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Robin Perry and Darrell Blanks Fresno Pacific University Exemplary Practice in Educational Leadership Conference: Leading World Class Learning for Our Valley Schools January 29, 2013

S ESSION OBJECTIVES

  Recognize relationships between the implementation of the Common Core Standards and Models of Teaching Engage in conversations about the implications of the implementation of the Common Core Standards

S ET UP …

 Please make groups of 4-5 people.   Introduce yourselves and then discuss the predominate method(s) of instruction used in your schools.

As evenly as possible, divide the group into those who will do a little math and those who will do a little reading.

S

AMPLE

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MARTER

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ALANCED

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RADE

7 A

SSESSMENT

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TEMS

Reading (pg. 1)

Stimulus Text:

The following text is from a biography of Harriet Beecher Stowe. She wrote one of the first books against slavery called Uncle Tom’s Cabin. This part of her biography tells about her older sister Catherine, who had a strong influence on Harriet. Read the text and answer the question that follows.

Math (pg. 2)

All books in a store are being discounted by 30%.

Part A

Let x represent the regular price of any book in the store. Write an expression that can be used to find the sale price of any book in the store.

Item Prompt:

Explain the meaning and purpose of the metaphor in the final sentence of the text. Use details from the text to support your response.

Part B

Jerome bought a book on sale at the store. The sale price of the book was $8.96. Write and solve an equation to determine the regular price of the book to the nearest cent.

Oregon Department of Education: http://www.ode.state.or.us/search/page/?id=3747

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HAT ARE YOUR THOUGHTS

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EELINGS ABOUT THE

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M ATH ITEM R ESPONSE

3-point response:

The student is able to create both an expression and equation related to sale and regular prices of a book, and solve the equation correctly.

Sample Top-Score Response:

Part A:

x – 0.30x or 0.70x

Part B:

The regular price of the book was $12.80. x – 0.30x = 8.96 0.70x = 8.96 x = 12.80 3

E LA ITEM R ESPONSE

Scoring Notes:

• Students explain the meaning and purpose of the metaphor that compares Catherine’s personality to a river and explain how it conveys that her serious nature was tempered with humor. • The metaphor suggests that Catherine had a strength hidden below the surface or where people could not easily see it. • The author uses a metaphor comparing Catherine’s personality to a river in the passage to show her strength and serious nature. “little ripples of fun were continually playing on the surface of that current of intense thought and feeling in which her deep, earnest nature flowed.” • The author uses the words, “playing on the surface,” to imply that Catherine’s sense of humor was fun, like a child playing in the water on a riverbank. Score Point 2 Sample: The author uses a metaphor comparing Catherine’s personality to a river in the passage, “little ripples of fun were continually playing on the surface of that current of intense thought and feeling in which her deep, earnest nature flowed.” Although Catherine was a serious person who had a lot of deep feelings and a good life, when she states, “Don't remember much about it myself,” it shows that she has a sense of humor because no one remembers much about being born. Score Point 1 Sample: The author uses a metaphor comparing Catherine’s personality to a river in the passage: “little ripples 3

R EFLECTION ON T HINKING

 Respond to the question:

What type of thinking is required of students as they respond to this item?

 Share your response with your content partner(s)  Discuss your responses with the other content group.

 Prepare to share.

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I TEM D ESIGN

Webb’s Depth of Knowledge Retrieved from http://barbarabray.net/tag/depth-of-knowledge/ 4

ITEM DESIGN

Common Core Claims

#1 – Reading ELA /Literacy

“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

#2 – Writing

“Students can produce effective and well grounded writing for a range of purposes and audiences.”

#3 – Speaking and Listening

“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

#4 – Research/Inquiry

“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Mathematics #1 – Concepts & Procedures

“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

#2 – Problem Solving

“Students can solve a range of complex well posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

#3 – Communicating Reasoning

“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

#4 – Modeling and Data Analysis

“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.” 4

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ND OF COURSE

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Common Core Content Standards

Webb’s Depths of Knowledge* CaCCSS^ Claim

ELA Sample

3: Strategic Thinking Items falling into this category demand a short ‐ term use of higher order thinking processes, such as analysis and evaluation, to solve real ‐ world problems with predictable outcomes.

Reading 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text.

