Transcript Document

Implementing the standards cannot
simply mean informing teachers
about what the designers of the
standards intended or providing them
with videos of teachers teaching the
standards well. If that is what it ends
up meaning, we can expect very
little . . .
Mark Tucker
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Module 3: Instruction
04.05.12
•English Language Arts & Literacy
in History/Social Studies, Science,
and Technical Subjects
Agenda
• Math and ELA Standards Structure
• Appendix A: What’s it all About?
-Rigor and Relevance
-Effective Instruction
• English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
– Understanding the Areas of Emphasis
– A Model for Successful Instruction
– Model Lesson
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Focus Question 1:
What is your current understanding of the
structure and organization of the
Common Core State Standards?
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Structure of Math Standards
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Structure of ELA Standards
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Common Core Standards
Scavenger Hunt!
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Scavenger Hunt
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1. What color are the pages for the CCSS ELA College and Career Readiness Anchor
Standards for Reading? _______________________
2. On what pages will you find the Reading Standards for Literature K-5? ___________
3. What color are the pages? ______________________
4. On what pages can you find the Writing Standards for 6-12? _______________
5. What grade level needs to have an internalized understanding and knowledge of green
pages 7-9? ________________
6. K-5 Writing Standards begin on what page? ______
End? _______
7. K-5 Reading Standards for Informational Text begin on page? _______ End? ______
8. Reading Standards for Literature 6-12 begin on page? _______ End? ______
9. Reading Standards for Informational Text 6-12 begin on page? _______ End? _____
10. What two other Standards are in the green pages? ___________________________
11. Where do you find the other two standards for K-5? ___________________________
12. How about for 6-12? ___________________________________________________
13. What do you find on page 23?
Summarize____________________________________________________________
_____________________________________________________________________
Scavenger Hunt, cont.’
14. How about on pages 24 and 25 (K-5 teachers) OR pages 48 and 49 (6-12 teachers)?
Summarize _______________________________________________________________
_________________________________________________________________________
15. What is the biggest “aha” for you from page 26? _______________________________
________________________________________________________________________
16. What is found on pages 50-53? ____________________________________________
17. How about on pages 54-55? ______________________________________________
Debrief!
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New standards — whether
about student learning or
educator performance — are
not self-implementing.
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What are the missing
components for full
implementation?
Think-Pair-Share/Whip Around
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Focus Question 2:
This is the biggest educational reform to come
about in history—where is your mindset in
relation to these paradigm shifts? Teacher
perspective? Administrator perspective?
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Knowledge
Skill (planning)
Practice
(delivery)
Disposition
(K + S + D + P) = R
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Transformed
Student Learning
Transformed
Classroom Instruction
Transformed
Professional Learning
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Effective Instruction
“A long line of students has established that
the single most important school influence on
student learning is the quality of the
teacher.”
as presented by Linda Darling-Hammond (2007)
The quality of an education system cannot
exceed the quality of its teachers [and
principals].
- Barber and Mourshed
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Celebrate Teachers!
It is imperative for you, as teachers, to understand
what an important impact YOU are in the success
or failure of students. Be a quality teacher, every
single day…
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The BIG Ideas:
Transforming…
 Student Learning
 Classroom Instruction
 Professional Learning
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Jigsaw Reading Assignments
Reading
---Appendix A pp. 2-16 (choose just one annotated reading
text: “Narrative of the Life of Frederick Douglass”, “The
Grapes of Wrath”, OR “A Most Terrible Sea”)
Reading Foundational Skills (K-5 teachers)
---Appendix A pp. 17-22
Writing
---Appendix A pp. 23-25
Speaking and Listening & Language
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---Appendix A pp. 23-35
International Center for Leadership in Education (n.d.)
Rigor/Relevance
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®
Framework
Quadrant A
Verbs
name
label
define
select
identify
list
memorize
recite
locate
record
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Products
definition
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation
Students
Application 3
gather and
store bits of Comprehension 2
knowledge/info
rmation and are Awareness
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expected to
remember or
understand this
acquired
knowledge.
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A
Acquisition
1
2
Knowledge in
one discipline
Apply
knowledge in
discipline
International Center for Leadership in Education (n.d.)
Quadrant A: Acquisition
Quadrant B
Verbs
apply
sequence
demonstrate
interview
construct
solve
calculate
dramatize
interpret
illustrate
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Products
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline
B
Application 3
Students use
Comprehension 2
acquired
knowledge to
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solve problems, Awareness
design
solutions, and
complete work.
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International Center for Leadership in Education (n.d.)
Quadrant B: Application
Application
3
4
5
Apply
knowledge across
disciplines
Apply
to real-world
predictable
situation
Apply to
real-world
unpredictable
situation
Quadrant C
Verbs
sequence
annotate
examine
report
criticize
paraphrase
calculate
expand
summarize
classify
diagram
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Products
essay
abstract
blueprint
inventory
report
plan
chart
questionnaire
classification
diagram
discussion
collection
annotation
Evaluation
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Students extend
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and refine their Synthesis
knowledge so that
Analysis
they can use it
4
automatically and
Application
3
routinely to analyze
and solve problems
and create
solutions.
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C
Assimilation
1
2
Knowledge in
one discipline
Apply
Knowledge in
one discipline
International Center for Leadership in Education (n.d.)
Quadrant C: Assimilation
Quadrant D
Verbs
evaluate
validate
justify
rate
referee
infer
rank
dramatize
argue
conclude
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Products
evaluation
newspaper
estimation
trial
editorial
radio program
Play
collage
machine
adaptation
poem
debate
invention
Students think in
complex ways and
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apply acquired Evaluation
knowledge
Synthesis
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and skills, even
when confronted
Analysis
Adaptation
with perplexing
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3
unknowns, Application
to find creative
solutions and take
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4
action that further
Apply
Apply
knowledge across to real-world
develops their
disciplines
predictable
skills and
situation
knowledge.
International Center for Leadership in Education (n.d.)
Quadrant D: Adaptation
D
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5
Apply to
real-world
unpredictable
situation
Rigor/Relevance Framework®
C
High
R
I
G
O
R
D
Student
Think
A
Low
Student
Think & Work
B
Teacher
Work
Student
Work
Low
High
RELEVANCE
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International Center for Leadership in Education (n.d.)
Teacher/Student Roles
Learning Pyramid
Passive
Learning
Active
Learning
adapted from Ntl Institute for Applied Behavioral Science (n.d.)
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The Learning Pyramid
Have a discussion with your table group around
observations/comments you have about the
Learning Pyramid in relation to effective instruction.
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Focus Question 3:
What is your level of confidence in
discerning the complexity of text
material or media for the purpose of
developing a unit of study around it?
Superficial/one
dimensional?
Rich, multi-layered; building toward
readiness for College and Career?
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Closing
• Evaluation Feedback
• Bring your textbooks next time
• Develop a planning template
• Thank you, thank you, thank you!
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