What Will the Future Bring? A Narrow Window of Opportunity to Get Comprehension Instruction Right!!! P.
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What Will the Future Bring? A Narrow Window of Opportunity to Get Comprehension Instruction Right!!! P. David Pearson UC Berkeley Slides posted at www.scienceandliteracy.org A Confluence of Opportunity A model of comprehension processes The Construction-Integration model of Walter Kintsch. A framework that can be used to shape instruction in a productive and flexible manner The Four Resources Model of Peter Freebody and Allan Luke A policy lever that can be used to frame the accountability system to which we hitch our wagon The Common Core Standards for English Language Arts An assessment framework that could shape the terms of our accountability system The National Assessment of Educational Progress A new rhetorical frame Deeper Learning Could the Stars be Aligned? Let’s unpack each of these components a little See how they fit together See where they might take us in terms of curriculum and pedagogy Discuss the ways in which it could all unravel THE CONFLUENCE… Common Core Kintsch Four Resources NAEP The Common Core Standards… Just to remind us College and Career Readiness Standards Common Core State Standards (grade by grade) Assessments to measure their mastery 10 recurring standards for College and Career Readiness Show up grade after grade In more complex applications to more sophisticated texts Across the disciplines of literature, science, and social studies Affordances of the CCS An uplifting vision based on our best research on the nature of reading comprehension Focus on results rather than means Integrated model of literacy Shared responsibility (text in subject matter learning) An Uplifting Vision: ELA CCSS Students who meet the Standards readily undertake the close, attentive, reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens world views. They reflexively demonstrate the cogent reasoning and use of evidence essential to both private deliberation and responsible citizenship in a democratic republic. Focus on results rather than means* Why? Leave a place for each lower level to add its own signature Some decisions about means really are local Appropriate role for a larger body politic Balance between our goals and our methods *This is one issue on which there is reason to be concerned. Pick up later. From the ELA Standards Document… By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.” Integrated Model of Literacy Two views of integration Integrated Language Arts Integration between ELA and disciplines The CCSS are better on the interdisciplinary than on the ELA integration Corresponds to the actual uses to which reading and writing are put. Reading, writing, and language always serve specific purposes Reading and writing, not generically, But about something in particular The something in particular What reading, writing and language look like in a domain The information for a particular topic or unit or chapter The information in a particular text Language Arts Social Studies Science Mathematics Our current view of curriculum A model I like: Tools by Disciplines Academic Disciplines……….. Science Social Studies Mathe- Literature matics Reading Writing Language Early: Tools dominate Academic Disciplines……….. Science Social Studies Mathematics Literature Reading Writing Language Later: Disciplines dominate Academic Disciplines……….. Science Social Studies Mathe Literature matics Reading Writing Language Weaving is even a better metaphor than a matrix Writing Language Reading math literature Social studies Science Shared Responsibility English and Subject Matter What we said before, reading and writing are always situated in a topic and a purpose. Knowledge fuels comprehension and writing. Reading and writing, along with experience and instruction, fuel knowledge. Reading and writing and language work better when they are “tools” for the acquisition of Knowledge Insight Joy Why sharing now? The gap for college and workplace readiness The increasing demands of an informational society Finally addressing a problem that has always been there Increasing awareness among disciplinary scholars April 23, 2010 edition of Science. The historical pathway to Kintsch’s Construction Integration Model Reader Reading Comprehension Text Context Most models of reading have tried to explain how reader factors, text factors and context factors interact when readers make meaning. Bottom up and New Criticism: Text-centric Reader Reading Reading Comprehension Text Context The bottom up cognitive models of the 60s were very text centric, as was the “new criticism” model of literature from the 40s and 50s (I.A. Richards) Pedagogy for Bottom up and New Criticism: Text-centric Since the meaning is in the text, we need to go dig it out… Leads to Questions that Interrogate the facts of the text Get to the “right” interpretation Writerly readings or textual readings Schema and Reader Response: Reader-centric Reader Reading Comprehension Text Context The schema based cognitive models of the 70s and the reader response models (Rosenblatt) of the 80s focused more on reader factors-knowledge or interpretation mattered most Pedagogy for Reader-centric • Since the meaning is largely in the reader, we need to go dig it out… • Spend a lot of time on – Building background knowledge – Inferences needed to build a coherent model of meaning – Readers’ impressions, expressions, unbridled response • Readerly