraphrase)
(support big idea)
What are collaborative
academic conversations?
“Academic conversations are back and forth
dialogues in which students focus on a topic and
explore it by building, challenging, and negotiating
relevant ideas. They push students to think and learn in
lasting ways.”
Jeff Zwiers and Marie Crawford
Academic Conversations
• CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and
participate effectively in a range of conversations
and collaborations with diverse partners, building
on others’ ideas and expressing their own clearly
and persuasively.
Typical Classroom Student
conversations-Viewing with a focus
• View the video of students having
a class discussion
• What conversation skills are
they demonstrating?
• What skills do they still need to
develop?
• What could they have done to
make their discussion more
productive and focused?
Typical Classroom Student
conversations-Viewing with a focus
• What conversation skills are
they demonstrating?
• What skills do they still need to
develop?
• What could they have done to
make their discussion more
productive and focused?
Establishing Norms for Collaborative
Academic Conversations
1. Listen to others attentively
2.
Now, brainstorm (by yourself or with a course alike
partner) some of the norms to promote effective
academic conversations in your classroom.
Consider incorporating schoolwide norms as well.
Between now and then…
• Create norms for Collaborative Academic
Conversations with your students
• Provide time for students to practice these
norms in a collaborative setting (pairs, trios,
groups, class discussions…)
• Be prepared to share:
o What have been the positives with establishing and
maintaining norms in your classroom?
o What have been the challenges?
o What changes still need to be made?
Next Steps
•
•
•
Application of Five
Core Skills
Connecting to
Theoretical
Framework &
Academic
Language
Creating
Conversational
Prompts