ocm boces october 17, 2011 nys initiatives for teaching and learning an overview of the common core...
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OCM BOCES
October 17, 2011
NYS INITIATIVES FOR TEACHING AND LEARNING
AN OVERVIEW OF THE COMMON CORE STATE STANDARDS SHIFTS, DATA INQUIRY, AND
PROFESSIONAL PRACTICE
FacilitatorsRenee M. Burnett ҉ OCM BOCES Network TeamAuddie Mastroleo ҉ OCM BOCES Network Team
Board of Ed
Superintend
ents
Princip
als
Teachers
CCLS
DDI
APPR
The Big Picture
READINESS GUIDE
Awareness
Connections
Integration
Awareness:Building Common
Knowledge
•Overview of the CCLS
•6 Shifts for ELA and Math
•Connect to Professional Practice: NYS Teaching Standards
•Connect to Data Driven Instruction
Connections:Connecting the 6 Shifts to Current
Practice
• Develop skills of educators in connecting the CCLS to discrete learning opportunities and tasks in the classroom
Integration:Using the CCLS in
the Design of Classroom Curriculum,
Instruction and Assessment
•District Level: identify Power Standards; write curriculum; develop scope and sequence
•Classroom Level: develop standards-based plans and assessments; identify and implement standards-based teaching practices
READINESS GUIDE
PROFESSIONAL PRACTICE
HEDI
ighly Effective
ffective
eveloping
neffective
THREE PRIORITIES OF PROFESSIONAL PRACTICE
Cognitive Engagement
Constructivism
21st Century Skills
Intellectual involvement with the content is required
Minds-on learning
Simultaneous and continuous throughout the lesson
NOT “time on task”
PRIORITY 1: COGNITIVE ENGAGEMENT
Effective practice requires students to be cognitively engaged.
Highly Effective practice requires cognition, meta-cognition, and student ownership of their learning. Pe
rform
ance
Le
vels
Students making meaning
Students making connections
Relating to outside world
Relating to personal future
PRIORITY 2: CONSTRUCTIVIST LEARNING
Effective and Highly Effective practice must have evidence of learning experiences designed to facilitate students’ construction of knowledge.
Perf
orm
ance
Levels
CollegeCareerCitizenshipCollaborationCommunicationCritical Thinking & Problem Solving Creativity
PRIORITY 3: 21ST CENTURY READINESS
Effective and Highly Effective practice must plan for and have evidence of application of college career-readiness skills and dispositions.
Perf
orm
ance
Levels
POWER PLANNING
Focus
Coherence
Fluency
Deep Understanding
Application
Dual Intensity
COMMON CORE SHIFTS IN MATH
Shift 1
FOCUS
QuantitiesOperation
sWhole
Numbers
Focus on fewer
topics in greater depth
Domain
Cluster
Shift 2
COHERENCE
Each concept in each grade…
builds upon what was…
taught before…
Learning is connected within and across gradesfor deep understanding
With a partner…
Share your initial thinking and
reactions
TURN AND TALK
Shift 3FLUENCY
Speed
Accuracy
Memorization of simple calculationsand core functions.
Shift 4DEEP UNDERSTANDING
Teach more than how to get the answer
Learning can be applied to new situations
With a partner…
Share your initial thinking and
reactions
TURN AND TALK
Shift 5
APPLICATION
Science Business Occupations Opportunities
for real worldapplication of math concepts
Shift 6DUAL INTENSITY
• Purposeful • Automatic• Build
Fluency
Practicing
• Application of math concepts
Understanding
Both occursimultaneously and withintensity
With a partner…
Share your initial thinking and
reactions
TURN AND TALK
QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
Grade 7 Mathematics ModuleAddition and Subtraction of Rational Numbers
CURRICULUM EXAMPLE
What pops out and why?What looks familiar?What is going to be a stretch?Where do you see evidence of the six shifts?
Where do you see evidence of the three priorities for professional practice?
