The Instructional Implications of California Common Core Standards

1. The Instructional Implications of California Common Core Standards December 13, 2012 Stephanie Pierce

2. Next Steps Review our next steps Keep our next steps in mind throughout the morning. What might I take from this presentation into the school?

3. Core Principles What were your initial impressions of the PowerPoint? What did you notice about their district? What are our core principles?

4. 21st Century Instruction Attitudes/ Citizenship Engaged Students Content 4 c’s 3R squared Life/Career Skills Technology Adapted from Susan Beers, ASCD 2012

5. Content Common Core State Standards (CCSS) has identified the WHAT!

6. Lady Gaga Did you know even Lady Gaga made the shift? Common Core This Way! http://www.youtube.com/watch?v=BwND8J2SvGE

7. Reflection • When you think about the rigor of CCSS and 21st Century Teaching and Learning, what keeps you up at night? Write your thoughts on a index card.

8. Elmore “Instructional leadership” is only impactful to the degree that it influences… Content = the curriculum, level of work in the classroom, Instruction = the knowledge and skills of teachers, what they do Student Engagement = the level of active learning by students.

9. Student Whip around your table and each person say one word that describes a 21st Century student.

10. Tony Wagner (2008) “We need to become “Ministers of Disturbance!” We want our schools to be better, but almost no one wants them to be different- EXCEPT the students.”

11. Mr. Manderfield’s Classroom Read the description of Mr. Manderfield’s Classroom. Use the log to record your findings from this article. Jot down notes of your findings from this article. Compare your findings with a colleague.

12. Instructional Impact Four C’s Three R’s squared Engaged, Motivated Students Life and Career Skills Use of Technology

13. Essential Question • What can leaders do to increase rigor in instruction and assessment?

14. What is academic Rigor? In your own words, write down what you think is rigor. http://www.youtube.com/watch?v=Y2Bemw5DQNg

15. Rigor Definition Academic rigor is helping kids learn to think for themselves…Academic rigor has four main components: student know how to create their own meaning out of what they learn, they organize information so they create mental models, they integrate individual skills into whole sets of processes, and they apply what they’ve learned to new or novel situations. -Robyn Jackson, ASCD Education Update August 2012

16. Reflection Now take another look at your original definition what would you change (add or delete) to your working definition. Highlight the action verbs in her definition.

17. Rigor is not a Four Letter Wordby Barbara Blackburn, 2012 http://www.youtube.com/watch?v=z7FpqXDfpBQ Take a moment and review your definition. From this definition, would you further change your definition?

18. 21st Century Instruction Attitudes/ Citizenship Engaged Students Content 4 c’s 3R squared Life/Career Skills Technology Adapted from Susan Beers, ASCD 2012

19. Engagement Strategies High Energy (Movement) Missing Information (Curiosity) Mild Controversy and Competition The Self-System (Autonomy) Mild Pressure (good anxiety) Robert Marzano, 2011

20. We must take Students Above and Beyond http://www.youtube.com/watch?v=7KMM387HNQk

21. It Still Works!

22. The Impact of VISIBLE Learning When teachers SEE learning through the eyes of the students and when students SEE themselves as their own teachers. John Hattie

23. Mega Meta Analysis! 800 meta-analyses of 50,000 research articles 150,000 effect sizes 240,000 million students Hattie, 2009 Visible Learning

24. What is a Visible Learner? • A visible learner: • Clearly understands what they are learning, • Knows where they are in the learning progression, • And can articulate their personal learning goals.

25. Your turn… Think critically as you read through the list of influence factors from Hattie’s research. Rank each – high, medium, low – regarding the positive impact that the action, strategy, or attitude has on student achievement. You may collaborate and communicate with the table group!

26. Instructional Focus Of these strategies, what is happening at your school currently? Which one of these instructional practices are you willing to focus on with your staff as a next step? Choose one to think about a goal area for improving instruction across your school!

27. Objectives Participants will... • Develop an understanding ofrigor in the context of instruction and in the context of assessment; and • Begin to develop understanding of the Standards for Mathematical Practice; and • Explore a sample performance task and discuss how it reflects the instructional shift of rigor, rigor in terms of assessment, and the Standards for Mathematical Practice; and • Engage in collaborative discussions regarding next steps.

28. Fieldtrip - 6th GradePerformance Task • Complete the task • Think about: • What “mathematics” are you engaged with; and • What “else” are you applying to complete the task

29. SBAC and Rigor Webb’s Depth of Knowledge • A measure of rigor in terms of cognitive complexity; the complexity of mental processing that must occur to complete a task • Levels name four different ways students interact with content • Recall • Skills and Concepts • Strategic Thinking • Extended Thinking • Each level is dependent on how deeply students understand the content • Is grade level, course, and time dependent • Does NOT necessarily indicate degree of “difficulty”

30. Task and Rigor Matrix Hess’ Rigor Matrix Measures the rigor of a task Combines Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge Defines rigor in terms of what we asking students to do with what depth of knowledge

31. Fieldtrip and Rigor • Revisit the “Fieldtrip” task • Determine the Depth of Knowledge level each individual problem • Determine the Depth of Knowledge level of the task as a whole • Identify where the task as a whole falls on Hess’ Rigor Matrix

32. Introduction to theInstructional Shifts The Instructional Shifts… • Focus strongly where the Standards focus; • Coherence: think across grades, and link to major topics* within the grades; • Rigor: in major topics* pursue: • conceptual understanding, • procedural skill and fluency, and • application with equal intensity

33. Introduction to theInstructional Shifts Revisit the Fieldtrip task Find evidence of conceptual understanding, fluency, and application What kind of instruction will be needed to prepare students for these types of learning expectations?

34. Lead into SMPs • Look at the rubric for the Fieldtrip Task • Two sets of standards under CCSS • Content Standards • Standards for Mathematical Practice Content is not enough!

35. 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.

36. Standards for Mathematical Practice “The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.” Introduction to the Common Core Standards for Mathematics

37. Standards for Math Practice You have cards at your table with numbers. Read over your number and jot down you thoughts on the chart. Discuss at your table what you wrote

38. Chat Activity • With your table groups take turns sharing how your specific Standard for Mathematical Practice is evident while completing the Taking a Field Trip task.

39. Reflection • What are 2 or 3 things that stand out from this session? • What are implications for your school as you transition to Common Core?

40. SBAC Draft Initial Achievement Level Descriptors Released for Public Review • Four ALD • Deep Command • Sufficient Command • Partial Command • Minimumal Command http://www.smarterbalanced.org/