Presentation Transcript

1. Module 2:South Dakota Common Core State Standards 1016-12 ELA - Math

   Rapid City, June 4-5
2. Welcome
3. Agenda Introduction to Common Core State Standards Disaggregating: Practice and Reflection Lunch Continuation of Practice and Reflection Exploring the Standards
4. Outcomes Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. Engage in “Disaggregating” process. Analyze lessons to ensure alignment to the disaggregated standards. Understand and evaluate the purposes and uses of assessment.
5. Norms Revisited Listen with Engagement Honor Each Other’s Thinking Honor Private Think Time Everyone has a Voice Be Respectful of all Comments Participation is Expected Limit Side Conversation Take Care of Your Needs Turn Cell Phones Off or Vibrate
6. Guided Visualization Make yourself comfortable, relax, close your eyes if you are comfortable with that…
7. Fun Factory Video http://youtu.be/A8FCPTytoXk
8. Parker Palmer discussion How might classroom practices “empty” students of their selfhood and inner authority? What kinds of practices could help remind students of their own identity and integrity? What “institutional demands” drown out individuals’ capacity to be attentive to their own inner voice of integrity? How can we insure that every person (student or teacher) has a Being celebrated ahead of whatever it is we expect them to be Doing?
9. Play Doh Factory How do we honor the self our students bring AND honor the standards-based template we are now called upon to administer? What key ideas can help us to deal with students and standards without taking a “Play Doh Factory” approach?
10. DOE Modules Module 3 – ELA: Focus on Informational Text and Career Readiness Standards Module 3 – Math: 8 Standards of Mathematical Practices 202 Module 4: Curriculum Curation Module 5: Higher Order Instructional Practices Module 6: Assessing Higher Order Instructional Practices
11. Common Core: ELA and Math Standards Locate copy of Common Core State Standards Document Either printed copy or online version http://doe.sd.gov/octe/commoncoreStandards.asp
12. ANCHOR STANDARDS College and Career Readiness Anchor Standards for Reading
13. How to read a Common CoreStandards
14. How to read a Common CoreStandards
15. How to read Common CoreStandards 7.RI.3
16. Reading Competencies
17. Mathematics Standards Two Types of Standards 8 Standards of Mathematical Practice (recurring throughout the grades) Mathematical Content (this will be different at each grade level)
18. Standards for Mathematical Practice Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.
19. Math: Common Core Standards Domain Cluster Headings Standards within the Cluster
20. Exploring the Standards
21. Exploring the Standards
22. Exploring the Standards
23. Exploring the Standards
24. Disaggregating the Standard You will need: the Disaggregating Template a piece of chart paper
25. Disaggregated Template
26. Disaggregating the Standard At your table: Determine which grade level you will work with Within that grade level, determine which “essential” standard you want to disaggregate
27. Disaggregating the Standard We will model the process Your table will complete each section of template as we move through the process Person with the closest birthday is the leader When all sections are completed, you will post your KUD statements on chart paper
28. Modeling the Process: ELA Discussion Points: How to find previous year standard (if applicable) How to find following year standard (if applicable)
29. Modeling the Process Discussion Points: How to find previous year standard (if applicable) How to find following year standard (if applicable)
30. Modeling the Process: ELA 6.RI.6 Discussion Points: Find strand: http://sdccteachers.k12.sd.us/ How to find previous year standard (if applicable) How to find following year standard (if applicable)
31. Modeling the Process: Math Discussion Points: Find strand: http://sdccteachers.k12.sd.us/ How to find previous year standard (if applicable) How to find following year standard (if applicable)
32. Your Turn: Standard Work time
33. Modeling the Process Discussion Points: This is writing the standard in student friendly language Write an “I can” statement
34. Modeling the Process Discussion Points: This is writing the standard in student friendly language Write an “I can” statement
35. Modeling the Process Discussion Points: Write the statement in student friendly language Write an “I can” statement
36. Your Turn: Student Friendly Language Work time
37. Modeling the Process
38. Clarity about Curriculum If a teacher isn’t clear about what all students should (know) understand and be able to do when the learning experience ends, he or she lacks the vital organizer around which to develop a powerful lesson. --Tomlinson, 1999
39. Practice Identifying KUD Statements
40. KUD Activity Determine whether each statement is a Know, Understand or Do. Write a K, U or D next to each statement. We will revisit this at the end of this section
41. Dissecting Standards into KUD Determinean author's point of view or purpose in a text and explain how it is conveyed in the text.
