(RE)DISCOVERING LEARNING THEORY FOR THE COMMON CORE STANDARDS Robin Perry and Darrell Blanks

Fresno Pacific University

Exemplary Practice in Educational Leadership Conference: Leading World Class Learning for Our Valley Schools

January 29, 2013

SESSION OBJECTIVES

Recognize relationships between the implementation of the Common Core Standards and Models of Teaching

Engage in conversations about the implications of the implementation of the Common Core Standards

SET UP…

Please make groups of 4-5 people. Introduce yourselves and then discuss the

predominate method(s) of instruction used in your schools.

As evenly as possible, divide the group into those who will do a little math and those who will do a little reading.

SAMPLE SMARTERBALANCED ASSESSMENT ITEMS

GRADE 7Math (pg. 2)

All books in a store are being discounted by 30%.

Part A Let x represent the regular price of any book in the store. Write an expression that can be used to find the sale price of any book in the store.

Part B Jerome bought a book on sale at the store. The sale price of the book was $8.96. Write and solve an equation to determine the regular price of the book to the nearest cent.

Reading (pg. 1)Stimulus Text: The following text is from a biography of Harriet Beecher Stowe. She wrote one of the first books against slavery called Uncle Tom’s Cabin. This part of her biography tells about her older sister Catherine, who had a strong influence on Harriet. Read the text and answer the question that follows.

Item Prompt: Explain the meaning and purpose of the metaphor in the final sentence of the text. Use details from the text to support your response. Oregon Department of Education: http://www.ode.state.or.us/search/page/?id=3747

WHAT ARE YOUR THOUGHTS/FEELINGS ABOUT THE ITEM?

MATH ITEM RESPONSE

Sample Top-Score Response: Part A:

x – 0.30x or 0.70x

Part B: The regular price of the book was $12.80. x – 0.30x = 8.96 0.70x = 8.96 x = 12.80

3-point response:

The student is able to create both an expression and equation related to sale and regular prices of a book, and solve the equation correctly.

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ELA ITEM RESPONSEScoring Notes: • Students explain the meaning and purpose of the metaphor that compares Catherine’s personality to a river and explain how it conveys that her serious nature was tempered with humor. • The metaphor suggests that Catherine had a strength hidden below the surface or where people could not easily see it. • The author uses a metaphor comparing Catherine’s personality to a river in the passage to show her strength and serious nature. “little ripples of fun were continually playing on the surface of that current of intense thought and feeling in which her deep, earnest nature flowed.” • The author uses the words, “playing on the surface,” to imply that Catherine’s sense of humor was fun, like a child playing in the water on a riverbank.

Score Point 2 Sample: The author uses a metaphor comparing Catherine’s personality to a river in the passage, “little ripples of fun were continually playing on the surface of that current of intense thought and feeling in which her deep, earnest nature flowed.” Although Catherine was a serious person who had a lot of deep feelings and a good life, when she states, “Don't remember much about it myself,” it shows that she has a sense of humor because no one remembers much about being born. Score Point 1 Sample: The author uses a metaphor comparing Catherine’s personality to a river in the passage: “little ripples

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REFLECTION ON THINKING

Respond to the question: What type of thinking is required of students as they respond to this item?

Share your response with your content partner(s)

Discuss your responses with the other content group.

Prepare to share. 1/2

ITEM DESIGNWebb’s Depth of Knowledge

Retrieved from http://barbarabray.net/tag/depth-of-knowledge/

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ITEM DESIGN Common Core Claims

ELA /Literacy Mathematics

#1 – Reading“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

#1 – Concepts & Procedures“Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.”

#2 – Writing“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

#2 – Problem Solving“Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.”

#3 – Speaking and Listening“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

#3 – Communicating Reasoning“Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.”

#4 – Research/Inquiry“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

#4 – Modeling and Data Analysis“Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.”

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AND OF COURSE…

Common Core Content Standards

 ELA Sample

Webb’s Depths of Knowledge* 

3: Strategic ThinkingItems falling into this category demand a short‐term use of higher order thinking processes, such as analysis and evaluation, to solve real‐world problems with predictable outcomes.

CaCCSS^ Claim Reading 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational text.

CaCCSS RI-4: Determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.L-5:Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

* See guide - http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf^ See resources - http://www.cde.ca.gov/re/cc/

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Math SampleWebb’s Depths of Knowledge* 

2: Working with Skills and ConceptsItems requiring students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, patterns , cause and effect, significance or impact, relationships, points of view or processes.

