transitioning to common core one step at a time
DESCRIPTION
Transitioning to Common Core One Step At A Time. Introductions. Patty Sweet [email protected] (Cell) 580-744-0611. “Identify Problems – Look for Solutions” “Wouldn’t it be nice if…?”. New Initiatives. More work! More time! More meetings!. - PowerPoint PPT PresentationTRANSCRIPT
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Transitioning to Common Core
One Step At A Time
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“Identify Problems – Look for Solutions”
“Wouldn’t it be nice if…?”
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New Initiatives
More work!More time!
More meetings!
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Why are New Initiatives a Problem?
There is never enough time.
There is never enough funding.
There is never adequate guidance.
And now, there are simply too many projects to manage efficiently and effectively.
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DiscussionDiscussion Process offers the Opportunity to
Reflect and Share
Elbow Partner (Paired-Reflection)Table Talk (Consensus)
Group-Team (Shared Belief-Requires a Reporter)
Partner-Outside-Your-Team (Quick-Break)
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Establishing Common Routines
Call back signals…
• “Focus on Me Please”• Silent “Five”
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Discussion Topics
The collective consequences of too much, too soon, too fast…
What questions do you have…
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School Improvement - Random
School Improvement
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Vision, Mission, Purpose -Focused
School Improvement
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Synergy – Focus Together!
School Transformation
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Synergy Defined
• Cooperative interaction among groups, especially among the acquired subsidiaries or merged parts of a corporation, that creates an enhanced combined effect.
• A mutually advantageous conjunction or compatibility of distinct business participants or elements (as resources or efforts)
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The Question?• Do I focus my energy on teaching to
the test?
• Do I focus on teaching real-life application aligned to the world of work?
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Don’t be successful at
the wrong thing?http://www.youtube.com/watch?v=gBfHofVAy0c&feature=related
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Narrow Your Focus
Integration of Effective Teaching Strategiesand Brain-based Strategies
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Literacy Strategies for Every Content Area
Building Academic Vocabulary Before-During-After Reading Guides Graphic Organizers Note-taking Formal and Informal Writing
Assignments Cooperative Learning
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"The illiterate of the future are not those that cannot read or write. They are those that can not learn, unlearn, relearn."
-Alvin Toffler (Futurist/Author)
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Learning Goal Today
Develop a COMMON vocabulary,
COMMON purpose, COMMON
vision to communicate and
collaborate efficiently and
effectively as highly functioning,
state- and district-wide teams.
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Big Idea for CCSS
Sustained rigorous curriculum which is aligned to standards, assessment, and instruction requires highly functioning, inter-disciplinary, district-wide teams.
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Before-During-After Reading Guides/Strategies
KWL – StrategyKnow What to Know Learned
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Combination Notes
TOPIC1) Write informal notes here Use this portion to: draw examples, make
connections (aha!) thoughts, collect questions
Write your conclusions or summarize here
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Look Deeper
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Define Rigorous
Google it…
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Rigorous by Definition
According to American Heritage Dictionary http://education.yahoo.com/reference/dictionary/entry/rigorous
Rigorous: ADJECTIVE
1.Characterized by or acting with rigor: a rigorous program to restore physical fitness.
2.Full of rigors; harsh: a rigorous climate.
3.Rigidly accurate; precise. See Synonyms at burdensome.
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SREB – TCTW National Forum January 2010
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Rigor Defined
Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills.
…the reaching for a higher level of quality in both effort and outcome.
Larry Ainsworth
Rigorous Curriculum Design, 2010
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Rigorous Curriculum
A rigorous curriculum is an inclusive set of intentionally aligned components – clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies – organized into sequenced units of study.
Larry Ainsworth
Rigorous Curriculum Design, 2010
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Address the Components of Rigor
Explore the synergy of: Higher Order Thinking
Problem-Solving Depth of Knowledge Rigor, Relevance, &
Relationship
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Analyze and Evaluate Rigor
Criteria for Complex Teaching and Learning Matrix
adapted from:
Benjamin Bloom's TaxonomyNorman Webb's Depth of Knowledge
William Daggett's Rigor, Relevance, & Relationship
L. W. Trowbridge’s Five E Teaching/Learning Cycle
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Rigorous Curriculum
A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.
