Presentation is loading. Please wait.

Presentation is loading. Please wait.

K-5 S TANDARDS Welcome Lead Teachers. M EDIA AND T ECHNOLOGY Pencils.

Similar presentations


Presentation on theme: "K-5 S TANDARDS Welcome Lead Teachers. M EDIA AND T ECHNOLOGY Pencils."— Presentation transcript:

1 K-5 S TANDARDS Welcome Lead Teachers

2 M EDIA AND T ECHNOLOGY Pencils

3 I NFORMATION T ECHNOLOGY E SSENTIAL S TANDARDS 5 Strands of ITES: Sources of Information Informational Text Technology as a Tool Research Process Safety and Ethical use

4 ITES – K EY P OINTS understand the 5 strands understand it is to be implemented by ALL classroom teachers in collaboration with SLMC & ITF integration of 21 st Century information AND technology tools AND content technology is a tool (it should not drive instruction)

5 A D EEPER D IVE INTO ITES… gital+Taxonomy oms1.html mingOrangev1.pdf

6 D IGITAL L ITERACY Being "digitally literate" requires development of cognitive and social processes along a continuum from consumption to production. These processes are: 1. locating and consuming digital content, 2. creating digital content, and 3. communicating digital content. Spires, H., Bartlett, M., & Garry, A. (2012). Digital Literacies and Learning: Designing a Path Forward. White paper funded by the Friday Institute for Educational Innovation.

7 G OALS OF D IGITAL L ITERACY searching & finding sorting & organizing evaluating managing creating & sharing safe and constructive social networking

8 S CIENCE

9 S ESSION 1: G UIDING Q UESTIONS Focus: Preparing for Classroom Instruction What do we want students to learn? (2009) Raising the Bar and Closing the Gap: Whatever it Takes Where did we start? What have we done (process and product) so far? I, III, IV, V

10 H OW DOES THIS PICTURE RELATE TO MANY PEOPLE ’ S IDEA OF SCIENCE TEACHING ?

11 a n d

12

13 R EMEMBER Retrieving relevant knowledge from long-term memory Recognizing —identifying Recalling —retrieving

14 U NDERSTAND Construct meaning Interpreting —clarifying, paraphrasing, representing, translating Exemplifying — illustrating, instantiating Classifying —categorizing, subsuming Summarizing — abstracting, generalizing Inferring —concluding, extrapolating, interpolating, predicting Comparing —contrasting, mapping, matching Explaining —constructing models

15 A PPLY Carry out or use a procedure in a given situation Executing —carrying out Implementing —using

16 A NALYZE Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose Differentiating —discriminating, distinguishing, focusing, selecting Organizing —finding coherence, integrating, outlining, parsing, structuring Attributing —deconstructing

17 E VALUATE Make judgments based on criteria and standards Checking —coordinating, detecting, monitoring, testing Critiquing —judging

18 C REATE Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure Generating —hypothesizing Planning —designing Producing —constructing **Must go through all parts

19 S ESSION 2: G UIDING Q UESTIONS Focus: Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don’t learn it? How will we respond when they already know it? (2009) Raising the Bar and Closing the Gap: Whatever it Takes How do we design data-driven instruction to meet the needs of all learners ? I, II, III, IV, V

20 H ERE ’ S P OLLY ………….

21 S OCIAL S TUDIES

22 E FFECTIVE C URRICULUM & I NSTRUCTION Effective Social Studies curriculum & instructional design should include these four key components: Integrated Thinking Conceptual Focus Inquiry Active Engagement

23

24 E FFECTIVE C URRICULUM & I NSTRUCTION Effective Social Studies curriculum & instructional design should include these four key components: Integrated Thinking Conceptual Focus Inquiry Active Engagement

25 INTEGRATED THINKING

26 CONCEPTUAL FOCUS

27 INQUIRYINQUIRY

28 ACTIVE ENGAGEMENT Students become active participants in the learning process by engaging in authentic experiences that allow for students to gain a deeper understanding of content and to demonstrate that understanding. Some strategies include: Cooperative learning Experiential learning experiences Research Role-play Simulations

