Transcript Document

Changing Educational Paradigms
Common Core State Standards
What do we know?
History & Purpose
• A Nation at Risk
• Disparate state standards & assessments; this
led to disparate results.
• Globalism
• College & Career Readiness
• Reading, Writing, Speaking & Listening
• Creative, Critical, Collaborative & Divergent
Thinking
Interdisciplinary
All teachers are responsible for all
students ability to read, write, speak,
listen and to think creatively,
critically, collaboratively and
divergently.
• The Common Core Standards define
a framework for engagement with
the curriculum that is already being
taught.
• The VERBS within the Common Core
Standards define Higher Order
Thinking skills students will need to
apply as they explore content in new
ways.
What are Higher Order Thinking
Skills?...
• The Common Core Standards
define College and Career
readiness skills to support
student success across
curriculum, content, and
context.
21st Century Skills
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1. Critical thinking and problem solving
2. Collaboration and leadership
3. Agility and adaptability
4. Effective oral and written communication
5. Initiative and entrepreneurialism
6. Analyzing and accessing information
7. Curiosity and imagination
Learning for the 21st Century
– Learning to learn in order to learn more, and to relearn several times during one’s lifetime
(“information explosion”)
– Flexibility in thinking
– Abstract thinking
– Learning how to live with and work with a new sense
of number and new technologies
– Creative and innovative thinking (visualization)
What Are Other Countries Doing?
The European Union designated 2009 as the
European Year of Creativity and Innovation,
holding conferences on
a. The neuroscience of creativity
b. Financing teacher training
c. Instituting PBL programs—curricula
driven by real-world inquiry—for
children/adults.
China is planning to kill the practice of “drill-andkill” through widespread teacher reform and PD.
Key Focus of the CCSS in Math
• 1. Make sense of problems and persevere in solving
them
• 2. Reason abstractly & quantitatively
• 3. Construct viable arguments and critique the
reasoning of others
• 4. Model with mathematics
• 5. Use appropriate tools strategically
• 6. Attend to precision
• 7. Look for & make use of structure
• 8. Look for & express regularity in repeated reasoning
ASK “WHAT DO MATHEMATICIANS DO?”
Key Focus of the CCSS in ELA
• Balance of literature and information texts;
focus on text complexity.
• Emphasis on argument, informative/
explanatory writing, and research.
• Speaking and listening skills.
• Literacy standards for history, science and
technical subjects.
(Technical subjects is not defined, so we have
infused them into every CG in the building).
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
* Source of National Test Data: MetaMetrics
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
Writing is Thinking!
• We will have every teacher in the building
implement a writing assignment, which will be
assessed, once per week. An open-ended
writing assignment will be provided to each
student, in each class and be domain or
content specific. Students will be graded on
each assignment. This will ensure every
student is thinking critically, analytically,
engaging in the content vocabulary and
writing.
We will focus on setting a learning goal or
objective for each lesson. At the beginning
of each lesson, it is important to clearly
communicate the learning goal for that
class: whether it is written on the board, or
verbally communicated. Upon completion
of the lesson, the students should be able to
articulate the learning goal. This is
supported by the Danielson Teaching
Framework.
PARCC
Partnership for Assessment of
Readiness for College and Careers
(PARCC)
Who, what, when, where, why, how?
• All students in grades 9-11.
• Four assessments per year: 2 formative assessments which
will be district choice; 2 summative, one of which will be an
EOY assessment.
• Two in the fall; two in the spring.
• It has not been determined how these will be implemented.
• They will be aligned with the CCSS and they will measure
college and career readiness skills.
• They will be computer-based assessments.
PARCC
• The ELA portion of the assessments will
address the analysis of complex texts (close
reading) and writing formal arguments based
on textual evidence.
• The PARCC assessments will be more rigorous
than was the HSPA; it is expected by those
who have knowledge of the assessments, that
the relative scores will decline, significantly for
some.
Grade 10 Prose Constructed Response—Sample from Literary Analysis Task
Student Directions
Use what you have learned from reading "Daedalus and Icarus“ by Ovid and "To a Friend
Whose Work Has Come to Triumph" by Anne Sexton to write an essay that provides an analysis
of how Sexton transforms Daedalus and Icarus.
As a starting point, you may want to consider what is emphasized, absent, or different in the
two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow the
conventions of standard English.
Answer:
Passage
The passage ‘Ovid’s Metamorphoses: Daedalus and Icarus’ is in the public domain. You may
access the poem by clicking on the link below.