42. Dissecting Standards into KUD Standard: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
43. Developing the ‘Know’ These are the facts, definitions, dates, places, names, processes, and examples you want students to know to master the standard Nouns or Short Phrases (bulleted list not sentences) Bulleted lists or statements, not complete sentences Include essential facts that are new…..do not include a list of prior knowledge, facts, or definitions that student may use to learn new content.
44. Modeling the Process
45. Modeling the Process
46. Your Turn: KNOW Work time
47. Developing ‘Do’ Statements Action statements, start with a verb Student performance provides evidence indicating mastery of the standard(s).     Describes procedural, application, or extended thinking. States that students: can explain, can interpret, can apply, have perspective, can empathize, or have self-knowledge, etc. Does not describe a specific learning activity.
48. DO Misconception Alert!!! The “do” is the learning outcome This outcome may be demonstration of mastering an standard, evidence of a thinking skill, or basic skill of a discipline. YES, “The students will compare two novels to determine common themes.” The “do” is NOT what will happen in the lesson or what the teacher will do. NOT, “The students will complete a RAFT assignment in cooperative groups”; NOT, “The teacher will read a story to the class and will ask students to complete one of three task cards based on their interests.”
49. Modeling the Process
50. Modeling the Process
51. Your Turn: DO Work time
52. Developing Statement of Understanding These are the written statements of truth, the core to the meaning(s) of the lesson(s) or unit. These are what connect the parts of a subject to the student’s life and to other subjects. It is through the understanding component of instruction that we teach our students to truly grasp the “point” of the lesson or the experience. Understandings are purposeful. They focus on the key ideas that require students to understand information and make connections while evaluating the relationships that exist within the understandings.
53. Example UNDERSTAND Statements Essential Truths That Give Meaning to the Topic Begin with “I want students to understand THAT….” Multiplication is another way to do addition People migrate to meet basic needs All cultures contain the same elements expressed differently Entropy and enthalpy are competing forces in the natural world Voice reflects the author
54. Understand - MISCONCEPTION ALERT!!! If a teacher finds it difficult to distinguish between the “KNOW” and the “UNDERSTAND” it is likely because the statement is pitched too low and as written, it lacks an essential truth; is focused only on facts and skills. KNOW: Columbus came to the New World in 1492. UNDERSTAND: When faced with conflict, individuals and groups either adapt or migrate to seek better conditions.
55. Modeling the Process
56. Modeling the Process
57. Your Turn: UNDERSTAND Work time
58. Completed KUD
59. Completed KUD
60. KUD Activity What changes, if any, need to be made to your original selections?
61. Modeling the Process Discussion Points : Key vocabulary needed to know/understand to work with the standard List key vocabulary; not necessarily defined at this point
62. Modeling the Process Discussion Points : Key vocabulary teachers need to know/understand to work with the standard List key vocabulary; not necessarily defined at this point
63. Modeling the Process Discussion Points : Key vocabulary know/understand to work with the standard List key vocabulary from the standard
64. Your Turn: Key Vocabulary Work time
65. Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? Include at least one example. Stem for the conversation with students to answer the question, “why do I have to learn this?” This component of the template leads to student engagement, implementation of 21st Century Skills, and preparation for college and careers.
66. Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21st Century Skills, and preparation for college and careers.
67. Modeling the Process Discussion Points: How might the grade level expectation be applied at home, on the job or in a real-world, relevant context? Include at least one example. Stem for the conversation with students to answer the question “why do I have to learn this?”. This component of the template leads to student engagement, implementation of 21st Century Skills, and preparation for college and careers. Quality Indicators are defined on the Peer Review document.
68. Your Turn: Relevance Work time
69. Modeling the Process Discussion Points: As you are developing, pay attention to your practices. When developing Know, Understand, Do think about how these can be applied.