29 THE STRANDS Economics Civics & Governance History Culture Geography

30 E NGLISH L ANGUAGE A RTS

31 Building Knowledge through Content-Rich Nonfiction and Informational Text What the Student Does… What the Teacher Does…  Builds content knowledge through text  Finds evidence  Gains exposure to the world through reading  Handles primary source documents  Balances informational & literary text  Scaffolds for informational texts  Teaches “through” and “with” informational texts by allowing students to read the text instead of summarizing Principal’s Role:  Purchases and provides equal amounts of informational and literary texts for each classroom and supports teachers’ transition to this balance  Provides PD and co-planning opportunities for teachers to become more familiar with informational texts and how to use them side by side with literary texts  Supports the role of all teachers (all disciplines) in advancing students’ literacy ELA/L ITERACY S HIFT 1:

32 S HIFT 2 Reading and Writing Grounded in Evidence from the Text What the Student Does…What the Teacher Does…  Finds evidence to support their argument and writes using evidence  Forms own judgments and creates informational texts  Reads texts closely  Engages with the author and his/her choices  Compares multiple sources  Facilitates evidence based conversations and presents opportunities to write about multiple texts  Keeps students in the text and gives them opportunities to analyze, synthesize ideas  Identifies questions that are text-dependent, worth asking/exploring, delivers richly  Develops students’ voice so that they can argue a point and articulate their own conclusions using evidence  Spends much more time preparing for instruction by reading deeply Principal’s Role:  Provides planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questions  Supports teachers as they spend more time with students writing about the texts they read ― building strong arguments using evidence from the text  Encourage teachers to foster evidence based conversations about texts with and amongst students

33 S HIFT 3 Regular Practice with Complex Text and its Academic Vocabulary What the Student Does… What the Teacher Does…  Rereads  Tolerates frustration when engaged with challenging text  Uses high utility words across content areas  Builds “language of power” database  Spends more time on more complex texts at every grade level  Gives students less to read, lets them reread  Provides scaffolding & strategies  Develops students’ ability to use and access words  Is strategic about the new vocabulary words  Teaches fewer words more deeply Principal’s Role:  Supports teachers as they work through and experience their students’ frustration with complex texts and learn to chunk and scaffold that text  Ensures that texts are appropriately complex at every grade and that complexity of text builds from grade to grade  Supports teachers as they scaffold so that students can move to more complex texts  Provides training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner

34 F INDING R ICH & W ORTHY T EXT O NLINE NC Wise Owl is the best online resource for your students to use for research and you to use to find documents relating to the topic you are teaching. It is for all ages. Text is appropriate and you can find many primary source documents. Password is: wiseowl

35 T EXT D EPENDENT Q UESTIONS A text-dependent question forces students to go back to the text. It is a question they could not answer if they did not read, and even if they did read, they will still need to refer back to the text to answer the question. In his research in both Texas and Vermont, David Coleman found that 80% of the questions students in grades kindergarten through twelve were asked to answer did not require them to go back to the text.

36 To help teachers understand text-dependent questions, achievethecore.org, created by the Student Achievement Partners, has created exemplar lesson plans and has published its “Guide to Creating Questions for Close Analytic Reading.” Good text-dependent questions, according to the guide, cause students to do at least one of the following tasks: achievethecore.orgGuide to Creating Questions for Close Analytic Reading Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another Prove each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts Question why authors choose to begin and end when they do Note and assess patterns of writing and what they achieve Consider what the text leaves uncertain or unstated

37 For a student to complete any of these tasks, he or she would have to read and comprehend the text and revisit the text to analyze it. While asking these kinds of questions requires planning in advance–I know I would have a challenging time making them up on the spot!–it is a different kind of planning than we are used to because instead of preparing to give away all the information, we are planning to ask probing questions that guide students in uncovering the information.

38 A CADEMIC V OCABULARY Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate ), technical texts ( calibrate, itemize, periphery ), and literary texts ( misfortune, dignified, faltered, unabashedly ). Tier Two words often represent subtle or precise ways to say relatively simple things— saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable. (CCSS, Appendix A, pg. 33)

39 Tier 2 Words Criteria to determine which words to teach: Instruction Not address Tell Worthy  Students are likely to see the word often in other texts and across domains.  The word will be useful in students’ writing.  The word relates to other words or ideas that the students know or have been learning.  Word choice has significance in the text.  The context does not provide enough information for students to infer the meaning of the word. R UBRIC FOR A CADEMIC V OCABULARY

40 M ATH

41 M ATH P ROBLEM A zoo has several ostriches and several giraffes. They have 30 eyes and 44 legs. How many ostriches and how many giraffes are in the zoo?