readings Critical literacy models: Context-centric Reader Reading Reading Comprehension Text Context The sociocultural models of the 90s focused on the central role of context (purpose, situation, discourse community) Pedagogy for Critical literacy models • Since the meaning is largely in the context, we need to go dig it out… • Questions that get at the social, political and economic underbelly of the text – Whose interests are served by this text? – What is the author trying to get us to believe? – What features of the text contribute to the interpretation that money is evil? CI: Balance Reader and Text: little c for context Reader Reading Comprehension Text Context In Kintsch’s model, Reader and Text factors are balanced, and context plays a “background” role--in purpose and motivation. Pedagogical implications for CI • Since the meaning is in this reader text interface, we need to go dig it out… • Query the accuracy of the text base. – What is going on in this part here where it says… – What does it mean when it says… – I was confused by this part… • Ascertain the situation model. – So what is going on here? – What do you know that we didn’t know before? KintschModel 3 Knowledge Base Text 1 Text Base Experience 2 Situation Model Inside the Reader’shead Out in the world NAEP Locate and Recall Interpret and Integrate Critique and Evaluate Common Core Standards 1-3: Key ideas and details Standards 4-6: Craft and structure Standards 7-9: Integration of knowledge and ideas CCSS NAEP Key ideas and details Locate and Recall Craft and structure Interpret and Integrate Integration of knowledge Critique and Evaluate and ideas Range and level of text complexity Complexity is specified but implicit not explicit Consistent with Cognitive Views of Reading Kintsch’s Construction-Integration Model and Details What the text says Locate anda Recall Decoder Build text base Key Ideas Meaning Makerand Ideas of Knowledge Integrate and Interpret What the text means Construct aIntegration “situation” model Craft andtoStructure What theit text does Critique andknowledge Evaluate User/Analyst/Critic Put the gained work by applying to novel situations. Kintsch 4 Resources Text Base Decoder Situation Model Meaning Maker Put Knowledge to Work Text Analyst NAEP Locate and Recall Says Interpret and Means Integrate Critique and Does Evaluate CCSS Key Ideas and Details Integration of Knowledge and Ideas Craft and Structure Kintchian Model 3 Knowledge Base Text 1 Text Base Reader as Decoder 2 Situation Model Reader as Meaning Maker Experience Says Means Inside the head Out in the world These consistencies provide… Credibility Stretch Research “patina” How could this all unravel? We instantiate one or more of the components inaccurately. My candidates for conspiracies of good intentions Close Reading: What the right hand giveth the left hand taketh away Giving up on a tough assessment agenda Close Reading From literature classes What do you think? What makes you think so? All about warranting claims about what the text means. Thrilled when I saw the distribution of the first 9 CCSS But… www.corestandards.org/assets/Publishers_Criteri a_for_3-12.pdf The nature of the texts C. Shorter, challenging texts that elicit close reading and re-reading are provided regularly at each grade. The study of short texts is particularly useful to enable students at a wide range of reading levels to participate in the close analysis of more demanding text. Such reading focuses on what lies within the four corners of the text. Questions and Tasks A. A significant percentage of tasks and questions are text dependent. The standards strongly focus on students gathering evidence, knowledge, and insight from what they read and therefore require that a majority of the questions and tasks that students ask and respond to be based on the text under consideration. Rigorous textdependent questions require students to demonstrate that they not only can follow the details of what is explicitly stated but also are able to make valid claims that square with all the evidence in the text. Text-dependent questions do not require information or evidence from outside the text or texts; they establish what follows and what does not follow from the text itself D. Questions and tasks require careful comprehension of the text before asking for further evaluation or interpretation. The Common Core State Standards call for students to demonstrate a careful understanding of what they read before engaging their opinions, appraisals, or interpretations. Aligned materials should thereforerequire students to demonstrate that they have followed the details and logic of an author’s argument before they are asked to evaluate the thesis or compare the thesis to others. Materials make the text the focus of instruction by avoiding features that distract from the text. Teachers’ guides or students’ editions of curriculum materials should highlight the reading selections. Everything included in the surrounding materials should be thoughtfully considered and justified before being included. Given the focus of the Common Core State Standards, publishers should be extremely sparing in offering activities that are not text based. 