GUIDING QUESTIONS
QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
THREE PRIORITIES OF PROFESSIONAL PRACTICE
Cognitive Engagement
Constructivism
21st Century Skills
Balancing Informational & Literary Texts (Grades PK-5)
Knowledge in the Disciplines (Grades 6-12)
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
COMMON CORE SHIFTS ELA & CONTENT LITERACY
SHIFT 1
GradesPK-5
BALANCING INFORMATIONAL &
LITERARY TEXTS
Range of Text Types
Literature = Stories, Dramas,
Poetry
Informational = Literary
Nonfiction, Historical,
Scientific, & Technical Texts
50% fiction 50% nonfiction
40% fiction 60% nonfiction
20% fiction 80% nonfiction
4th grade
8th grade
12th grade
Increase in teaching
and learning with non-
fiction text
SHIFT 2
Grades6-12
KNOWLEDGE IN THE DISCIPLINES
Reading & Writing Literacy
Standards
• Complement, not replace content standards
Depending on text rather
than referring to it
• Read a president’s speech & write a response
• Read scientific papers & write an analysis
Think sophisticated
non-fiction
• Analyze and evaluate texts within disciplines
• Gain knowledge from texts that convey complex information through diagrams, charts, evidence, & illustrations
Expectation of rigorous
domain specific literacy
instruction outside of
ELA
With a partner…
Share your initial thinking and
reactions
TURN AND TALK
SHIFT 3
STAIRCASE OF COMPLEXITY
Increase in text complexity at each grade level
Qualitative
Levels of meaning
Structure
Clarity of language
Knowledge demands
Quantitative
Word length
Sentence length
Text cohesion
Reader & Task
Motivation
Knowledge
Experience
Appendix B:
Text Exemplars
and Sample Performance
Tasks
Expectation of proficiency
and independence
in reading grade level
text
SHIFT 4
TEXT-BASED ANSWERS
Questions tied directly to the text, but extend beyond the
literal
Students must cite
text to support answers
Personal opinions,
experiences, and
connections to the text
are minimized in favor of what
the text actually says
or doesn’t say
Questions are purposefully planned &
direct students to
closely examine the
text
With a partner…
Share your initial thinking and
reactions
TURN AND TALK
SHIFT 5
WRITING FROM SOURCES
Three Text Types
Argument
Supporting a claim with sound reasoning and relevant evidenceInformational
/Explanatory Writing
Increase subject knowledge
Explain a process
Enhance comprehension
Narrative Writing
Conveys experience i.e. fictional stories, memoirs, anecdotes, autobiographies
Appendix C: Samples of
Student Writing
Argumentative writing is especially
prominent in the CCLS
SHIFT 6
ACADEMIC VOCABULARY
Tier One
Words
• Words of everyday speech
Tier Two
Words
• Not specific to any one academic area
• Generally not well-defined by context or explicitly defined within a text
• Wide applicability to many types of reading
Tier Three Words
• Domain specific• Low-frequency• Often explicitly defined • Heavily scaffolded
Ramp up instruction of Tier Two
words
With a partner…
Share your initial thinking and
reactions
TURN AND TALK
QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
The Making of a Scientist (Grade 5)Words We Live By: Your Annotated Guide to the Constitution (Grades 6-8)Gettysburg Address (Grades 9-10)Text selections w/ performance tasksWriting examples w/ annotations
CURRICULUM EXAMPLES
What pops out and why?What looks familiar?What is going to be a stretch?Where do you see evidence of the six shifts?
Where do you see evidence of the three priorities for professional practice?
GUIDING QUESTIONS
QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
Data Inquiry Team
Leadership Team Principal
VP
Instructional Specialists
Curriculum or Data CoordinatorsTeacher Leaders
Other
Interim Assessments that support a common level of rigor across classrooms.
Analysis of Interim Assessments that is quick, user-friendly, and teacher-owned.
Action Planning to address weaknesses in student mastery of the Common Core.
All occurring in a data-driven Culture guided by collaborative leadership.
DATA-DRIVEN INQUIRY PROCESS
Common
4-6 times per year
Starting point
Aligned
Re-assess
DDI: INTERIM ASSESSMENTS
Immediate
User-friendly
Teacher-owned
Test-in-hand
Deep
DDI: ANALYSIS
Plan new lessons
Teacher action plans
Ongoing assessment
Accountability
Engaged students
DDI: ACTION
Leadership team
Professional development (initial and ongoing)
Implementation calendar
Build by borrowing
DDI: CULTURE
POWER PLANNING
