Iowa Core Regional Session #3

1. Iowa Core Regional Session #3 Prairie Lakes Area Education Agency

2. Welcome Stand By Me/Playing for Change/Song Around the World

3. Iowa Core Regional Session 3 Purpose: Collaboratively build knowledge and skills to support collaborative learning teams in implementing the Iowa Core.

4. Learning Goals for Session 3 Participants will understand that… • Successful implementation of the Iowa Core occurs through collaborative learning teams. • The Iowa Core Essential Concepts and/or Skills has topics, concepts and generalizations embedded within it. • Alignment data will guide actions/directions for district’s future curriculum work. • Data collected from the peer review process and self-studies will guide future work.

5. Success Criteria for Session 3 I can… • Participate in a collaborative learning team. • Articulate the difference between a topic, concept, and a generalization. • Respond to the question, “How does our alignment data direct our future curriculum work?” • State what next steps need to be taken to strengthen our Iowa Core Implementation Plan.

6. Iowa Core/Common Core Questions???

7. Iowa Core Session 2 Survey Results Key Survey Results for Iowa Core Session 2

8. Iowa Core Outcomes Iowa Future Website

9. Iowa Core Outcomes • Review your assigned outcome. • Watch the video for elements of your assigned outcome. • Be prepared to share out.

10. Back to the Future? Changing Education Paradigms with Sir Ken Robinson

11. Spring 2011 Peer Review • One round • 20 minute presentation • Bring documents • Revisit Self-Studies

12. Deepening Our Understanding About Concept-Based Teaching and Learning

13. “Session 2.5”: In-District Work What insights and new understandings did you take away from the discussions on these videos?

14. Teaching for Understanding – Critical Attributes Instruction… • Facilitates the construction of deep conceptual and procedural knowledge. • Facilitates the development of representations and conceptual models. • Inducts students into the discipline. • Facilitates the application of new learnings and understandings in new and novel situations.

15. Teaching for Understanding

16. Teaching for Understanding – Additional Important Aspects • Making learning a long-termed, thinking-centered process. • Provide for rich ongoing assessment. • Pay heed to developmental factors.

17. Reflect On the Following… “Teachers who are beginning to implement (concept-based curriculum) are discovering techniques to help students think beyond the facts. With a student population that has been trained to think more about facts than ideas, the transition can be difficult. It takes patience and perseverance on the part of the teachers, but if they persist, students will begin to understand that facts relate to bigger ideas.” (H. Lynn Erickson, Concept-Based Curriculum and Instruction)

18. Structure of Knowledge

19. Levels of Concepts Macroconcepts Microconcepts Subconcepts Tend to be focused on a particular content area Depth of understanding • Broadest, most abstract • Used across disciplines • Breadth of understanding

20. First Steps to Concept-Based Teaching and Learning • Identify the concepts for your grade level (grade span) in the different disciplines. • Need to be able to differentiate between the topics and concepts.

21. Social Studies: Economics (6-8) Essential Concept and/or Skill: Understand factors that create patterns of interdependence in the world economy. • Understand the impact of imported and exported goods and services in the local community. • Understand the concepts of free trade and trade barriers. • Understand trade barriers imposed by the United States from a historical perspective and the impact of those actions. • Understand the interdependence of America and other regions of the world in terms of imports and exports. • Understand balance of trade and trade deficits and their impact on the price of goods. • Understand that the increased interdependence of the world market causes economic conditions in one country to affect others.

22. Social Studies: Economics (6-8) Essential Concept and/or Skill: Understand factors that create patterns of interdependence in the world economy. • Understand the impact of imported and exported goods and services in the local community. • Understand the concepts of free trade and trade barriers. • Understand trade barriers imposed by the United States from a historical perspective and the impact of those actions. • Understand the interdependence of America and other regions of the world in terms of imports and exports. • Understand balance of trade and trade deficits and their impact on the price of goods. • Understand that the increased interdependence of the world market causes economic conditions in one country to affect others.