42 P ROBLEM S OLUTION 15 A NIMALS WITH 44 L EGS 10 G IRAFFES AND 5 O STRICHES HAVE = 50 LEGS 9 G IRAFFES AND 6 O STRICHES HAVE = 48 LEGS 8 G IRAFFES AND 7 O STRICHES HAVE = 46 LEGS 7 G IRAFFES AND 8 O STRICHES HAVE = 44 LEGS

43 Standards for Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.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 structure. 8.Look for and express regularity in repeated reasoning.

44 Insanity: doing the same thing over and over again and expecting different results. Albert Einstein Albert Einstein

45 O UR G OALS Understand how the three shifts address these four questions : 1. What do we want students to know and be able to do? 2. How can we ensure that all children have the opportunity to learn? 3. What do you do if they don’t know it? 4. What do you do if they know it?

46 E DUCATING THE W HOLE C HILD

47 1. How does Common Core mathematics prepare students to be future ready? 2. How does Common Core mathematics connect to other content areas? 3. What are the implications for meeting the needs of all learners as related to Common Core mathematics?

48 T HREE M ATHEMATICAL S HIFTS Coherence How will we know when they know it? What will we do when they don’t know it? Focus What do we want students to know and be able to do? Rigor What will we do when they know it?

49 Coleman & Zimba (2012)

50 FOCUS Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom.

51 H ONG K ONG / U.S. D ATA Hong Kong had the highest scores in the most recent TIMSS. Hong Kong students were taught 45% of objectives tested. Hong Kong students outperformed US students on US content that they were not taught. US students ranked near the bottom. US students ‘covered’ 80% of TIMSS content. US students were outperformed by students not taught the same objectives. nces.ed.gov/timss/

52 P OINTS TO P ONDER  After reading sample CCSSM standards for their grade, ~ 80% of educators say CCSSM is “ pretty much the same ” as their former standards.  If CCSSM places a standard they currently teach in a different grade only about ¼ of the teachers would drop it. Bill Schmidt, Achieve

53 P OINTS TO P ONDER 85% of teachers say the textbook is main resource to determine what to teach- rather than the standards. Barbara Reyes

54 E FFECTIVE I NSTRUCTIONAL T ASKS “Tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas which lead to a different set of opportunities for student thinking.” Stein, Smith, Henningsen, & Silver, 2000, p. 11

55 W HAT ARE F EATURES OF A G OOD T ASK ? It challenges the learners to think for themselves. It offers different levels of challenge. It encourages collaboration and discussion. It has the potential for revealing patterns or leading to generalizations. It invites children to make decisions. nrich.maths.or g

56 W HAT ARE F EATURES OF A G OOD T ASK ? It begins where the students are; accessible to wide range of learners. It is seen as something to make sense of. It requires justifications and explanations for answers and methods. The focus is on making sense of the mathematics involved and thereby increasing understanding. Van de Walle & Lovin, 2004

57 T HREE M ATHEMATICAL S HIFTS Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?

58 Coleman & Zimba (2012)

59 F RACTION C OHERENCE D OCUMENT

60 T HREE M ATHEMATICAL S HIFTS Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it? Focus What do we want students to know and be able to do?

61 S HIFT T HREE : R IGOR

62 RIGOR Conceptual Understanding Application Skills and Procedures

63 W HAT I S R IGOR ? Conceptual Understanding: Beyond mnemonics or discrete procedures Problem-Based Apply math in new situations Speak/Write about their understanding Procedural Skill & Fluency: Opportunities to practice core functions to increase speed & accuracy in calculations Application: Use math in “real world” situations Choose the appropriate concept for application

64 “S UMMING ” I T U P Focus What do we want students to know and be able to do? Coherence How will we know when they know it? What will we do when they don’t know it? Rigor What will we do when they know it?

65 H EALTHFUL L IVING

66 hlnces.ncdpi.wikispaces.net

67 T HE A RTS

68 T HE A RTS AND UDL: A CTION AND E XPRESSION Silverstein, L. The John F. Kennedy Center for the Performing Arts (2012) DANCEMUSIC THEATRE ARTS VISUAL ARTS


Download ppt "K-5 S TANDARDS Welcome Lead Teachers. M EDIA AND T ECHNOLOGY Pencils."

Similar presentations


Ads by Google