Transcript Arts - Achievethecore.org

Culture at the Core
Sandra Alberti
Student Achievement Partners
December 9. 2014
@salberti
Our Plan
• Context:
Why are we doing this?
• Content:
What is this?
• Implications: What is our contribution?
• Q and A
PAGE 2
Why are we doing this? We have had
standards.
Before Common Core State Standards we had
standards, but rarely did we have standards-based
instruction.




Long lists of broad, vague statements
Mysterious assessments
Coverage mentality
Focused on teacher behaviors – “the inputs”
PAGE 3
Results of a lot of hard work
Previous state standards did not improve student
achievement.




Gaps in achievement, gaps in expectations
NAEP results
High school drop out issue
College remediation issue
This is about more than just working hard!
PAGE 4
Principles of the CCSS
Fewer
-
Clearer
-
Deeper
• Aligned to requirements for college and career
readiness
• Based on evidence
• Honest about time
PAGE 5
Content: The Shifts
Mathematics: 3 shifts
1. Focus: Focus strongly where the
standards focus.
PAGE 7
The shape of math in A+ countries
Mathematics topics intended at
each grade by at least
two-thirds of A+ countries
1 Schmidt,
Mathematics topics intended
at each grade by at least twothirds of 21 U.S. states
Houang, & Cogan, “A Coherent Curriculum: The Case of Mathematics.” (2002).
PAGE 8
Priorities in Mathematics
Grade
Focus Areas in Support of Rich Instruction and Expectations
of Fluency and Conceptual Understanding
K–2
Addition and subtraction - concepts, skills, and
problem solving and place value
3–5
Multiplication and division of whole numbers and
fractions – concepts, skills, and problem solving
6
7
8
Ratios and proportional reasoning; early
expressions and equations
Ratios and proportional reasoning; arithmetic of
rational numbers
Linear algebra and linear functions
PAGE 9
Mathematics: 3 shifts
1. Focus: Focus strongly where the
standards focus.
2. Coherence: Think across grades, and link to
major topics
PAGE 10
Mathematics: 3 shifts
1. Focus: Focus strongly where the
standards focus.
2. Coherence: Think across grades, and link to
major topics
3. Rigor: In major topics, pursue conceptual
understanding, procedural skill and fluency, and
application
PAGE 11
Mathematical Practices
1. Make sense of problems and persevere in
solving them.
2. Reason abstractly and 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 and make use of structure.
8. Look for and express regularity in repeated
reasoning.
PAGE 12
ELA/Literacy: 3 shifts
1. Complexity: Regular practice with complex text
(and its academic language)
2. Evidence: Reading, writing, and speaking
grounded in evidence from text
PAGE 13
ELA/Literacy: 3 shifts
1. Complexity: Regular practice with complex text
(and its academic language)
2. Evidence: Reading, writing, and speaking
grounded in evidence from text
3. Knowledge: Building knowledge through contentrich informational texts
PAGE 14
Key Shifts Build Toward College and Career
Readiness for All Students
Engage with
Complex Text
Extract and
Employ
Evidence
Build
Knowledge
PAGE 15
Our Contribution
“Real appreciation demands… We must
begin by laying aside as completely as we
can all our own preconceptions, interests
and associations… We must use our eyes.
We must look, and go on looking til we
have certainly seen exactly what is there.
We sit down before the picture in order
to have something done to us, not that
we may do things with it. The first
demand any work of any art makes upon
us is surrender. Look. Listen. Receive.
Get yourself out of the way.” pgs. 18-19
The difference between using art and
receiving it.
PAGE 17
Cultivating Wonder and Student Engagement
…so much depends on a good question. A question
invites students into a text or turns them away. A
question provokes surprise or tedium. Some questions
open up a text, and if followed, never let you see it
the same way again.
What are we doing that causes students to think?
PAGE 18
Let’s start thinking
about how our
organizations
strengthen and
support students
in meeting these
expectations,
rather than just
viewing this as an
alignment project.
PAGE 19
Q&A
Thank You!
Sandra Alberti
[email protected]
www.achievethecore.org
Twitter: @salberti