5. The VAST unknown: CCSS and Assessment Assessments will make or break the CCSS movement This is where we decide whether the movement is Opportunity for reform Or Same old, same old If assessments are not changed, these standards will not make an iota of difference in teaching and learning Short version of assessment… With these standards, we’ll never get there with… Multiple Choice or even short answer assessments as the primary focus These standards require us to engage kids in Multiple day performance exams Read within and across texts Focus on project-based learning Deeper learning Have to return the the excitement of the mid 90s and get it right this time. I give PARCC and Smarter Balanced a 70% chance of getting it right 108 The Players in the Assessment Game Partnership for the Assessment of Readiness for College and Careers: PARCC Smarter Balanced Assessment Consortium: SBAC. State Assessments NAEP Testing Industry Constraints Common Core Standards Assessment consortia frameworks Smarter Balanced Assessment Consortium (SBAC) Partnership for the Assessment of Readiness for College and Careers (PARCC) Different audiences and purposes (summative/formative/diagnostic) Affordances Learning progressions Computer adaptive testing Automated and distributed scoring Improved psychometric tools Through-Course, Interim/Benchmark Assessment Visions PARCC Signal & model good instruction Rich & rigorous performance tasks SBAC Empirically validate descriptions of learning progressions Through-Course Comprehension Assessments & Learning Progressions Should: reflect the interactive and multidimensional nature of comprehension assess readers’ abilities to understand, learn from, and use text to accomplish specific purposes provide transparent models of the demands of skilled reading across a range of grades, disciplines, tasks provide strong and informative predictors of success in college, careers, and K-12 From Pearson, Valencia, and Wixson An assumption/prediction? Whatever model we develop, it is likely to be a hybrid model. Item format Multiple Choice Efficiency Constructed Response Instructional Validity Performance Tasks Deeper Learning Passage issues Length and authenticity Disciplines—Literature, Science and History My focus Given ourvast experience with MC and CR, I’ll focus on performance tasks… Except to say that well developed theories of mc items, along with equally well-developed theories about classes of distractors, are really important to decision validity and the information value of test items. We need to learn something from each and every response a student makes, not just the right ones. Performance Tasks: Why bother? External validity College ready Career ready Curricular validity Powerful learning Deeper learning Consequential validity What curricular activities will it lead teachers and students toward? Sample Extended Constructed Response Items (taken from CCSS) 9-10 ELA, Informational--Students analyze how Abraham Lincoln in his “Second Inaugural Address” unfolds his examination of the ideas that led to the Civil War, paying particular attention to the order in which the points are made, how Lincoln introduces and develops his points, and the connections that are drawn between them. 11-12, ELA, Informational--Students delineate and evaluate the argument that Thomas Paine makes in Common Sense. They assess the reasoning present in his analysis, including the premises and purposes of his essay. Sample Extended Constructed Response Items (taken from CCSS) 11-12, ELA, Drama--Students compare two or more recorded or live productions of Arthur Miller’s Death of a Salesman to the written text, evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play best capture a particular character, scene, or theme. 11-12, ELA Poetry--Students cite strong and thorough textual evidence from John Keats’s “Ode on a Grecian Urn” to support their analysis of what the poem says explicitly about the urn as well as what can be inferred about the urn from evidence in the poem. Based on their close reading, students draw inferences from the text regarding what meanings the figures decorating the urn convey as well as noting where the poem leaves matters about the urn and its decoration uncertain. Sample Extended Constructed Response Items (taken from CCSS) 11-12, Informational Texts: Science--Students analyze the concept of mass based on their close reading of Gordon Kane’s “The Mysteries of Mass” and cite specific textual evidence from the text to answer the question of why elementary particles have mass at all. Students explain important distinctions the author makes regarding the Higgs field and the Higgs boson and their relationship to the concept of mass Example of a New Standards Task from mid 1990s Man and His Message MLK 6-8 days, depending on class time Culminating task: write an essay based upon choosing one of several prompt options. Pearson Texts Encountered A video about the Civil Rights Movement entitled, A Time for Justice. An article about the Civil Rights Movement entitled, Confrontations. An article about Ghandi from Scholastic's SEARCH magazine. An oral rendition of King's Letter from a Birmingham Jail. Printed versions of other King speeches. An excerpt from a Time magazine account of the Rodney King riots in East Central Los Angeles. Two CNN video accounts of the riots: Rage of Despair and Roots of the Problem. Tasks Completed over the Period collaboratively complete separate cognitive webs on key concepts from the readings (Martin Luther King, Civil Rights Movement, Non-Violent Resistance). keep an ongoing log/chart of emerging learnings from all the different texts (written, oral, or video). answer straightforward "assignment-like" questions. compare the similarities and differences between King and Ghandi in a modified