70. Disaggregating the Standard On chart paper list: Standard KUD statements
71. Making Connections
72. Exploring the Standards http://sdccteachers.k12.sd.us
73. Exploring the Standards
74. Exploring the Standards
75. Exploring the Standards
76. Exploring the Standards
77. Exploring the Standards Individually, select a strand/domain and grade level Your table can work with different grade levels Using the CCSS website, explore all standards in your selected strand/domain Fill out graphic organizer while exploring the site Each person will report out to table group
78. Exploring the Standards
79. Exploring the Standards As you explore, think about: How do these standards differ from what you have worked with in the past? What jumps out at you as you explore? What are some big “ah-ha’s”? What might assessments look like? How do standards in this strand/domain “fit” together?
80. Muddiest Point What is the ONE idea you are still confused about from today?
81. See you tomorrow 9:00 a.m.
82. Day Two – CCSS Module 2
83. Agenda Lesson Analysis KUD Revisited Webb Leveling Lunch Continuation of Practice and Reflection Assessment
84. Outcomes Become familiar with common core standards layout, design, concepts, terminology, vertical alignment, etc. Engage in “Disaggregating” process. Analyze lessons to ensure alignment to the disaggregated standards. Understand and evaluate the purposes and uses of assessment.
85. Norms Revisited Listen with Engagement Honor Each Other’s Thinking Honor Private Think Time Everyone has a Voice Be Respectful of all Comments Participation is Expected Limit Side Conversation Take Care of Your Needs Turn Cell Phones Off or Vibrate
86. Hunt Institute Common Core Videos http://www.youtube.com/user/TheHuntInstitute
87. What we learned …
88. Five Steps in Lesson Review Series of Lessons KUD Alignment Depth of Knowledge/Webb Level Reflection Assessment Reflection
89. Find a Partner Find a grade-level partner Can be someone at your table but must be in same grade level
90. Steps 1 Series of Lessons
91. Step 1 As a team, complete Step 1 for both sets of lessons Utilize http://sdccteachers.k12.sd.us
92. Lesson Descriptions
93. Lesson Descriptions Your Turn
94. Lesson Descriptions
95. Step 1 As a team, complete Step 1 for both sets of lessons Your Turn Utilize http://sdccteachers.k12.sd.us
96. Step 2 KUD Alignment
97. KUD Coverage Using the disaggregated standard from the CCSS Website, determine which Know, Understand and Do (KUD) components are aligned to this series of lessons. Write lesson number/description. Determine the appropriate KUD from disaggregated standard that aligns with each lesson. You may have multiple KUDs aligned with each lesson.
98. KUD Coverage (ELA) At this time, the person presenting the lesson is the only person recording on their template.
99. KUD Coverage (ELA)
100. KUD Coverage (ELA) Which KUDs align with this lesson?
101. Theme Activity
102. KUD Coverage (ELA) Which KUDs align with this lesson?
103. Lesson Descriptions (Math)
104. KUD Coverage (Math) http://sdccteachers.k12.sd.us/home At this time, the person presenting the lesson is the only person recording on their template.
105. KUD Coverage (Math) Which KUDs align with this lesson?
106. Winter Wonderland Real-life applications
107. Work Time
108. Reflection Questions How did/can this process help discover how well the intent of the standard was covered?
109. Break
110. Step 3 DOK/Webb Levels
111. Why Webb Leveling SMARTER Balanced Assessment in 2015 will be based on Webb Leveling Computer generated test Results available in two weeks Leveled Type of assessment questions South Dakota gets same vote as California Technology Grades: 3-8 and 11 (maybe 9, 10 – course assessment)
112. Why Webb Leveling We have been a “Blooms” state Blooms Taxonomy describes the type of thinking Webb Leveling Depth of which we expect students to demonstrate understanding of the content Webb’s describes complexity of both the content and the task required Use, Acquire, Extend
113. DOK Article Directions: Read DOK article using the following marks: X I thought differently + New and important information ! Wow ? I don’t get it * VERY important to remember
114. DOK Reflection Stand up and find a partner you have not worked with so far Discussion: Two things you learned from reading DOK article. One question you still have about DOK.
115. Examples of Webb Levels ELA Examples: List three presidents. List three presidents who have impacted our nation the most in your lifetime. Math Examples: Make a conjecture about the number zero. Prove that this conjecture about number zero is true with all numbers.