Ovid's Metamorphoses: Daedalus and Icarus
Sexton, Anne. "To a Friend Whose Work Has Come to Triumph by Anne Sexton." Hello Poetry.
2009. Web. 31 Jan. 2012. <http://hellopoetry.com/poem/to-a-friend-whose-work-has-cometo-triumph/>.
PARCC is committed to using authentic texts. Permissions are pending for the texts associated
with this item.
In-house Assessments
We will create assessments to:
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align with the CCSS;
to adjust and inform our instructional practices;
to provide data to measure student growth so as to align with the
teacher evaluation framework;
ensure both formative and summative;
to measure what students know, what they have learned and what
we want them to know;
they are rigorous and demonstrate application and evaluation, not
just memorization.
Created by teacher teams using the PLC framework
Formative Assessment
Assessment FOR Learning
Promote achievement, ongoing student
growth, help meet CCSS A process during learning
Insight for closing gaps
Learning is achievable
Summative Assessment
Assessment OF Learning
Document mastery of standards
An event after learning
Certify and promote
Threat of punishment, promise of rewards
Formative
Teacher
Visible, student-friendly classroom targets
Build assessments
Adjust teaching
Descriptive feedback
Involve students in assessments
Student
Self-assess and keep track
Set goals
Act on classroom assessments and improve
SUMMATIVE
Teacher
Administer with care
Use results to meet standards
Interpret results for parents
Build assessments for report card grading
Student
Study to meet CC Standards
Take the test
Strive for highest score
Avoid failure
Assessment Indicators
• Can explain in their own words/use
visuals
• Can apply/use to solve a problem
• Can transfer to a new situation or
context
• Can create questions about
it/manipulate variables
• Can use in a variety of strategies
Assessment Alternatives
Choose
Multiple choice, true/false, matching
Multiple choice with think clouds or explanations
Constructed response (open-ended)
Essays, learning logs
Observations/Checklist
Products, projects, demonstrations, presentations
Rubrics
Student self-evaluations
Portfolios
Construct
Application Model
Application Model
Application Model
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Application Model
Knowledge in one discipline
Application within discipline
Application across disciplines
Application to real-world predictable
situations
5. Application to real-world
unpredictable situations
Charlotte Danielson’s
Framework for Teaching
Evaluations
The Danielson Model
• Strong emphasis on collaboration, evaluator
training, trust, and professional growth.
• Shifts focus of evaluation from inspection to
collaboration.
• Promotes the use of various forms of evidence
to monitor pupil progress and to gauge
instructor effectiveness.
Four Domains
• Planning and Preparation
• Classroom Environment
• Instruction
• Professional Responsibilities
TeachScape
• Ensures a common language of teaching
effectiveness.
• Focused on professional learning.
• Classroom observation and professional
development tool.
• Data resource.
TeachScape
• Administrator training is web-based and will
require 15-20 hours of training on 11 modules.
• Classroom observation training covers domains 2
& 3 as they are that which are observed in the
classroom: Classroom Environment and
Instruction.
• There is a 7 hour test, taken in two parts, which is
provided to ensure credibility and reliability
among all evaluators.
TeachScape
• An integrated system for teacher classroom
observations, collection of data for use in
analysis, to measure teacher and student
growth and effectiveness, and to provide
focused, on-going and job-embedded
professional development.
• Fosters a culture of collaboration.
Professional Learning Communities
(PLC’s)
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Fosters culture of collaboration.
Must be monitored and facilitated effectively.
Within disciplines and across disciplines.
Data analysis
Construction of subject-specific assessments:
formative and summative.
• Increased opportunities facilitated during school
day, department meetings, staff meetings,
delayed openings etc.
Relationships
Visible Learning
• Effect size = identifies influence on
learning
• Effect size of 1.00 school districts = 2
years of annual growth
• Most variables in schools have effect size
+.3 to +.4
Noteworthy Effect Size
Formative evaluation
+.90
~1.7 yrs. Growth
Providing feedback
+.73
~1.44 yrs. Growth
Student-Teacher relationships
+.72
~1.44 yrs. Growth
Prior achievement
+.67
~1.24 yrs. Growth
Socioeconomic status
+.57
~1.14 yrs. Growth
Peer tutoring
+.55
~1.13 yrs. Growth
Teaching test taking
+.22
Reducing class size
+.21
Charlotte Danielson’s Framework for
Teaching
Research-based components of teaching
Focused on student success – study
Five key themes revealed
1. Leadership
2. High Expectations
3.  Relationships
4. Student Opportunities
5. Professional Culture