Transcript Instructional Shifts for the Common Core

The change we are in the
middle of isn’t minor
and it isn’t optional.”
~Clay Shirley
DO YOU KNOW WHAT THIS IS?
IT’S A BALANCE BIKE!
Balance Bikes, often called Running Bikes or
Pre Bikes, are bikes with no pedals. They give
young children an opportunity to learn how to
ride without the complications which come
with tricycles. This leaves the child free to
concentrate on learning balance rather than
peddling first.
http://www.stridersports.co.uk/pages/What-AreBalance-Bikes%3F.html
TO TRANSITION TO CCSS, WE MUST CHANGE
OUR TRADITIONAL THINKING IN REGARD TO. . .
 Content
 Process
 Product
Reassessing strategies to teach the new standards to
the necessary depth involves a paradigm shift in
teaching from
Focus on what needs to be remediated
Focus on what needs to addressed to meet the demands of
CCSS
SHIFT # 1: READING
• From literature to informational text (2014
test is not a literature test)
• From “hunt for the answers” reading to close
reading in every subject (college texts are 8X
more difficult, and they offer no scaffolding)
• From what students can do with a text to how
they can understand texts of increasing
complexity
SHIFT #2: WRITING
• Emphasis on argument and
informative/explanatory writing
• Writing about sources (synthesis)
• Increased sophistication in all aspects of
language use
• Proficiency in the student’s response (in
writing or speaking)
• Kids who can’t write will not pass the test.
SHIFT #3: MATH
•
•
•
•
•
Focus and coherence
Balance of concepts and skills
Mathematical practices
College and career readiness
8 standards for mathematical practice
(choose two to start with!) with great
emphasis on reasoning
SHIFT #4: SOCIAL STUDIES, SCIENCE,
AND TECHNICAL SUBJECTS
• Standards for reading and writing
complement rather than replace content
standards in those subjects.
• It is the responsibility of all 6-12 teachers to
meet these reading and writing standards.
• Teachers must embed the skills to enable the
kids to read the content.
Shift
1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary
texts.
Shift
2
Knowledge in the Disciplines
Students build knowledge about the world (domains/
content areas) through TEXT rather than the teacher or
activities
Shift
3
Staircase of Complexity
Students read the central, grade appropriate text around
which instruction is centered. Teachers are patient, create
more time and space and support in the curriculum for
close reading.
Shift
4
Text-based Answers
Students engage in rich and rigorous evidence- based
conversations about text (oracy).
Shift
5
Writing from Sources
Writing emphasizes use of evidence from sources to inform
or make an argument.
Shift
6
Academic Vocabulary
Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be
done effectively by spiraling like content in increasingly
complex texts.
SIX BASIC SHIFTS IN ELA/ LITERACY
11
Build Rigor & Relevance
Integrate Informational Texts with Close Reading
Practice Argumentation
Create Authentic Tasks
HOW WILL WE ADDRESS THESE SHIFTS?
RIGOR AND RELEVANCE
1.
2.
3.
4.
Rigor/Relevance Framework
Revised Bloom’s Taxonomy
Moving current lessons/units to Quadrant D
Modifying skills, instructional strategies, and
assessments to make our students college
and career ready
INFORMATIONAL TEXTS AND CLOSE READING
• Reading more challenging texts, especially informational texts
• Going beyond what the text says to how it’s said and what it means
• Scaffolding so that students will be self-sufficient rather than
dependent
• Being metacognitive
• Analyzing text before teaching them to discover possible challenges
• Parsing texts
• Learning how Lexiles work
• Continuing comprehension strategies
ARGUMENTATION
Learn
 how the standards progress, K-12
 How the vocabulary differs
 How to model argumentative paragraphs & essays
 How to evaluate argumentation
AUTHENTIC TASKS
From
Theoretical
Authentic
From
Retrieval or Usage
Analysis, Application,
&
Learning
From
Tests
Projects
&
Inquiries
ACCOUNTABILITY
Observations for implementing CCSS strategies
 Weeks set aside for deliberate presentations
 Administrators/Coaches come in to observe strategies
being implemented
 Provided with specific rubrics relating to CCSS
standards
OUR PLAN
1. Learn and implement these strategies this
semester.
 Two of each, for a total of eight
 Monitored on unit plans and classroom visits
2. Develop talking points and practice presentations (train
the trainers).
3. Impart our knowledge through PLC’s for
science, mathematics, and social studies
teachers next semester.
“Principals and teachers aren’t
sure what these tests look like
right now. The whole system
has been reset, and the only
sensible solution is…
teaching.”
~Tim Shanahan