Venn diagram display. the culminating essay EVERYTHING can be scored Affordances Has the look and feel of powerful or deeper learning Engages students in workplace like behaviors, including social behaviors Expands our conceptualization of what counts as a text High capacity for engagement: interest and relevance Maps onto many of the Common Core Standards for reading in History Could build professional community of teachers around implementation and scoring Constraints Whose work is it anyway? The inevitable dilemma of collaboration Not just reading (video and audio texts) The usual suspects for performance tasks Task generalizability Scoring costs Domain coverage What counts for which standards Example of a MEAP Inspired Pilot Task circa 2000 for a Local Michigan District School-wide Comprehension Assessment Instructionally embedded (took a week out of the LA block) Multiple text Listening and reading Reliance on multiple choice questions Individual texts Cross texts Written Response to Reading Position taken in response to the prompt question Support from personal experience Support from texts Counts for both writing and reading comprehension depending on the rubric used Listening: Sister Anne’s Hands Multiple Choice Question Stems facts, relationships, inferences This story is mostly about… Sister Anne showed determination when she said… What did Sister Anne mean when she said, “For me, I’d rather open my door enough to let everyone in”? The children learned much from Sister Anne. This selection tells us that… Kate Shelly and the Midnight Express Multiple Choice Question Stems facts, relationships, inferences An important lesson of this story is… How are Kate and her mother different? In this selection, how do you know Kate showed determination and bravery when crossing the Des Moines River Bridge? Because Kate followed through, how would you predict she will face problems in the future? What dialogue does the author use to show you Kate has determination? How do you know this story takes place in the past? A Day’s Work Multiple Choice Question Stems facts, relationships, inferences By showing determination, Francisco… An important lesson from this selection is… In this selection, why did Francisco and Grandpa leave the weeds? This selection is not only about determination, it is also about… Why did the author have Grandpa and Francisco speak in Spanish? Cross Text Mult Choice Stems facts, relationships, inferences What important advice would both Grandpa and Kate give? In both reading selections you read about main characters who… How are Francisco and Kate different? How were the characters rewarded for showing determination and following through? Applying Ideas to a Task If you were trying to do something that was very hard, and you did not think you could get it done, would you keep trying or quit? Use examples from the two stories we read to support your decision. Scoring Answers questions by making connections bet ween readings and u sing ideas from both readings to support position taken Answers questions and u ses ideas from at least one story to support position taken. Answers question and refers to ideas in on e text Answers question or responds to theme Writing in Response to Reading Point Score 6 The student clearly and effectively chooses key or important ideas from each reading selection to support a position on the question and to make a clear connection between the reading selections. The point of view and connection are thoroughly developed with appropriate examples and details. There are no misconceptions about the reading selections. There are strong relationships among ideas. Mastery of language use and writing conventions contributes to the effect of the response. Affordances In the direction of powerful and deeper learning, but… Only one task for rubric-based scoring Pretty good coverage of a range of cognitive targets vis a vis question types. Constraints Does the reliance on MC format compromise its position vis a vis powerful and deeper learning? Limited to a single discipline—literature Limited to a single genre—narrative Limited to a single medium—text Looking Ahead Lots of dilemmas to manage Back to the future and déjà vu all over again Take advantage of new technologies, tools, and understandings Dilemmas to Manage Social nature of embedded tasks Domain coverage Enabling skills or just the big outcomes Dependence/independence across Standards/cognitive targets/items Issues of equity across populations, especially ELL and LD populations Déjà vu all over again Build on what worked Face the music on Intertask generalizability Scoring reliability and cost Take advantage of new tools and technologies Learning progressions (see SBAC) But they are hard and different in reading Discipline, topic, and text play a MAJOR role in shaping item difficulty We’ll just have to see how things scale in IRT models Computerized scoring, but… Easily corruptible Will clever kids learn how to school the systems? Computer adaptive testing Garbage in-Garbage out FINAL THOUGHT ABOUT ASSESSMENT The promise of the ELA CCSS will not be realized unless we create a new generation of reading assessments that capitalize on the knowledge gained in recent decades and the visions for the future. Wending our way through yet another perilous policy landscape… A confluence of forces pointing us in the same direction 2. A wonderful opportunity 3. Some forces that can cause it all to unravel 1. Old Chinese Proverb May you live in interesting times…