instructional shifts for making fewer, clearer, and higher a reality session 31 susan gendron senior...
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Instructional Shifts for Making “Fewer, Clearer, and Higher” A Reality
Session 31
Susan GendronSenior Fellow, International Center
Model Schools Conference 2012
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What’s different about CCSS?
These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build
on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not
just promises to our children, but promises we intend to keep.
— CCSS (2010, p.5)
Shared Responsibility for Students’ Literacy Development
• “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4).
• “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).
Adapted from “Key Design Considerations” (page 4 of the Standards)
Increasing Sophistication
KindergartenIntegration of Knowledge and Ideas
9. Compare and contrast the most important points and key details presented in two texts on the same topic.
Grades 11-CCRIntegration of Knowledge and Ideas
9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Reading Anchor Standard #9 Integration of Knowledge and IdeasAnalyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches the authors take.
Six Shifts in ELA/Literacy • Balancing Informational and Literary Text• Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary
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Shift 1
Balancing Literature and Informational
Text
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Reading Framework
Teaching ChannelSarah Brown Wessiling
http://www.teachingchannel.org/videos/pinwheel-discussions-texts-in-conversation
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Shift #2
Building Knowledge in the
Disciplines
Why Literacy in History/Social Studies, Science and Technical?
Students are consistently unable to meet the demands of reading text within a particular discipline.
Reading within a discipline is different than reading literature.
The ability to read within the discipline is important to citizenship.
Being literate across a broad range of disciplines is required to be considered College and Career Ready.
How is reading history/social studies different from other types of reading?
• History is interpretive.• History is an argument in favor of
a particular narrative.• Who the author is matters.
(sourcing)• The author’s purpose matters.
(bias and perspective)• A single text is problematic.
(corroboration)
How is reading science and technical reading different from other types of reading?
• Focus is on claims and counter claims• Precise details, complex details and
processes• Analyze results by comparing• Determining what question is being
raised• Navigate text, graphs, tables, charts• Evaluate basis for claims
Shift #3
Staircase of Text Complexity
Text Complexity and Common Core
• Teachers must understand what is complex text
• Teachers need to assist students in reading complex text
• Scaffolded instruction for every learners
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Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qua
litat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
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Shift #4
Text Based Answers
High-quality, Text-dependent Questions & Tasks
“Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”
Text Based Questions• Only answered with reference to the text• Ask student to focus on unique qualities of
the text• Require students to draw evidence from
the text• May ask students to follow logic of the
author’s argument• Students return to text to check their
interpretation
Shift #5
Writing from Sources
CCSS Emphasis in Writing
• Three types of writing• Writing Process• Quality of student writing• Writing across the content areas• Research• Citing evidence from text within
writing
Three types
• Argument/Persuasive• Explanatory/Informational• Narrative
Explanatory/Informational
• Report• Analytical description• Research report• Science lab report• How-to• Fact sheet• Directions
Narrative
• Fiction• Fantasy• Story• Biography• Personal narrative
Argument/Persuasive
• Persuasive letter• Review• Personal essay• Historical• Literary• Claims/counter claims – Science• editorial
NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Shift #6
Academic Vocabulary
Language Progressive Skills
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Tier I - words of everyday speech
Tier II - general academic words, typically found in text, ways to
communicate simple ideas
Tier III - domain-specific words (informational text)
Speaking and Listening
• Not a shift, but of increased importance
• Comprehension and collaboration• Presentation
– Integration of diverse media– Varied audiences– Tone
STANDARDS FORMATHEMATICS
JUNE 2010
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Mathematics Instructional Shifts
1. Focus2. Coherence3. Fluency4. Deep Understanding5. Application6. Dual Intensity
Focus – Shift # 1• Key ideas, understandings, and skills are
identified
• Deep learning of concepts is stressed– That is, time is spent on a topic and on
learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.
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Coherence – Shift #2• Articulated progressions of topics and
performances that are developmental and connected to other progressions
• Conceptual understanding and procedural skills emphasized equally
• NCTM states coherence also means that instruction, assessment, and curriculum are aligned
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Shift #3
Fluency
Rigor -Require fluency, application, and deep understanding
• Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding
• Procedural skill and fluency - speed and accuracy in calculation.
• Application - “real world” situations
Reasoning• Invite Exploration of important
mathematical concepts• Allow students to solidify and make
connections• Make connections and develop
coherent framework for mathematical ideas
• Problem formulation, problem solving and mathematical reasoning
Reasoning
• More than one solution• Development of all students’
disposition to do math
Mathematically proficient students
• Make conjectures• Build logical progressions to explore
the truth of their conjectures• Justify and communicate their
conclusions• Respond to arguments
Which number does not belong? Why?
4 16 36 48 64 81
Instead of asking which numbers are odd?
From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch
Procedural Fluency
• Knowledgeable about procedures• Know when and how to use them• Skill in performing procedures
flexibly, accurately, efficiently and with understanding
Shift #4Deep
Understanding
Cognitively-Guided Instruction Process
Mathematics/Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. 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 structure8. Look for and express regularity in repeated
reasoning45
Shift #5Application
Modeling• Identify the problem• Formulate a model• Analyze and perform operations• Interpret results• Validate the conclusion• Report on the conclusion
Shift #6Dual Intensity
How can an administrator support teachers in implementation?
• Professional development• 2, ½ days of DESK Academy in November and
March • Teachers share examples as part of faculty
meetings• Conversations about resources teachers are
using• Conversations about how teachers are engaging
students• Early out/Late Start—more time for common
planning and collaboration
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Support continued…• Reduce or eliminate “something”;
don’t do anything “new”; focus on the implementation of the new core
• EAS Process– Require professional goals to be
centered on implementing the new core
• Teachers as “guide on the side” not “sage on the stage”.
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