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Icebreaker 1. Fives and Multiplication Add these up as quickly as you can and find the pattern! 15 X 15 = 25 X 25 = 35 X 35 = 45 X 45 = 55 X 55 = 65 X.

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Presentation on theme: "Icebreaker 1. Fives and Multiplication Add these up as quickly as you can and find the pattern! 15 X 15 = 25 X 25 = 35 X 35 = 45 X 45 = 55 X 55 = 65 X."— Presentation transcript:

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2 Icebreaker 1. Fives and Multiplication Add these up as quickly as you can and find the pattern! 15 X 15 = 25 X 25 = 35 X 35 = 45 X 45 = 55 X 55 = 65 X 65 = 75 X 75 = 85 X 85 = 95 X 95 = What is it?

3 Icebreaker 2. - Counting Game Everyone in pairs up and face each other. Each person holds up zero to ten fingers behind their back. On the count of three pull your hands from behind your backs. The first person to yell out the correct sum of all the fingers wins. Do best two of three. Then the winners play each other until you have a champion.

4 COLLABORATIVE PROFESSIONAL LEARNING TEAMS Network 18 – CFN#11 – R.O.C.K.S. (Reflection, Outcomes, Collaboration, Knowledge, Standards) Session Nine – Session Nine – Professional Learning Showcase / Core Curriculum Standards Wednesday June 23 rd 2010 Presenter: Mr. Chris Lowrey AUSSIE Literacy Consultant

5 Our Visions Morning Our vision is to develop an effective learning community that is collaborative and respects each other personally by having a clear structure and positive attitude and working through a process of building understandings for conducting effective Instructional Rounds. By following a structure and working through processes of successful learning we aim to hone life long leaders who aspire to appreciate differentiation and aim to exceed expectations when considering academic goals. Afternoon Our vision is to share our school community experiences and be willing to enhance our teaching practice through networking and sharing our learning's transparently, to grow both personally and professionally through the process of Instructional Rounds. We understand the need to collaborate, to listen while others express their private thoughts and have ours respected reciprocally. The outcome of improving teaching practices will be at the forefront of our work and while accepting there will be challenges, we aim to turn these into our next goals in order to develop outcomes and successful thinkers and achieve measurable results that inform practice in our schools.

6 Overall Professional Learning Unit Overall Professional Learning Unit 1.Collaborative professional learning 2.Facilitating collaborative professional teams 3.Supportive conditions for collaborative professional learning 4.Using data 5.Team planning and reporting 6.Assessment as professional learning 7.Classroom walk through 8.Differentiated coaching 9.Professional learning showcase/Core Curriculum Standards

7 Contents 1.Welcome – Icebreakers 1 & Summary of the Year in schools survey. 3. Instructional Rounds Quiz. 4. Presentation of our summaries. 5. Next Steps for my school. 6. Presentation of the next steps. 7. What does our future hold? Common Core Curriculum standards. 8. Curriculum standards – How can we place these into a curriculum map? 9. Implications for us? Medical Approach! 10. Good luck!

8 2. 2. Summary of the Year in schools survey.

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10 3. Quiz - The Keys to Instructional Rounds Keys to Instructional Rounds E I G N I F E I R B E D D P T F M M G N P R O B L E M I R C F U G J A H O H B K G U N O I I O N R E H C A E T N O S F R C D I F F E R E N T I A T E T I T N E D U T S V T T C R S S E V R D S E E X A E A H U S I N P A A A P K R P L T T C I D T N E M E V O R P M I H T O N N M L W B B A N W O L E I N O E F N A A C I T Y R I O O A I T G U L T N U W H E C R N L T N P L I R O U N D S A Y A X C O O C N E T W O R K F I L M A C E C N E R E F N I N F O R M ACTION CITY COLLABORATION CONTENT CORE DEBRIEFING DIFFERENTIATE DISTRICT EFFICIENT ELMORE FACILITATING IMPROVEMENT INFERENCE INFORM INSTRUCTIONAL LEARNING LOW MEASURABLE NETWORK PRACTICE PROBLEM PROFESSIONAL ROUNDS STUDENT TEACHER TEAM THEORY UNLEARNING

11 4. 4. Presentation of our summaries. Oral Summary of our experiences with the Instructional Rounds process and professional learning designs. Use the key questions and statements as your guide to report on.

