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Common Core State Standards

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Common Core State Standards

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  1. Common Core State Standards Session 7 6-12 Social Studies, Science, & CTE

  2. Day 2 – Session 711:15-4:30 OUTCOMES Participants will increase their knowledge of: • Formative assessment & CPALMS tools; • The Comprehension Instructional Sequence as a way to teach thorough comprehension of complex texts; • Differentiated instruction and the Common Core Literacy Standards; • Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes; • The clarity and purpose of Learning Goals, scales, and learning activities; and • Addressing the needs of all learners – working with English language learners.

  3. CPALMS – Florida Teachers’ Standards Instructional Tool and Formative Assessments by Rabieh Razzouk and FCR-STEM

  4. Parking Lot Questions • A question you need to park (save) until the end of a presentation. • It's a fancy way of saying, "Please hold all questions until the end of the presentation."

  5. Day 2 – Session 7Comprehension Instructional SequenceContent Area Lesson:What Thawed the Last Ice Age?

  6. Comprehension Instructional Sequence(CIS) Step One

  7. Topic Question Before reading: What are our responsibilities as citizens regarding mankind’s impact on the environment?

  8. Predictive Writing Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question: Predict which primary factorsmay cause global warming to occur. Base your response on your current background knowledge.

  9. Vocabulary Front Loading Words for Vocabulary Word Wall: • Words introduced in this article: Circumpolar, Deglaciation, Paleoclimatologist • Word introduced previously in text-reading: Sediment, Proxies, Albeit

  10. Text Marking • Listen as the facilitator reads the first few paragraphs of the following text: What Thawed the Last Ice Age? • Mark the text with the following codes: • F – this section of text shows a finding from research • O – this section of text shows a research observation • H – this section of text shows a scientific hypothesis

  11. Text Marking After text marking: • In small groups, compare and discuss differences in text coding. • Support your suggested answers from the text.

  12. First Writing Response After Reading After the initial reading, answer the following question on your handout: According to the text, what are the primary factors that may cause global warming to occur?

  13. Parking Lot Questions • A question you need to park (save) until the end of a presentation. • It's a fancy way of saying, "Please hold all questions until the end of the presentation."

  14. LUNCH

  15. Directed Note-taking Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur? • Natural CO2 increase • Orbital change • Human Activity • Ocean Current Shifts Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.

  16. After Directed Note-taking Compare notes in pairs or small groups. Place a star next to the most significant note in each category: • Natural CO2 increase • Orbital change • Human Activity • Ocean Current Shifts

  17. After Directed Note-taking Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions. • Natural CO2 increase • Orbital change • Human Activity • Ocean Current Shifts As part of whole class discussion, record responses in multiple choice format.

  18. Differentiated Instruction and the Common Core Literacy Standards by Florida’s Inclusion Network (FIN) and Florida Diagnostic and Learning Resource System (FDLRS)

  19. Differentiated Instruction and the Common Core Literacy Standards Presented by: The Florida Inclusion Network (FIN) and The Florida Diagnostic & Learning Resources System (FDLRS)

  20. “The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.” Theodore Sizer, Brown University

  21. Differentiated instruction is… ...the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products.

  22. The goals... ... of a differentiated classroom are to maximize student growth and to promote the success of each student.

  23. D.I. = Complex Decision-making Through a variety of instructional strategies such as: RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering…Learning/Interest Centers…Independent Studies…Multiple Intelligence Preferences…Orbitals...Complex Instruction…etc.

  24. Responsive Learning Environment • Key ingredient is the “mood” • Lighting: natural is best • Temperature: 68°–74° • Color • Music: 60–80 beats per minute • Humor • The operation and tone of the classroom • Rules, furniture arrangement, procedures, visuals, etc.

  25. Clarity about the Learning Goal • Common Core State Standards • Common Core Connectors

  26. Continuous Assessment and Adjustment “The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide each student to success. The Differentiated School , by Tomlinson, Brimijoin, & Narvaez

  27. “Assessment is today’s means of understanding how to modify tomorrow’s instruction.” “Assessment should always have more to do with helping students grow than cataloging their mistakes.” Assessment Carol Ann Tomlinson

  28. Flexible Grouping and Respectful Work • Concrete, representational, and abstract experiences • Interesting and engaging tasks related to the curriculum • Variety of grouping strategies

  29. Now let’s look at some ways the lesson introduced earlier might be differentiated

  30. What Thawed the Last Ice Age? The teacher… • Prompts discussion: What are our responsibilities as citizens regarding mankind’s impact on the environment? • This discussion could be a pre-assessment. • Some students may need assistive, augmentative communication. • Reads aloud to students as they mark text • Some students may need digital content and highlight electronically. • Some students may benefit from previewing the text, their notes page, and a graphic organizer.