23. Science: Life Science (9-12) Essential Concept and/or Skill: Understand and apply knowledge of the cell. • Principles that Underlie the Concept and/or Skill: • Structures and functions • Cell structures underlie functions • Cell membranes; absorption and diffusion • Basic cell processes Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures, notably the nucleus, mitochondria, ribosomes, chloroplasts, and the endoplasmic reticulum. Some cells have external structures facilitating movement (cilia and flagella).

24. Science: Life Science (9-12) Essential Concept and/or Skill: Understand and apply knowledge of the cell. • Principles that Underlie the Concept and/or Skill: • Structures and functions • Cellstructures underlie functions • Cell membranes; absorption and diffusion • Basic cellprocesses Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures, notably the nucleus, mitochondria, ribosomes, chloroplasts, and the endoplasmic reticulum. Some cells have external structures facilitating movement (cilia and flagella).

25. Concept-Based Teaching and the Iowa Core • Choose a grade level span. • Choose the discipline – social studies or science. • Using different colors, highlight the topics and concepts.

26. Generalizations (Enduring Understandings) PD 360

27. Generalizations (Enduring Understandings) • Broad and abstract • Generally universal in application • Generally timeless • Supported by different examples • Avoid proper and personal nouns • Use present tense verbs

28. Scaffolding Generalizations Level 3 (“So what?”) Level 2 (“How?” or “Why?”) Level 1

29. Scaffolding Generalizations Organisms that do not adapt to changing environments will not survive. (“So what?”) Changing environments require that organisms adapt. (“How?” or “Why?”) Changing environments affect organisms.

30. Science: Life Science (9-12) Essential Concept and/or Skill: Understand and apply knowledge of the cell. • Principles that Underlie the Concept and/or Skill: • Structures and functions • Cellstructures underlie functions • Cell membranes; absorption and diffusion • Basic cellprocesses Cells have particular structures that underlie their functions. Every cell is surrounded by a membrane that separates it from the outside world. Inside the cell is a concentrated mixture of thousands of different molecules which form a variety of specialized structures, notably the nucleus, mitochondria, ribosomes, chloroplasts, and the endoplasmic reticulum. Some cells have external structures facilitating movement (cilia and flagella).

31. Social Studies: Economics (6-8) Essential Concept and/or Skill: Understand factors that create patterns of interdependence in the world economy. • Understand the impact of imported and exported goods and services in the local community. • Understand the concepts of free trade and trade barriers. • Understand trade barriers imposed by the United States from a historical perspective and the impact of those actions. • Understand the interdependence of America and other regions of the world in terms of imports and exports. • Understand balance of trade and trade deficits and their impact on the price of goods. • Understand that the increased interdependence of the world market causes economic conditions in one country to affect others.

32. Concept-Based Teaching and the Iowa Core • Go back to the set in which you identified the topics and concepts. • Using a third color of highlighter, underline the generalizations. • Identify what level you think the generalizations are.

33. Concept-Based Teaching and the Iowa Core • What were some things you noticed when highlighting the topics/facts and concepts within the Iowa Core? • What were some things you noticed when underlining the generalizations within the Iowa Core?

34. Reflection… “Don’t judge each day by the harvest you reap, but by the seeds you plant.” Robert Louis Stevenson

35. Next Steps • As a district, are you at the topical level or moving towards the conceptual level? • How will you go about this complex transitional work with your students and your community?

36. Exploring the Iowa CoreFacilitator’s Guide Iowa Core Moodle

37. Purpose • Read Page 6 of the Exploring the Iowa Core Facilitator’s Guide • As a district team: • Highlight the purposes that you think you could use the facilitator’s guide for back in your district

38. Suggestions & Assumptions (page 5)

39. Facilitation Guide • Table of Contents (pgs. 2 and 3) • List of Figures – Your Tool Box (pg. 4)

40. Teaching For Understanding • Resources • Learning Sequence • Videos Suggested • Learning Tools: • Protocols • Checking for Understanding • Planning Chart

42. Analogy Activity • Review your assigned curriculum or alignment terms. • Develop a real-life analogy that exemplifies each term. • Be prepared to share out your analogies.

48. Using Alignment Data • Find and define 4 characteristics of US curricula. • Illustrate your understanding.