CaCCSS^ Claim

2: Problem Solving Students can solve a range of well-posed problems in pure and applied mathematics, making productive use of knowledge and problem-solving strategies.

CaCCSS 7.EE.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions withrational coefficients. 7.EE.2: Understand that rewriting an expression in different forms in a problem context can shed light on theproblem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by5%” is the same as “multiply by 1.05.”7.EE.4: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. 6.EE.7: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q andpx = q for cases in which p, q and x are all nonnegative rational numbers.

* See guide - http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf^ See resources - http://www.cde.ca.gov/re/cc/

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Preliminary Summative Assessment Blueprint Tar get Sampling Mathematics Grade 7

Language Arts Grade 7

Component Claim Content Category DOK Min. Selected Response

Min. Constructed Response

Min/Max items

CAT- Computer Adaptive Testing

Reading Literary 1,2,3,4 3 1 4/6

Informational 1,2,3,4 3 1 8/10

Writing Purpose/Focus/Organization 1,2

2 1 7/10 Evidence/Elaboration 2 Conventions 1

Speaking/Listening Listening 1,2,3 3 2 8/10 Research Research 3,4 1 0 5/6

PT-Performance Task

Writing Purpose/Focus/Organization 1,2,3,4

1 (Essay) 1 Evidence/Elaboration 3,4 Conventions 1

Research Research 3,4 3 3 Adapted from Smarter Balanced Assessment Consortium: Preliminary Test Blueprints November 28, 2012

Claim DOK

Selected Response (minimum number

of scored items)

Constructed response (minimum

number of scored items)

Performance Tasks (minimum number

of scored items)

Min/max number of

items Concepts and Procedures 1,2 9 5 0 20/28

Problem Solving 1,2,3 0 9

2 9 Modeling and D ata analysis 1,2,3,4 0 4

Communicating Reasoning 2,3,4 0 8 3 8

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WHAT TYPES OF INSTRUCTION WILL ENABLE STUDENTS TO THINK THIS WAY?

THINK ABOUT THAT QUESTION

TURN TO THE PERSON NEXT TO YOU AND SHARE YOUR THOUGHTS

BE READY TO SHARE WHAT YOU AND YOUR PARTNER DISCUSSED. 7

MODELS OF TEACHINGFROM LEARNING TO TEACH, ARENDS

Teacher-centered Models

Syntax of Instruction

Theory of Learning

Presenting & Explaining

Presentation of information with checks for understanding

Sensory input and advanced organizers and cues for organizing information help connect knowledge

Direct Instruction Modeling, Guided Practice, Independent Practice

Observation and practice with feedback advance acquisition of skill

Concept Teaching Examination of examples and non-examples related to description

Support higher order thinking, allows for classification and building of schema

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MODELS OF TEACHINGFROM LEARNING TO TEACH, ARENDS

Student-centered Models

Syntax of Instruction

Theory of Learning

Cooperative Learning

Groups engage in activity, directions and assistance provided

Experience in a social context

Problem-based Learning

Research problem, develop and present artifacts and exhibits to address problem

Interactions with the environment and construction of meaning from experience

Classroom Discussion

Preparation and participation in discussion and debrief

Connection between language & thinking, social contexts 7

SKILLFUL TEACHER:

REPERTOIRE AND MATCHING….

THE PROCESS - ELA

Standard Claim/DOK Model of Teaching

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (Grade 7)

Claim 1 – ReadingLevel 3 – Strategic Thinking

Concept Teaching

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others’ ideas and expressing their own clearly. (Grade 8)

Claim 3 – Speaking and ListeningLevel 3 – Strategic Thinking

Classroom Discussion

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THE PROCESS - MATH

Standard Claim/DOK Model of Teaching

Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. (Grade 7)

Claim 1- Procedures and Concepts/ Level 2- Skills and Concepts

Direct Instruction

Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. (Grade 5)

Claim 2 Problem Solving/ Level 3- Strategic Thinking

Direct Instruction for representations; Problem Based Learning for learning to apply models to various situations 8

THE PROCESS – YOUR TURN

Standard Claim/DOK Model of Teaching

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subjectunder investigation.(Grade 11-12)

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WHAT ARE THE IMPLICATIONS FOR:TEACHER PREPARATION?

ON GOING TEACHER DEVELOPMENT?

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Q&A/EVALUATION

Contact Us:

Robin Perry, robin.perry@fresno.edu, 453-5589

Darrell Blanks, darrell.blanks@fresno.edu, 453-3679

Presentation materials and resources:

http://blanksclassfpu.weebly.com/