21st century skills & the common core state...
TRANSCRIPT
Culverdale
21st Century Skills & the Common Core State Standards
21st century skills are what
kids need for life TODAY
“Are They Ready to Work” Partnership for 21st Century Skills asked 400 employers what the most desirable traits are:
The future of the workforce is here...and it’s woefully ill-prepared
Falling Short in Overall Preparation for Entry-Level Jobs
• Over 40 percent (42.4 percent) of employers rate new entrants with a high school degree “deficient.”
• Almost the same percentage (45.6 percent) rate the Overall Preparation of high school graduate “adequate.”
• Almost no one (less than ½ of 1 percent—0.2 percent) rated their Overall Preparation as “excellent.”
Many Report “Deficiencies” in Three “Very Important” Basic Skills
• Writing in English—72.0 %
• Mathematics—53.5%
• Reading Comprehension—38.4%
Most Report “Deficiencies” in Applied Skills
• Oral and written communications - 80.9%
• Professionalism/work ethic - 70.3%
• Critical Thinking/Problem Solving - 69.6%
Dr. Tony Wagner co-director of Harvard’s Change Leadership
7 skills students need for the future:
• Critical thinking and solving problems• Collaboration across networks and leading by influence (not
positional)• Agility and adaptability • Initiative and entrepreneurialism • Effective oral and written communication (thinking is fuzzy and
have no voice)• Accessing and analyzing information• Curiosity and Imagination (A Whole New Mind - Daniel Pink
• We need products to capture imagination
We need to be the country that creates more better ideas - innovation - to
drive the economy.
• It’s not about teaching content and skills, it’s about using content to teach skills
• Kids live in an interconnected world. make them masters WITH content not masters OF content
• Masters of: • writing, • researching• using tech• collaborating• presenting• strategic reading• solving problems
Foundation Exploration Application
Otherwise…
we develop a generation of this...
COMMON CORE ACROSS THE NATION
WHAT THE COMMON CORE STANDARDS ARE NOT
● The standards define what students are expected to know and be able to do, not HOW teachers should teach.
WHAT THE COMMON CORE STANDARDS ARE NOT
● The standards focus on what is MOST essential. They do not describe ALL that can or should be taught.
WHAT THE COMMON CORE STANDARDS ARE NOT
● The standards do NOT define the nature of advanced work for students who meet the standards prior to the end of high school.
WHAT THE COMMON CORE STANDARDS ARE NOT
● The standards are NOT a federal directive or initiative.
WHAT THE COMMON CORE STANDARDS ARE NOT
● The standards are NOT a curriculum. (The standards empower teachers to identify the most appropriate instructional resources and designs to support achievement of the standards. )
WHAT THE COMMON CORE STANDARDS ARE NOT
● The standards do not define the full range of supports for English Learners or students with special needs.
● However, all students MUST must have the the opportunity to learn and meet the SAME high standards, if they are to access the knowledge and skills necessary after high school.
http://www.corestandards.org/about-the-standards/myths-vs-facts/
What are the CCSS?
The Common Core State Standards are an example of states recognizing a problem, then working together, sharing what works and what doesn’t.
WHAT ARE THE BENEFITS OF THE CCSS?
● The CCSS are internationally benchmarked.
● They define clear and consistent expectations.
● They are aligned with college and work expectations.
Common Core State Standards:
Creating a Culture of High
Expectations
COLLEGE & CAREER READINESS
The strongest contributing factor to success on the SAT and ACT is a rigorous, high quality core curriculum. The new standards will help us ensure that students are:● Thinking deeply● Integrating learning● Showing what they know
COLLEGE & CAREER READINESS
● Almost two-thirds (65%) of all jobs in the economy will require postsecondary education and/or training beyond high school.
● Just 36% of the new job openings will not require
education beyond high school.
● And 30% of THESE job openings will require some level of postsecondary education.
WHAT DO THE COMMON CORE STATE STANDARDS MEAN FOR IRVINE STUDENTS?
They support our existing Continuous Improvement Efforts and our ability to cultivate the ESSENTIAL CAPACITIES...
because they focus on helping students develop DEEPER conceptual understanding.
WHAT DOES CONTINUOUS IMPROVEMENT MEAN IN IUSD?
Continuous Improvement in IUSD is clearly defined by our:● Essential Capacities ● Guiding Principles● Guiding Practices
English Language Arts/LiteracyGrades K-12
ORGANIZATION OF THE ELA STANDARDS
THREE MAIN SECTIONS:
● K-5 English Language Arts (ELA)
● 6-12 English Language Arts (ELA)● 6-12 Literacy in History/Social Studies, Science,
and Technical Subjects
ORGANIZATION OF THE ELA STANDARDS
FOUR STRANDS:
1. ReadingFoundational Skills, Reading Literature, & Reading Informational Text
2. WritingThree types: Argument, Research, Narrative
3. Speaking and Listening4. Language
Anchor Standards● 10 College and Career Readiness
Standards in reading and writing and 6 in speaking/listening and language which provide the foundation or “anchor” for all of the grade level standards.
