Transcript Common Core - Panama Buena Vista Union School District

Common Core
State Standards
http://youtu.be/5s0rRk9sER0
What is the Common Core?
• The Common Core State Standards (CCSS) is a near-universal set of
academic standards agreed to by 46 states and the District of Columbia.
Created for students in kindergarten through 12th grade, CCSS was
designed by educators and academic experts, and inspired by standards
from the world’s highest-performing countries. It represents a seismic
shift in the teaching of English Language Arts (writing, reading, listening
and speaking) and math.
What Were the Standards Before?
• Before the adoption of CCSS in June 2010,
each state developed its own set of standards,
creating a wide range of uneven learning
experiences and achievements. Students were
not receiving a consistent high-quality
education from school to school and state to
state.
Why Change?
• The world is changing and the American education system hasn’t kept
pace. In a 2012 report, for example, the United States ranked 14th among
37 countries in the percentage of 25-34-year-olds with higher education.
And too many of today’s high school graduates-25% according to a recent
study-must take remedial classes to enroll in college courses.
• A high school diploma in the U.S.
was and continues to be a brokenpromise, which is supposed to reflect
adequate preparation for the
intellectual demands of adult life, but
in reality it falls far short of this
common sense goal.
•
Experts agree that we must retool education to better
prepare our students to confront the challenges of an
unpredictable and ever-changing future. We must help them
retain (and, in some cases, regain) their competitive edge in
the new global marketplace.
• The SOLUTION to combat this problem is a COMMON SET of RIGOROUS
STANDARDS.
How are These Standards Different from Current State
Standards?
• The primary goal of CCSS is to teach critical thinking and
problem solving. Students will become active learners-rather
than passive-in a dynamic environment.
• They will become independent thinkers who can create
informed opinions, critique the opinions of their peers and
their world, defend their argument with evidence, and
communicate their points of view effectively.
• On tests, they will be required to reason out the best answer,
rather than memorizing the “correct” answer.
How will this change the curriculum?
• The initiative's stated purpose:
 Provide a consistent, clear understanding of what
students are expected to learn.
 Also, the standards are designed to be rigorous and relevant to
the real world, reflecting the knowledge and skills that our young
people need for success in college and careers, which will
place American students in a position in which they can compete
in a global economy.
Characteristics
 Fewer and more rigorous
 Aligned with college and career
expectations
 Internationally benchmarked
 Rigorous content and application of
higher-order skills
 Builds on strengths and lessons
of current state standards
 Research-based
•Preparing All
Students for
Tomorrow.
Today.
SHIFTS in Common Core
What’s Changed?
Language Arts
•
•
•
•
•
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Balancing informative and literary texts (K-5)
Knowledge in all disciplines
Staircase of complexity
Text-based answers
Writing from sources
Academic vocabulary
K through grade 5
• 10 reading standards for informative text
• 10 reading standards for literary text
• Writing standards explicitly call for opinion
pieces, narratives, and informational or
explanatory text
Grades 6 through 12
• 10 reading standards for literature
• 10 reading standards for informational text
• Writing standards that explicitly call for
arguments, narratives, and informational or
explanatory text
• An additional set of standards for reading and
writing in history/social studies, science, and
technical studies.
Math Shifts
• Greater focus on fewer topics
K – 2 Concepts, skills, problem solving related to addition/subtraction
3 – 5 Concepts, skill, problem solving related to multiplication and
and division of whole numbers and fractions
6
Concepts, skills, ratios, relationships of early algebraic
expressions and equations
• Linking topics/thinking across grade levels
• Rigorous pursuit of conceptual
understandings, procedural skills, application
“Doing” Math
Conceptual
Understanding
Problem
Solving
Computation
and
Procedural
Skills
Common Core Lesson
• https://www.teachingchannel.org/videos/teac
hing-about-textual-evidence
CCSS Binders
Summer Work 2013
Binder overview
– Year divided into 10 Units
– Units have 3 cycles
• 1 cycle can be 1 week
– Same standard taught in each cycle; however, depth of
standard deepens throughout the unit
– Units focus changes between Reading for Literature and
Reading for Information
• Units 1, 3, 5, 7, 9 are RL
• Units 2, 4, 6, 8, 10 are RI
– Writing Prompts for each Cycle
• Rotate between Informative, Narrative, and Argument/Persuasive
– Summative Assessment after each Unit
Scope and sequence
• Determined standards taught within a specific
Unit and Cycle
• Created measurable objectives for each
standard
• Determined which measurable objectives will
be taught in a specific Unit and Cycle
• Developed a guideline for choosing resources
within each unit that will address the
standards
Overview of Scope and Sequence
• Standard Identification: 6.RL.1
– 6 = Grade Level
– RL = Reading for Literature
– 1 = the standard number under Reading for Literature
• Objective Identification: 6.RL.1.2
–
–
–
–
6 = Grade Level
RL = Reading for Literature
1 = the standard number under Reading for Literature
2 = the objective number assigned to the standard
Scope and sequence
PBVUSD Binder Team Work
• Standard Objectives
– Assigned objectives to specific days within a cycle
– Created student outcomes for specific objectives
• Resource Development
– Identified text and other resources that could be used
to teach the objective
– Developed a series of weekly text based writing
prompts
• Rotate between Informative, Argumentative, and Narrative
Unit text requirements
Example from unit 1
Unit one/cycle one/lesson one
Lesson 1 continued
Unit one writing prompts
Binder team work
• End Result
– Scope and Sequence
– Standards with Measure Objectives
– 10 Unit Plan with 3 Cycles
– Weekly Text Based Writing Prompts
– Daily Lesson Guides
• Objectives
• Student Outcomes
• Daily Resource Guide
If we teach
students
as we taught yesterday’s,
we rob them of tomorrow.
John Dewey
Rigorous questions,
tasks, and assessments are
essential to driving higherorder thinking.
http://youtu.be/WMqKN7edRcU
DOK Levels and Examples
• Level 1: Recall and Reproduction
Use a dictionary to find the meaning of words
Provide a routine procedure such as measuring length
Describe physical features of a place
• Level 2: Skills and Concepts (greater depth of understanding
is required to be able to explain how or why a concepts works)
Compare desert and tropical environments
Identify and summarize the major events, solutions,
conflicts in literary text
Organize, represent and interpret data
Level 1 and 2 questions generally have a
wrong or right answer.
• Level 3: Conceptual and Strategic Thinking
Analyze and describe the characteristics of various types
of literature
Create an open sort and define the rule and explain
Solve non-routine problems
• Level 4:Extended Thinking
Analyzing author’s craft (e.g. style, bias, literary techniques)
Conduct an investigation, from specifying a problem to
designing and carrying out an experiment, to analyzing data
and forming conclusions
Write and produce an original play
Levels 3 and 4 can have multiple steps, more than one
possible answer and can be done more than one way.
Depth Of Knowledge Activity
• Read passage
• Label questions
with the DOK level
• Discuss with a
partner why you
selected the
particular level
(key words, type of task…)
5 4 3 2 1 0