Larry Ainsworth
Rigorous Curriculum Design, 2010
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Analyze and Evaluate Rigor
Criteria for Complex Teaching and Learning Matrix
adapted from:
Benjamin Bloom's TaxonomyNorman Webb's Depth of Knowledge
William Daggett's Rigor, Relevance, & Relationship
L. W. Trowbridge’s Five E Teaching/Learning Cycle
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Knowledge and Critical Thinking
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
BenjaminBloom Revised
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Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
DOK 4Extended Thinking
DOK 3Short-Term Strategic
Thinking
DOK 2Skills & Concepts
DOK 1Recall & Reproduction
Norman WebbDepth of Knowledge
(DOK)
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Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
DOK 4Extended Thinking
0%
DOK 3Strategic Thinking
15%
DOK 2Skills & Concepts
60%
DOK 1Recall & Reproduction
25%
Norman WebbDepth of Knowledge
(DOK)
3-5 Grade OCCT
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Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
DOK 4Extended Thinking
0%
DOK 3Short-term
Strategic Thinking
25%
DOK 2Skills & Concepts
60%
DOK 1Recall & Reproduction
15%
Norman WebbDepth of Knowledge
(DOK)
6-8 Grade OCCT
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Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
William Daggett
Rigor/Relevance
Framework
1
Knowledge in one discipline
2
Apply knowledge
in one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world
predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
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Create 6
Quadrant C
Assimilation
Quadrant D
Adaption
Evaluate 5
Analyze 4
Apply 3
Quadrant A
Application
Quadrant B
Application
Understand 2
Remember 1
William Daggett
Rigor/Relevance
Framework
1
Knowledge in one discipline
2
Apply knowledge
in one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world
predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
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Create 6
Requires Student to THINK In Complex Ways
(analyze, compare, create, and evaluate)
Requires Student to THINK and WORK
(student-centered learning work is inter-disciplinary )
Evaluate 5
Analyze 4
Apply 3
Focus On Teacher
Doing The WORK
(Teacher creates and grades learning activities-student is a
passive learner)
Emphasis on STUDENT Doing Real-World WORK
(takes time for students to complete work)
Understand 2
Remember 1
William Daggett
Rigor/Relevance
Framework
1
Knowledge in one discipline
2
Apply knowledge
in one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world
predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
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Create 6
ELABORATE/EVALUATE
Analyze Data/Draw Conclusions
EVALUATE/EXTEND
Accept or Reject your Hypothesis
Recommendation beyond the experiment
Evaluate 5
Analyze 4
Apply 3
ENGAGE/EXPLORE
Observation/Hypothesis
EXPLAIN/ELABORATE
Design and Carry out your Experiment
Understand 2
Remember 1
L.W. Trowbridge,
5E’s Model:
Engage
Explore
Explain
Elaborate
Evaluate
1
Knowledge in one discipline
2
Apply knowledge in
one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
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Create 6 Quadrant C
Assimilation
DOK 3
ELABORATE/EVALUATE
Analyze Data/Draw Conclusions
Requires Student to Think In Complex Ways (analyze, compare, create, and evaluate)
Quadrant D
Adaptation
DOK 4
EVALUATE/EXTEND
Accept or Reject your Hypothesis
Recommendation beyond the experiment
Requires Student to Think and Work (student-centered learning:
interdisciplinary)
Evaluate 5
Analyze 4
Apply 3 Quadrant A
Application
DOK 1
ENGAGE/EXPLORE
Observation/Hypothesis
Focus On Teacher Doing The Work
Quadrant B
Application
DOK 2
EXPLAIN/ELABORATE
Design and Carry out your Experiment
Emphasis on Student Doing Real-World Work (takes time for students to complete
work)
Understand 2
Remember 1
Adapted from:
*Bloom Revised
*Webb DOK
*Daggett Rigor & Relevance
*Trowbridge 5Es Model
1
Knowledge in one discipline
2
Apply knowledge in
one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
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Effective Instructional Strategies
• Brainstorm• Cooperative Learning• Demonstration• Discourse• Guided Practice• Inquiry• Instructional Technology• Lecture• Memorization
• Note-taking/Graphic Organizers
• Presentations/Exhibition• Problem-based Learning• Project Design• Research• Simulation/Role-playing• Socratic Seminar• Teacher Questioning• Work-based Learning
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Effective Instructional Strategies
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The Power of Vocabulary
For Educators and Students
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Learner Responsibility
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FIDELITY OF IMPLEMENTATION
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“The definition of insanity is doing the same thing over and over again expecting different results.” –Albert Einstein
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