Transcript Document

Creating a Contextual World
Common Core in the Classroom
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Working with a Team
• Introductions
– Name, district, subject/grade, favorite thing to
teach
• Collaboration Behaviors
– What is the behavior you have been assigned?
– How can the behavior support your table’s work?
– How can the behavior support work in your
classroom?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Why Do We Need to Change?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High
School
Literature
College
Literature
High
School
Textbooks
College
Textbooks
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
* Source of National Test Data: MetaMetrics
Military
Personal
Use
Entry-Level
Occupations
SAT 1,
ACT,
AP*
Learning Targets
• Teachers will--– Know what LDC is and how it supports
implementation of Common Core literacy
standards.
– Understand how LDC supports teachers in
improving students’ content-literacy skills.
– Design a LDC module to implement in your
classroom.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
LDC Training
– Day 1: Writing a Teaching Task
– Day 2: Finishing the Module
– Day 3: Scoring Student Work; Revision
– Day 4: Writing Module 2
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Common Core
• Name that Literacy Standard
• But—more important than any individual
standard—
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
…the three big shifts
• Building content knowledge through (reading)
rich nonfiction
• Reading, writing, and speaking grounded in
evidence from the text, both literary and
informational.
• Regular practice with complex text and its
academic language.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Shifts Mean a Change in Practice!
Shifting from content
knowledge primarily
from teacher-led
lecture
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
To building knowledge
through a balance of
reading, writing
lecture, and hands-on
experience
9
Academic Vocabulary
excrescence
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
How Do We Learn Academic
Vocabulary?
• “To calculate fuel efficiency, the aerospace
engineers needed an accurate estimation
of excrescence drag caused by the shape of the
plane’s cabin.”
• “Excrescences on the valves of the heart have
been known to cause a stroke.”
• “The wart, a small excrescence on his skin, had
made Jeremy self-conscious for years.”
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Academic Vocabulary
• “At the far end of the meadow was what, at
first glance, I thought a huge domed building,
and then saw was an excrescence from the cliff
itself.”
Excrescence: “an outgrowth.”
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Academic Vocabulary
• Almost all the word meanings that we know
are acquired indirectly by intuitively guessing
new meanings as we get the overall gist of
what we’re hearing or reading.
--E.D. Hirsch
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
• The sense of a word that a listener or reader
gains from multiple exposures to it isn’t a fixed
and definite meaning but rather a system of
meaning possibilities that get narrowed down
through context on each occasion.
E.D. Hirsch
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
The Common Core Classroom
• Literacy Matters video
• As you watch the video, note the Common
Core shifts you see being implemented by
teachers and students. What are the results of
those shifts?
• What potential for differentiation do you see in
the classroom?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What is LDC?
• LDC tools embed Common Core Literacy
Standards into content-area lessons so that
students meet the Literacy Standards while
also meeting content demands at high levels of
performance.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How does LDC work?
Teaching Tasks
Skills Analysis
Instructional Ladder
Results
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Templates for the Teaching
Tasks
Teachers fill in the template to create a teaching
task—a major student assignment to be
completed over two weeks.
The content can be science, history, language
arts, or another subject.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How It Works
An Example: Template 1
Task 1 Template (Argumentation/Analysis L1, L2, L3):
After researching ___________(informational texts) on
____________(content), write __________ (essay or
substitute) that argues your position on_____ (content).
Support your position with evidence from your research. L2 Be
sure to acknowledge competing views. L3 Give examples from
past or current events or issues to illustrate and clarify your
position.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
An Agriculture Assignment
scientific articles
After researching _____
_ on
editorial
_____________________,
write an _________that
genetic modification of crops
argues your position on
farmers growing genetically modified crops
______________________________.
Support
your position with evidence from your research. L2
Be sure to acknowledge competing views. L3 Give
examples from past or current events or issues to
illustrate and clarify your position.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Template 25 (Informational/Cause Effect)
• Template 25: [Essential Question] After
reading [literature or informational texts] on
[content], write a [report or substitute] that
examines the causes of [content] and explains
the effect(s) of [content]. What conclusions or
implications can you draw? Support your
discussion with evidence from the text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
A Middle School Social Studies
Task
• What is the effect of oppression on the people in
a country? After reading informational texts and
memoirs on apartheid in South Africa, write an
essay that examines the causes of apartheid and
explains the effect(s) of apartheid on the people
of South Africa. What conclusions or implications
can you draw? Support your discussion with
evidence from the text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
A Middle School Science Task
• What is the effect of algal blooms on the marine
environments off the coast of the US? After
reading selected scientific texts, write a letter to
the Environmental Protection Agency that
examines the causes of algal blooms and
explains the effect(s) on marine environments.
What conclusions or implications can you draw?
Support your discussion with evidence from the
text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Template 4 (Argumentation/Comparison)
• Template 4: [Essential Question] After reading
[literature or informational texts], write an
[essay or substitute] that compares [content]
and argues [content]. Be sure to support your
position with evidence from the text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
A High School Science Task
• Which type of evidence is more trustworthy,
DNA evidence or eyewitness testimony? After
reading informational texts, write a lawyer’s
closing arguments to a jury that compares DNA
evidence and eyewitness testimony and argues
which the jury should privilege. Be sure to
support your position with evidence from the
text(s).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
LDC Skills Analysis
The LDC design team offers a sample list of skills
that teachers can consider and then:
Use without changes
Use with changes
Replace with another list based on their
judgment about their task and their students
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Instructional Ladders
• The LDC templates include mini-tasks that help
students acquire the necessary skills. Teachers
are free to adopt or adapt the mini-tasks and
the order in which they are presented within
the Skills Cluster.