● These “Anchor” standards support the achievement of the Essential Capacities within our Continuous Improvement Efforts.
http://www.corestandards.org/ELA-Literacy/
Reading★ Key ideas and details
○ Inferences○ Determine and Support○ Analyze interactions
★ Craft and Structure○ chosen words = tone○ parts = whole○ Point of View
★ Integration of Knowledge and Ideas○ Integrate diverse media formats○ Evaluate per evidence○ Analyze multiple texts to compare
★ Range of Reading and Level of Text Complexity○ Comprehend both literary and informational texts
independently
Writing★ Text type and Purpose
○ Argue with evidence○ Inform to convey○ Narrative
★ Production and Distribution of Writing○ Clear and coherent○ Plan, revise, edit, rewrite - try something different○ Use tech to publish
★ Research to Build and Present Knowledge○ Conduct○ Gather from multiple sources, assess credibility, integrate
without plagiarising○ Draw Evidence to support
★ Range○ Process pieces vs daily writing
Speaking & Listening★ Comprehension and Collaboration
○ Participate and express persuasively○ Integrate and evaluate diverse information○ evaluate speaker’s point-of-view
★ Presentation of Knowledge and Ideas○ Present with evidence and reasoning appropriate to audience○ Strategic use of digital media○ Adapt speech to context and task
Language★ Conventions
○ grammar and usage○ punctuation
★ Knowledge of Language○ how language functions
★ Vocabulary○ clarify meaning○ figurative language, word relationships, nuances○ general academic words
GRADE-BY-GRADE LEARNING EXPECTATIONS
● Which correspond with the College & Career Anchor Standards.
The Three Shifts in ELA/Literacy
1. Building knowledge through content-
rich nonfiction
2. Reading, writing and speaking grounded
in evidence from text, both literary and
informational
3. Regular practice with complex text and
its academic language
Reading more information text
CCSS Shift #1
BOOKS
HISTORICAL DOCUMENTS(letters & speeches, etc.)
MAGAZINE & NEWSPAPER ARTICLES
What can parents do to help?Encourage your child to read age-appropriate
information text.
• Museums
• Library
More reading, talking, and writing...
grounded in evidence from text
CCSS Shift #2
Multimedia Presentations
❧ Google presentations
❧ Prezi
❧ VoiceThread
❧ SlideShare
❧ Thinglink
Partner or Group Discussions
Giving reasons and examples to support ideas
Writing in All Subject Areas
Giving reasons and examples to support ideasFor real purposes and audiences
What can parents do to help?
Encourage your child to give
reasons, examples, and explanations
in everyday discussions.
Ask Questions Such As:
• Why?
• What makes you think that?
• Where did you get that information?
ELA Resources
❧ Google Docs❧ DOGO News❧ NewsELA❧ Tween Tribune❧ Wonderopolis❧ Newsela❧ Online Utility❧ Diigo❧ Accelerated Reader
Learning & Using Academic Vocabulary
CCSS Shift #3
Learning Words for College and Career
Language Across the Disciplines• Common Core requires students to develop literacy in
different disciplines (English language arts, math, social studies, science, etc.)
scale
• Students need to be able to read, write, speak and listen with purpose and understanding in each area.
What can parents do to help?
Encourage your child to read often
and be curious about words.
Balance Fiction and Information Text
Challenging Text on Topics of Interest
Multiple Texts on the Same Topic
MATHEMATICS GRADES K-12
ORGANIZATION OF THE MATH STANDARDS
• Two Main Sections:
● 8 Mathematical Practices
● K-12 Common Core Math Standards
8 MATHEMATICAL PRACTICES K-12
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning
Link to CCSS Standards in Math
http://www.corestandards.org/Math/Content/
3 Main Shifts in mathematics
Focus
Greater focus on fewer topics
3 Main Shifts in mathematics
Coherence (logical interconnection; overall sense of understandability)
Between Topics and Grade Levels
3 Main Shifts in mathematics
Rigor
Conceptual Understanding
Procedural Skills and Fluency
Application
With equal intensity
VIDEOS ON THE COMMON CORE STANDARDS IN MATHEMATICS
http://www.achievethecore.org/dashboard/408/search/3/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/762/introductory-videos-on-the-common-core-state-standards
(3rd video from top – 4 minutes 55 seconds)
Math Resources• First In Math• ST Math• Timez Attack• Gap Minder• Wolfram Alpha• Khan Academy• Google Trends• Brain Genie• Desmos
ADDITIONAL RESOURCE
California’s Common Core Standards Parent Handbook – Available in over 15 languages!http://www.ccsesa.org/index/sp_CommonCoreStandards.cfm
Thank you
Questions?
Some additional clarification slides...
FOCUS
Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.
COHERENCE
Teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
RIGOR• Requires fluency, application, and deep
understanding • Students are practicing and understanding.
There is more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in “drills” and make use of those skills through extended application of math concepts.
• Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations.
RIGOR (CONTINUED)
• Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.
• Fluency: Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions such as multiplication tables so that they are more able to understand and manipulate more complex concepts.
WHAT PARENTS CAN DO TO HELP
• Common Core Math Standards;• http://www.cde.ca.
gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
• General Information about the Common Core Standards: (Click on Students/Parents Tab)
• http://www.cde.ca.gov/re/cc/
THANK YOU!
Please write any questions we were unable to answer on a notecard with your name and email
address so that we may provide you with the information you desire.
• http://www.smmusd.org/edservices/commoncore/pdf/CCSParentHandbook.pdf
• http://www.iusd.org/education_services/CurricularPrograms.html
• http://www.corestandards.org/resources/key-points-in-english-language-arts
• http://www.corestandards.org/resources/key-points-in-mathematics
• http://iusd.org/education_services/ContinuousImprovementEfforts/documents/IUSD14.pdf