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A Tale of Transition

A Tale of Transition. in Online Learning. Betsy Norris, ED.S BCS Supervisor norrisb@bedfordk12tn.net. For More Resources:. http://www.betsynorris.com. 43 States + DC Have Adopted the Common Core State Standards. Bedford County Schools. 77%. Of Bedford

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A Tale of Transition

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  1. A Tale of Transition in Online Learning

  2. Betsy Norris, ED.S BCS Supervisor norrisb@bedfordk12tn.net For More Resources: http://www.betsynorris.com

  3. 43 States + DC Have Adopted the Common Core State Standards

  4. Bedford County Schools 77% Of Bedford Students are Economically Disadvantaged Our ACHIEVEMENT GAP Of Students Are of Minority Populations 21% • Subgroups are still placing Bedford County in the category of lower performance schools. There was NO extended library hours until 2006. There was NO elementary or middle summer school programs until this year. Since Moodle was set up, graduation rates have gone from 75% to a current 92%.

  5. Essential Questions: 1. How are Common Core State Standards affecting our online learning programming? 2. How are we redefining the good work already happening in our online programs? 3. How are we leveraging the new standards to expand our reach and continue to educate and develop the next generation of online learners? 4. What resources can help? Reflection

  6. Our teachers know the importance of online learning. • Create a safer environment for taking risks • Raise graduation rates • Make college and career ready • Increase academic performance Inside Every Acorn is an Entire Fore

  7. How does the Common Core State Standards affect our online learning programming? Our online learning must make the 3 major shifts. • Shift #1:Regular practice with complex text and its academic language. (building knowledge through content-rich nonfiction) Footer

  8. Why? • 4 year gap between complexity of college and high school texts is huge. Studies by Hayes and Wolfer cited in the Standards show that the texts students are asked to read in 11th grade are equal in complexity to what students were asked to read in 7th grade in 1961.

  9. #1 You will want to determine the text complexity of your course reading material.

  10. What are the Qualitative Features of Complex Text? • Subtle and/or frequent transitions • Multiple and/or subtle themes and purposes • Density of information • Unfamiliar settings, topics or events • Lack of repetition, overlap or similarity in words and sentences • Complex sentences • Uncommon vocabulary • Lack of words, sentences or paragraphs that review or pull things together for the student • Longer paragraphs • Any text structure which is less narrative and/or mixes structures http://groups.ascd.org/resource/documents/122463-CCSS_Text_Complexity_webinar_handout_1.pdf

  11. Close Read(more than one way) • Requires prompting students with text-dependent questions to unpack complex text and gain knowledge. • Text dependent questions require text-based answers – evidence. • Not teacher summarizing text, but guiding students through the text for information. • Virtually every standard is activated during the course of every close analytic reading exemplar through the use of text dependent questions. • Supports fluency http://www.mhecommoncoretoolbox.com/close-reading-and-the-ccss-part-1.html

  12. Scaffolding in a Close Read • Chunking • Encouraging reading and rereading • Read aloud (record and send to teacher) • Strategic think aloud • Scaffolding questions • Heterogeneous small groups working in isolation • Pre-prepping struggling readers to support confidence and participation • Annotation strategies • Paraphrasing and journaling To ensure CCSS, go through your activity (no matter which subject) and ensure that the reading skills are there.

  13. Evidence Based Shift #2:Reading, Writing and Speaking Grounded in Evidence From Text, both Literary and Informational(Pay close attention to what is read and then support a reflection or reaction by providing evidence.)

  14. Reading, Writing and Speaking Grounded in Evidence from Text: • Most college and workplace writing requires evidence. • Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. • Ability to cite evidence differentiates strong from weak student performance on NAEP. • Being able to locate and deploy evidence are hallmarks of strong readers and writers.

  15. Shift #3: Building knowledge through content-rich nonfiction

  16. Why do we want to include content-rich nonfiction? • Students are required to read very little informational text in elementary and middle school. • Non-fiction makes up the vast majority of required reading in college/workplace. • Informational text is harder for students to comprehend than narrative text. • Supports students learning how to read different types (and forms) of informational text. Students are reading more from screens than ever before.

  17. Distribution of Literacy and Informational Texts The percentage of information text to literacy is based on all subjects – not just ELA.

  18. Shared Responsibility • “The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.” from the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4. This does not mean that every teacher is a reading or writing teacher, but that every teacher must acknowledge and honor the role of literacy in their content area.

  19. All Teachers Support LiteracyAll teachers are reading teachers. • This interdisciplinary approach to literacy stems from extensive research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas. • Most of the required reading in college and workforce training programs is informational in structure and challenging in content • Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. • The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

  20. Shifts Mean a Change in Practice! • Content knowledge primarily from teacher-led lecture or teacher provided information. • Content knowledge comes from a balance of reading, writing, lecture, and hands-on experience – shift to student engagement! • Shift to inquiry.

  21. COMMON CORE: Making The Shift 1. Include content-rich non-fiction 2. Enhance Academic Vocabulary 3. Provide Evidence and a reflection 4. Increase Focus 5. Ensure coherence across grades 6. Mastery (evaluation)

  22. What can we do to ensure successful implementation of the CCSS? Learn all about  CCSS Develop a Common  Vision Professional Dev. & Training Data -based Decisions Collaboration Program  Review (Modify) and Evaluate Plan to Ensure Rigor and Relevance Evaluation  What will you see and hear?

  23. Six steps to transitioning your elearning course to one with Common Core State Standards • Read and familiarize yourself with standards (Learn about CCSS). • Identify the gap between current programming and what needs to be. • Ensure rigor and relevance. • Think about how standards cross disciplines and grades. • Assess, collect data, and make decisions based on data! • Implement and Reflect

  24. Include:

  25. Footer

  26. Here’s a Toolbox of Resources As noted earlier, the migration to the Common Core standards may require that online educators approach material in new ways. But before online teachers start developing lesson plans from scratch, there should be a concerted effort to pool knowledge, materials and resources. Essential Questions Standards/Objectives • Are aligned with college and work expectations; • Are clear, understandable and consistent; • Include rigorous content and application of knowledge through high-order skills; • Build upon strengths and lessons of current state standards; • Are evidence-based; • Reflection/Evaluation

  27. This resource is one of the best for what you need to accomplish. It is a collection of current events (non-fiction) but the best thing is that it automatically provides you with the Lexile reading levels you need.

  28. Watch for the anchor standard! You can change the reading level. A+ http://www.newsela.com/ Free

  29. Learnzillon.com Footer

  30. Footer

  31. Footer

  32. http://www.ck12.org Footer

  33. Footer

  34. Footer

  35. http://www.achievethecore.org free

  36. Achieve The Core

  37. To join Edmodo, https://bedford.edmodo.comesources • Edmodo • Edmodo • for aligned lessons to our new Journey's Basal for grades 3-5: • Close Reading Sample Lessons • Evidence Guides (Instructional Practice) for K-2, 3-5, and 6-12 5 reasons why we might want to use Edmodo:  • a place to teach online social networking boundaries • display online work  • current events  • virtual field trips or exhibition hall  • polling  • announcements - special events  • as a facebook for our PLC of online teachers to share out tech things and ideas and ccss

  38. Engage NY Classroom Resources

  39. Engage NY

  40. NYC Department of Education Tasks, Units & Student Work

  41. Tennessee Electronic Library

  42. Readworks

  43. http://www.instagrok.com/

  44. The Teaching Channel

  45. Common Core Classroom Project (America Achieves)

  46. FCRR--Florida Center for Reading Research-CCSS aligned activities http://www.fcrr.org/curriculum/SCA_CCSS_index.shtm

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