12 5. Next Steps for my school.

13 6. Presentation of the next steps. Oral Summary of our plan for next steps. Discuss sequentially the next steps fro your school!

14 7. What does our future hold? The New Common Core Curriculum standards. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

15 What is the Common Core Standard Initiative? The Common Core State Standard Initiative is a significant and historic opportunity for states to collectively develop and adopt a core set of standards in Mathematics and English Language Arts including literacy standards for Science and Social Studies and Technology

16 Who is Participating? Forty Eight States (minus Alaska and Texas), DC, Puerto Rico and the Virgin Islands have signed on to the Common Core State Standards Initiative led by the National Governors Association Center and the Council of Chief State School Officers. This initiative will potentially reach 43.5 million students which is about 87% of the total student population. »Source--SchoolDataDirect.org 2007

17 Activity 1: On your own, please write down the skills and understandings you believe a twenty-first century literate person needs to have. Please share with a partner, compare and borrow and come up with your shared salient points. Share with the whole group

18 The Vision of the Writers Students who meet the Standards Readily undertake the close, attentive reading that is at the heart of understanding and enjoying great works of literature. Habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. Actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. Reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society.

19 Activity 2: Read the Introduction to the Common Core Standards By yourself note 5 most important facts about the standards Speak with a partner and review each others ideas--select 5 most important from the 10 Report Out

20 Big Ideas Grade Levels k-8--Grade bands 9/10, Focus on results rather than means Integrated model of literacy Research and media skills blended into the standards as a whole Shared responsibility for students literacy development Focus on coherence in instruction and assessment

21 Considerations The following considerations guided the standards development workgroups in setting the college and career readiness standards. Fewer, clearer, higher: –produce a set of fewer, clearer and higher standards. –translatable to and teachable in the classroom. –cover only those areas that are critical for student success –Scaffolded and developmental Internationally benchmarked: – informed by the content, rigor and organization of standards of high-performing countries and states –all students are prepared to succeed in a global economy and society. Special populations: – the inclusion of all types of learners was a priority –Recognized that special populations may require additional time and appropriate instructional support with aligned assessments –selected language intended to make the standards documents accessible to different learners

22 Considerations continued Assessment: –assessment of the common core state standards is not currently being developed –standards will ultimately be the basis for an assessment system that would include multiple measures of student performance. –attention will be turned to creating a high quality system of measurement that would include proper incentives for teachers to teach these standards –a variety of assessments must be created to reinforce teaching and learning tied to the agreed upon expectations. Standards and curriculum: –Standards are not curriculum. –This initiative is about developing a set of standards that are common across states. –The curriculum that is developed will continue to be a local responsibility (or state-led, where appropriate). –The curriculum could become more consistent from state to state based on the commonality of the standards –there are multiple ways to teach these standards, and therefore, there will be multiple approaches that could help students accomplish the goals set out in the standards.

23 Organization of the English Language Arts Standards Contains an Introduction Comprised of Three Main Sections One Comprehensive K-5 One ELA content area specific sections for 6-12 and One History/Social Studies, Science, Technical Subjects content section for 6-12 Each Section is divided into Strands K-5 and 6-12 are Reading, Writing, Listening and Speaking and Language The 6-12 History/Social Studies, Science, Technical Subjects section focuses on Reading and writing only Each Strand is preceded by College and Career Readiness Anchor Standards that is identical across all grades and content areas--where we want the children to be at the end of Grade 12. Each CCR anchor Standard has an accompanying grade specific standard translating the broader CCR statement into grade appropriate end of year expectations.

24 Section K-5 and 6-12: The Reading Standards Strand The Reading Standards in Grades K-5 and 6-12 Reading for Literature, Reading for Informational Text and Reading Standards for Foundational Skills Reading for Literature and Reading for Informational Text are divided into the 10 grade specific standards –1-3 Key Ideas and Details, –4-6 Craft and Structure, –7-9 Integration of Knowledge and Ideas, –10 Range of Reading and Level of Text Complexity K-5 only Reading Standards for Foundational Skills are divided into –Print Concepts –Phonological Awareness –Phonics and Word Recognition –Fluency

