Leading Common Core Achieving Results with Rigor and Relevance Brian M. Pete Robin J. Fogarty, Ph.D. Robin Fogarty & Associates
How to Teach Thinking Skills Within the Common Core 7 Key Student Proficiencies of the New National Standards
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Agenda AM Session 1: Big Picture AM Session 2: Look-Fors: What’s Different?
High Tech High Touch High Thought High Tech High Touch High Thought
Meet and Greet
High Tech High Touch High Thought High Tech High Touch High Thought
Optimize Student Feedback polleverywhere.com …and you Inform your Instructional Practices
Poll Everywhere Rigor in Student Thinking is a Top Priority in our Schools. (1 low-5 high)
Poll Everywhere 631362-Under Construction 631364-Rocky Road 631365-Yellow Brick Road 631366-Highway to Heaven
Poll Everywhere The best way to raise instructional rigor is with…(1-5 high)
Poll Everywhere 1. Academic language 2. Peer-partner dialogues 3. Projects, performances 4. Open-ended questions 5. Talk-aloud reasoning
Essential Question How are we causing our students to think?
Work Smarter Work Harder
GOALS College Career Ready
Syllabus of Seven Critical Thinking – AnalysisEvaluateProblem Solving Creative Thinking – GenerateAssociateHypothesize Complex Thinking – ClarifyInterpretDetermine Comprehensive Thinking – UnderstandInferCompare/Contrast Collaborative Thinking – ExplainDevelopDecide Communicative Thinking – ReasonConnectRepresent Cognitive Transfer – SynthesizeGeneralizeApply
Meet and Greet Talk about what you think about when you hear Career & College Ready.
Students Who Are College and Career Ready in Reading, Writing, Speaking, Listening, and Language They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
Meet and Greet Which would bewould be a challenge for your students?
Shift from “What’s Taught” to “What Students Need to Be Able to Do” To succeed in 21st Century college and careers, students need to be able to: 1. Solve problems 2. Manage oneself 3. Adapt to change 4. Analyze/conceptualize 5. Reflect on /improve performance 6. Communicate 7. Work in teams 8. Create / innovate / critique 9. Engage in learning throughout life
Describe: Provide a Specific Workplace Example 1☐ Solve problems 2☐ Manage oneself 3☐ Adapt to change 4☐ Analyze/conceptualize 5☐ Reflect on /improve performance 6☐ Communicate 7☐ Work in teams 8☐ Create / innovate / critique 9☐ Engage in learning throughout life
Adapt to change Reflect on / improve performance Communicate Engage in learning throughout life Analyze/conceptualize Manage oneself Create / innovate / critique Work in teams Solve problems
Meet and Greet Pick one, discuss what it would look like in the job place.
Blooms DOK Three Story
BLOOM’S DOK Three Story Evaluation: Interpret, Justify, Decide, Criticize, Judge, Solve, Rate, Assess, Appraise Level Four (Extended Thinking) Connect, Design, Synthesize, Apply Concepts, Create, Analyze Prove, Critique, Aha! Collaboration, Enterprise, Communication, Innovation Techno-Savvy, Synergy, Synthesis: Hypothesize, Predict, Create, Invent, Produce, Extend, Design, Develop, Level Three (Strategic Thinking) Construct, Draw Conclusions, Develop Logical Argument, Investigate, Compare, Formulate, Cite Evidence, Apply: Evaluate, Judge, Predict, Speculate, Hypothesize, Forecast, Idealize, Generalize Analysis: Study, Combine, Inspect, Categorize, Examine, Apart, Generalize Level Two (Skill/Concept) Infer, Graph, Organize, Modify, Predict, Estimate, Make Observations Process: Compare, Classify, Explain, Sequence, Synthesize Analogies, Reason, Infer Comprehension: Summarize, Relate, Simple Comparisons, Reword, Discuss, Experiment, Level One (Recall) Arrange, Draw, List, Report, Label, Memorize, Recite, Quote, State Gather: Complete, Define, Describe, Scan, List, Match, Select, Identify, Count Knowledge: Tell, Uncover, Show, List, Repeat, Name, Recall, Define
Applying this 21st Century skill is like _______ Because both ________
Work in teams Solve problems Communicate Manage oneself Create Innovate Critique Analyze Conceptualize Reflect on /improve performance Engage in learning throughout life Adapt to change
B A Partners
V S ERVE & olley
Partner # A How can we coach teachers to be less helpful? Partner #B Compare their answer to your own. Partner #A Summarize both comments into one sentence. Partner #B Synthesize the entire conversation into three words or less.
Higher Order Thinking Skills Preview the whole situation. Assess the individual parts. Reorganize by similarities & differences. Turn the analysis into a summary or synthesis. Analyze Account for literal similarities and differences. Look again; don’t miss the obvious. Investigate the hidden details of likeness & difference. Know the categories. Express in alternating or dual descriptions. Compare Contrast Begin with the big picture. Look at the elements. Extract the essence. Name the nuggets. Design a seamless image. Synthesize
Common Core Anchor Standards College and Career Readiness Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Craft and Structure 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Common Core Anchor Standards College and Career Readiness Anchor Standards for Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Common Core Anchor Standards Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. College and Career Readiness Anchor Standards for Speaking and Listening
The goal of all staff development is . . . From Staff Room to Classroom
From Staff Room to Classroom A Guide for Planning and Coaching Professional Learning Robin J. Fogarty, PhD Brian M. Pete
Informational Texts: English Language Arts Grades 6–8 Text Exemplars Churchill, Winston. “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940.” Lend Me Your Ears: Great Speeches in History, 3rd Edition. Edited by William Safire. New York: W. W. Norton, 2004. (1940)From “Winston Churchill Braces Britons to Their Task” I would say to the House, as I said to those who have joined this government: "I have nothing to offer but blood, toil, tears and sweat." We have before us an ordeal of the most grievous kind. We have before us many, many long months of struggle and of suffering. You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy. You ask, what is our aim? I can answer in one word: It is victory, victory at all costs, victory in spite of all terror, victory, however long and hard the road may be; for without victory, there is no survival. Let that be realised; no survival for the British Empire, no survival for all that the British Empire has stood for, no survival for the urge and impulse of the ages, that mankind will move forward towards its goal. But I take up my task with buoyancy and hope. I feel sure that our cause will not be suffered to fail among men. At this time I feel entitled to claim the aid of all, and I say, "come then, let us go forward together with our united strength.”