Example of Mini-Task
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Scoring and Rubrics
• LDC tools include rubrics for scoring
argumentative, informational, and narrative
essays.
• Teachers work together to score papers and
use what they learn from the papers to revise
instruction.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Before you take a break-• Please open Module Creator on your laptop.
Be sure you are using the latest version of
Mozilla Firefox, Chrome, or IE9. If you have a
problem, check with your Table Leader right
away.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How does LDC work?
Teaching Tasks:
content, reading, product
Skills Analysis
Instructional Ladder
Results
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Looking at a Module
• Examine the complete LDC module in your
packet.
• Using the Vocabulary Organizer, find the
various features of the module and work on
defining the terms.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Module Creator
Click on “Advanced Search”
Type “Alexander the Great” in the Search String
Open the module
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What are the Features of a Great
Teaching Task?
• Go back to Advanced Search.
• Select either Science or Social Studies.
• Browse—find 2-3 Teaching Tasks that you think
are excellent and at least 1 that you think is not
so excellent. Think about the CC Shifts.
• Use the Teaching Task T-Chart to list great
Tasks, their features, and one exemplar Task at
the bottom.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Writing Rigorous Assignments
• Consider the Common Core Shifts
• Think about the prompt, the product, and your
expectations
• Identify the cognitive process you want
students to use (comparison, cause/effect,
analysis, synthesis, evaluation).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Writing a Teaching Task
• What content?
• What reading materials? (Memoirs,
informational articles, fiction, etc.)
• What product? (Essay, editorial, letter, speech,
lab report, etc.)
• What cognitive process? (Cause/effect,
Problem/Solution, Analysis, etc.)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Writing Your Own on MC
• Overview
• Authors
• Select a LDC template task to write a Teaching
Task.
• Complete the task by filling in the blanks with
content, reading material, and the product
students will produce.
• Add relevant Georgia standards.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Selecting Reading Material
•
•
•
•
•
Select the Instruction tab
On the left, select Digital Resources
Complete the Search String
Select the grade level—but stretch the band
Download the articles you might use
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Think-Write-Share/Exit Ticket
• List three classroom activities embedded in
today’s training.
• How might you use two to support student
learning in your classroom?
• Major questions about LDC and Common Core
Shifts.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Learning Targets
• Teachers will--– Know what LDC is and how it supports
implementation of Common Core literacy
standards.
– Understand how it supports teachers in improving
students’ content-literacy skills.
– Design a LDC module to implement in your
classroom.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Homework!!
•
•
•
•
Finalize your Teaching Task.
Read and select articles for your unit.
Bring other texts or materials.
Complete the Vocabulary Organizer!
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
LDC—Day 2
Completing the Module
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Learning Targets
• Teachers will--– Know what LDC is.
– Understand how it supports teachers in improving
students’ content-literacy skills.
– Design a LDC module to implement in your
classroom.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
So Far
• Four-day plan:
– Day 1: Writing a Teaching Task
– Day 2: Finishing the Module
– Day 3: Scoring Student Work; Revising
– Day 4: Writing Module 2
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dear Clueless . . .
• Write a letter to your pal, Clueless, who missed
yesterday’s training . . .
• Explain what you learned yesterday . . .
• And close by telling your friend what you still
do not understand and hope to have clarified
today.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Review and/or Revise
• Teaching Task
• Resources
– Articles
– Other materials
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Skills Analysis Worksheet
• Look at the LDC Skills.
• Highlight 4-5 skills that you expect may require
extra attention for your students.
• Write instruction that you think will help your
students acquire the targeted skills.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Instructional Ladder
• Now let’s look at the Instruction suggested by
Module Creator:
– Product (List, Notes, etc.)
– Prompt
– Scoring Guide
– Teaching Strategies
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Adapting/Adopting
• Compare the Instruction MC gives you with
Kathy’s module and with your own ideas.
• Now click on the pencil to change any minitasks you feel can be better adapted for your
students and classroom.
– Product
– Prompt
– Pacing
Scoring Guide
Instructional Strategies
Notes, Accommodations
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Creating a Module
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
How Does Your Module Address
the Three Shifts?
• Building content knowledge through (reading) rich
nonfiction
• Reading, writing, and speaking grounded in evidence
from the text, both literary and informational.
• Regular practice with complex text and its academic
language.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Sharing Out
• What is your Teaching Task?
• What content standards will you address?
• What disciplinary concepts/big ideas/
enduring understandings will you address?
• How long will it take to teach the module?
• Why is it worth the extra time?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Knowledge Cafe
• How can LDC help your students and teachers
in making the Common Core shifts?
• What are the most significant challenges of
using LDC in your school/district, and how can
you overcome those challenges?
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Cool things you can do on MC
•
•
•
•
•
Cloning
Informational videos
Moving skills
Uploading resources
Links and Lexiles
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Next Steps
• Continue to revise with your team. (Do you
have email addresses for everyone?)
• Share your module with a colleague at school.
• Teach your module.
• Come back in 2013 with eight student work
samples, ideas for revision, and ideas for your
next module.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Or . . .
• Contact your RESA for training a team of
teachers from your school/district.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015
Resources
•
•
•
•
•
Blog
GSO
Wiki
Mary Lynn Huie [email protected]
Daniel Rock [email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/17/2015