25 Section K-5 and 6-12 : The Writing Standards Strand The Writing Standards in Grades K-5 and 6-12 Opens with College and Career Readiness Anchor Standards for Writing The Writing Standards are divided into the 10 grade specific standards –1-3 Text Types and Purposes –4-6 Production and Distribution of Writing, –7-9 Research to Build and Present Knowledge, –10 Range of Writing

26 Section K-5 and 6-12: The Speaking and Listening Standards Strand The Speaking and Listening Standards in Grades K-5 and 6-12: Open with Six College and Career Readiness Anchor Standards for Speaking and Listening Grouped as follows: –1-3 Comprehension and Collaboration –4-6 Presentation of Knowledge and Ideas Each has a complementary grade specific standard detailing the skills and understandings the students must master

27 Section K-5 and 6-12: The Language Standards Strand The Language Standards in Grades K-5 and 6-12: Open with Six College and Career Readiness Anchor Standards for Language Grouped as follows: –1-2 Conventions of Standard English –3 Knowledge of Language –4-6 Vocabulary Acquisition and Use Each has a complementary grade specific standard detailing the skills and understandings the students must master

28 Section K-5 and 6-12: Measuring Text Complexity Measuring Text Complexity: Three Factors –Qualitative Evaluation of the Text- Best measured or only measurable by an attentive human reader, such as levels of meaning, structure, language conventionality and clarity, and knowledge demands –Quantitative Evaluation of the Text- refers to word length or frequency, sentence length and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently: readability measures –Matching Reader to Text and Task- Reader variables such as motivation,knowledge and experiences and task variables such as purpose and the complexity generated by the task assigned and the questions posed inherent complexity of text Variables specific to readers

29 Standards in History/Social Studies, Science and Technical Studies Reading is critical to building knowledge in History/Social Studies, Science and technical studies. –Requires an appreciation of the norms and conventions of each discipline –Evidence in history and science –Domain specific words and phrases –Attention to precise details Students must be able to –evaluate intricate argument, synthesize complex information, follow detailed descriptions of events and concepts –analyze, evaluate and differentiate primary and secondary sources in history –Gain knowledge from challenging texts –Make use of elaborate diagrams and data to convey information and illustrate concepts –Read complex informational texts with independence and confidence

30 Apendices Appendix A –Unpack text complexity –Foundation skills in reading Appendix B –Sample reading text exemplars and some performance tasks Appendix C –Sample writing and annotation

31 Developmental The new Common Core Standards are developmental. The depth and breadth of understanding of the standard increases with each grade level. The end expectation, college and career readiness, is made clear right from the very beginning and actually starts the document off. This readiness is a major goal of education.

32 Progression Leading to Learning Grade K- With prompting and support, ask and answer questions about key details in a text Grade 1- Ask and answer questions about key details in a text Grade 2-Ask and answer such questions as who, what, where, when, why and how to demonstrate understanding of key details in a text Grade 3-Ask and answer questions to demonstrate understanding of a text, explicitly using the text as the basis for the answers Grade 4- Draw on details and examples of a text to support statements Grade 5-Quote from a text to support statements about the text Grade 6-Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Grade 7-Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Grade 8-Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

33 DEVELOPMENTAL STAIRCASE OF THE COMMON CORE STANDARDS KINDERGARTEN GRADE ONE GRADE TWO GRADE THREE GRADE FOUR GRADE FIVE GRADE SIX GRADE SEVEN GRADE EIGHT GRADES NINE AND TEN GRADES ELEVEN AND TWELVE INCREASING DEPTH AND BREADTH OF COMPLEXITY COLLEGE AND CAREER READINESS COLLEGE AND CAREER READINESS

34 8. 8. Curriculum standards – How can we place these into a curriculum map? Activity 3 : Write a SMART goal for one of the standards.

35 Roll Out The Common Core Standards need to be implemented at the school level by 2012 This summer networks and schools have been asked to roll out the standards to groups of administrators and teachers who will spearhead the initiative at their individual schools AUSSIE can help!

36 9.Implications for us? Reading levels increased. General discussion of Rounds/New Standards – what opportunities are there for us? Medical Approach to Instructional Rounds article - Columbia

37 10. Good Luck! No matter how one may think himself accomplished, when he sets out to learn a new language, science, or the bicycle, he has entered a new realm as truly as if he were a child newly born into the world. ~Frances Willard, How I Learned to Ride the Bicycle Make sure to get on and ride! ~ Chris Lowrey


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