116. Webb Level How might you alter the impact? List three presidents that have impacted our nation in your lifetime and why. List three presidents
117. Webb Level Examples List even numbers. Prove that this conjecture about number zero is true with all numbers List odd numbers
118. Webb Leveling Activity Locate the Handout “Using the Webb’s Leveling Taxonomy”
119. Webb Leveling Activity Determine where each of the following learning activities fall on Webb (Use, Acquire, Extend) Determine where each of the following learning activities fall on Webb leveling (Level 1, 2, 3, 4) Let’s practice first one together
120. Work Time
121. Standard DOK What Depth of Knowledge would you say your standard(s) is/are written to: Acquire, Use, Extend Level 1, 2, 3, 4 What should your “series of lessons” portray?
122. Webb Level
123. Webb Level Webb Level of Lessons Examine each lesson activity and record under correct Webb Level Column. (ex: Vocab) Determine why it meets the selected Webb Level.
124. Webb Level
125. Webb Revisited With table team, select one learning activity and differentiate the activity to reflect each Webb Level You can use an activity from ones you brought or one from the activities from worksheet Chart by Webb Level
126. Discussion Whole Group Discussion
127. Reflection What did you learn from this process? What insights can you share?
128. Workshop Evaluation Evaluation was emailed to you all. Please complete… then, take a break!
129. Step 4 Assessment
130. Thinking About Assessment 80 percent of assessments given in classrooms are geared toward low-level thinking. Decisions about assessment happen about every three to four minutes.
131. Assessment There are many purposes for assessment…..
132. We may want to assess where a student is.
133. We may want to assess where a student is… going.
134. We may want to assess what a student has learned.
135. But ultimately we want to know what to do next in order to close the gap.
136. Summative & Formative Assessment Summative Assessment: How much have students learned at a particular point in time? Formative Assessment: How can we use assessments to help students learn more?
137. Summative Assessment The purpose of summative assessment is: to measure student achievement at a particular point in time for reporting and accountability; to sort students in rank order; and to maximize student learning through standardized tests.
138. Formative Assessment The purpose of formative assessment is: to promote further improvement of student learning during the learning process and to involve students in the ongoing assessment of their own achievement.
139. Formative Assessments Formative assessment results are used primarily by students, educators, and parents. Results are used for: helping students see and hit the target(s) and identifying student needs and drives instruction.
140. It isn’t the method that determines whether the assessment is summative or formative… …it is how the results are used.
141. Target Method Match Assessment Methods
142. Target Method Match
143. Target Method Match Directions: Locate the blank Target Method Match matrix in your handout!
144. Target Method Match Directions: Using the assessment descriptions, determine: Appropriate Assessment Method, and Appropriate DOK Level Place in appropriate box on blank sheet
145. Target Method Match Discussion: What big “ah-has” did your team have when determining DOK levels? How important is it to utilize multiple assessment methods? Why is it important to utilize multiple assessment methods?
146. Let’s Examine an Assessment
147. Assessment Practices
148. Assessment Practices
149. Let’s Examine an Assessment
150. Websites for Math Tasks Progression framework sites: http://ime.math.arizona.edu/progressions/ http://commoncoretools.files.wordpress.com/2011/07/ccssatlas_2011_07_06_0956_p1p2.pdf http://www.nciea.org/publications/Math_LPF_KH11.pdf Annenberg Foundation http://www.learner.org/ Enriching Mathematics http://www.nrich.maths.org CCSS tools http://www.achievethecore.org/ Smarter Balanced Assessment Consortium http://www.smarterbalanced.org/ Inside Mathematics http://www.Insidemathematics.org William McCallum: Illustrative Mathematics Project http://illustrativemathematics.org/ SD Counts ESA 6/7 site with “Math Links” http://sdcounts.tie.wikispaces.net/home SD Counts ESA 3 site http://sddial.k12.sd.us Click on Region 3 ESA; Click on the Grants tab; Click on SD Counts link NCTM Illuminations http://illuminations.nctm.org/
151. Assessment Practices Locate Assessment Practices Handout
152. Assessment Practices Determine types of assessment to use for series of lessons/standard summative and formative Consider how assessment is aligned to KUD of standard? Determine Depth of Knowledge Level and Assessment Methods for summative assessments.
153. Step 5
154. Lesson Reflection What strengths did you find in the analysis? What are some areas that might need improvement? List revisions that might need to be made.
155. Common Core Blues Thanks to High School ELA