CaCCSS RI-4: Determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

L-5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words. 5 * See guide http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

^ See resources http://www.cde.ca.gov/re/cc/

Webb’s Depths of Knowledge* CaCCSS^ Claim CaCCSS

Math Sample

2: Working with Skills and Concepts

Items requiring students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, patterns , cause and effect, significance or impact, relationships, points of view or processes.

2: Problem Solving Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

7.EE.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. 7.EE.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.” 7.EE.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 6.EE.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

5 * See guide http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf

^ See resources http://www.cde.ca.gov/re/cc/

Preliminary Summative Assessment Blueprint Tar get Sampling Mathematics Grade 7 Claim

Concepts and Procedures Problem Solving Modeling and D ata analysis Communicating Reasoning

DOK

1,2 1,2,3 1,2,3,4 2,3,4

Selected Response (minimum number of scored items)

9

Constructed response (minimum number of scored items)

5 0 0 0 9 8

Language Arts Grade 7 Performance Tasks (minimum number of scored items)

0 2 4 3

Min/max number of items

20/28 9 8

Component

CAT- Computer Adaptive Test ing PT-Performance Task

Claim

Reading Writing Speaking/Listening Research Writing

Content Category

Literary Informational Purpose/Focus/Organization Evidence/Elaboration Conventions Listening Research Purpose/Focus/Organization Evidence/Elaboration Conventions

DOK

1,2,3,4 1,2,3,4 1,2 2 1 1,2,3 3,4 1,2,3,4 3,4 1

Min. Selected Response

3 3 2 3 1

Min. Constructed Response

1 1 1 2 0 1 (Essay) Research Research 3,4 3 Adapted from Smarter Balanced Assessment Consortium: Preliminary Test Blueprints November 28, 2012

Min/Max items

4/6 8/10 7/10 8/10 5/6 1 3 6

W HAT TYPES OF INSTRUCTION WILL ENABLE STUDENTS TO THINK THIS WAY ?

T HINK ABOUT THAT QUESTION T URN TO THE PERSON NEXT TO YOU AND SHARE YOUR THOUGHTS B E READY TO SHARE WHAT YOU AND YOUR PARTNER DISCUSSED .

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M ODELS OF FROM T EACHING

L EARNING TO TEACH

, A RENDS

Teacher-centered Models

Presenting & Explaining Direct Instruction Concept Teaching

Syntax of Instruction

Presentation of information with checks for understanding Modeling, Guided Practice, Independent Practice Examination of examples and non examples related to description

Theory of Learning

Sensory input and advanced organizers and cues for organizing information help connect knowledge Observation and practice with feedback advance acquisition of skill Support higher order thinking, allows for classification and building of schema 7

M ODELS OF FROM T EACHING

L EARNING TO TEACH

, A RENDS

Student-centered Models Syntax of Instruction

Cooperative Learning Groups engage in activity, directions and assistance provided Problem-based Learning Research problem, develop and present artifacts and exhibits to address problem Classroom Discussion Preparation and participation in discussion and debrief

Theory of Learning

Experience in a social context Interactions with the environment and construction of meaning from experience Connection between language & thinking, social contexts 7

S KILLFUL T EACHER : R EPERTOIRE AND MATCHING ….

T HE P ROCESS - ELA

Standard

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Grade 7)

Claim/DOK

Claim 1 – Reading Level 3 – Strategic Thinking

Model of Teaching

Concept Teaching Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Grade 8) Claim 3 – Speaking and Listening Level 3 – Strategic Thinking Classroom Discussion 8

T HE P ROCESS - MATH

Standard

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. (Grade 7) Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. (Grade 5)

Claim/DOK

Claim 1 Procedures and Concepts/ Level 2- Skills and Concepts

Model of Teaching

Direct Instruction Claim 2 Problem Solving/ Level 3- Strategic Thinking Direct Instruction for representations; Problem Based Learning for learning to apply models to various situations 8

T HE P ROCESS – Y OUR T URN

Standard Claim/DOK Model of Teaching

Conduct short as well as more sustained research projects to answer a question (including a self generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

(Grade 11-12) 8

WHAT ARE THE IMPLICATIONS FOR : T EACHER PREPARATION ?

O N GOING TEACHER DEVELOPMENT ?

9

Q&A/E

VALUATION

Contact Us: Robin Perry, [email protected], 453-5589 Darrell Blanks, [email protected], 453-3679 Presentation materials and resources: http://blanksclassfpu.weebly.com/