  31. What Thawed the Last Ice Age? The students… • Read and/or listen to the text • Some students will need digital content with a screen reader and to highlight electronically. • Participate in directed note-taking • Instead of doing this as an independent activity, break students into small, mixed-readiness groups (or pairs). Students may use whichever note-taking device that works best for them and students who are at a higher readiness level could coach their peers if needed. • Some students will need cloze notes, some a structured note-taking form, some talk-to-text software.

  32. Tiered Assignments: Predict which primary factors may cause global warming to occur. • Tier 1–List possible primary factors • Tier 2–Depict possible primary factors through drawing or diorama • Tier 3–Create a story from the perspective of someone impacted by global warming predicting possible primary factors • Tier 4–Create a word map showing the interconnecting factors that may lead to global warming and its impact

  33. Four Corners: Predict which primary factors may cause global warming to occur. • One different cause of global warming will be posted in each corner of the classroom. • Prior to reading passage #2, students will identify which of four causes they believe has the greatest impact on global warming by moving to the corresponding corner of the classroom. • After reading/listening to the passage, the students will once again identify which of the four causes they believe has the greatest impact on global warming. • Each group will identify passages from the text that provide support for their position.

  34. Vocabulary Instruction: • Direct students to locate words introduced in the text by paragraph number. • Use matching colored highlighter tape or electronically highlight. • Model for students how to derive word meaning(s) from word parts and/or context. Record meanings of word parts and words on chart paper. • Use lower level examples for some students, use graphic representations. • Display common prefixes, roots, and suffixes around the room.

  35. Text-marking: F - this section of text shows a finding from research • What did they find? O - this section of text shows a research observation • What did they see? H - this section of text shows a scientific hypothesis • What did they think?

  36. Model for students by reading the text aloud and coding a portion of the text. Students follow along (some with a screen reader) and mark their copy (some using removable tabs). Students proceed to code the rest of the text independently or in their groups/pairs. • Use MS Word AutoSummarize. • Students share text markings with table group or partner.

  37. Directed Note-Taking • Directed Note-Taking - Record notes containing the most important information relevant to the guiding question • Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur? • Use highlight tape or electronic highlighting • Natural CO2 Increase • Orbital Change • Human Activity • Ocean Current Shifts • Students may prefer a color-coded word map and/or graphic depiction.

  38. Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text. • Some students may need assistive, augmentative communication. • Students create a first draft written response to the essential question:According to the text, what are the primary factors that may cause global warming to occur? • Variations for the written response: Use sticky notes quick writes, collaborative partners (use a peer scribe), written conversations, choose from a list, depict graphically

  39. Reading #3: Question generation • Teacher models re-reading a portion of the text and generates one or two questions. • Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently. • Some students will need a model showing how to turn a simple question into a complex question. • A Bloom’s flip book or Webb’s Depth of Knowledge chart may be helpful. • Some will need assistance through the use of probing questions.

  40. Final Written Response to Complex Text-Based Question According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur? • Students create a dialogue among the listed factors, each stating their case as to why they should be the primary cause. • Students demonstrate graphically the various factors and show primary by size or position • Students compose a RAFT activity stating the case for the primary cause. • Student groups design and debate the case for each of the causes.

  41. Things to keep in mind while planning and teaching… • There is a time for choice and a time for teacher directed activities. • When students are given choices in all situations, “their strengths become stronger, and their weaknesses become weaker.” (Chapman, 2005) • Students should be engaged in activity during all lessons. • Lessons should emphasize critical and creative thinking to increase the rigor of the lesson. • Be clear on key concepts and “big ideas” to help students form a framework for their new information.

  42. What about when people say: “We aren’t preparing them for the real world!” • Differentiated instruction (done right)… • Guides students to think on their own • Helps students accept significant responsibility for learning • Develop a sense of pride in what they do • Makes learners an active participant in their evaluations • Prepares students for a better quality of life

  43. Resources for Differentiating Instruction from FIN and FDLRS

  44. FDLRS Online PDA Modules

  45. More DI Resources for Teachers And Targeted Workshops on Differentiating Instruction, Accommodations, Cooperative Learning, Formative Assessment for Differentiating Instruction, and others.

  46. For more information about differentiating instruction contact: The Florida Inclusion Network (FIN) www.FloridaInclusionNetwork.com and The Florida Diagnostic & Learning Resources System (FDLRS) www.FDLRS.org

  47. Parking Lot Questions • A question you need to park (save) until the end of a presentation. • It's a fancy way of saying, "Please hold all questions until the end of the presentation."

  48. Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes by Rebecca Sarlo, University of South Florida

  49. 1. Set a Goal and ID How to Measure that Goal Define What do we want students to know and be able to do? 8. Evaluate if Goal in #1 was Achieved 7. Evaluate if Barriers were Eliminated or Reduced 2. ID Resources & Barriers 3. Prioritize Barriers Evaluate Is it working? Analyze Why is this not occurring? 6. Develop Follow-up Plan 4. ID Strategies to Eliminate or Reduce Barriers Implement What are we going to do about it? 5. Develop Action Plan