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The Instructional Implications of California Common Core Standards December 13, 2012 Stephanie Pierce.

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Presentation on theme: "The Instructional Implications of California Common Core Standards December 13, 2012 Stephanie Pierce."— Presentation transcript:

1 The Instructional Implications of California Common Core Standards December 13, 2012 Stephanie Pierce

2  Review our next steps  Keep our next steps in mind throughout the morning.  What might I take from this presentation into the school? Next Steps

3  What were your initial impressions of the PowerPoint?  What did you notice about their district?  What are our core principles? Core Principles

4 21 st Century Instruction Engaged Students Attitudes/ Citizenship Adapted from Susan Beers, ASCD 2012 Conten t 3R squared 4 c’s Life/Career Skills Technology

5  Common Core State Standards (CCSS) has identified the WHAT! Content

6  Did you know even Lady Gaga made the shift?  Common Core This Way!  Lady Gaga

7  When you think about the rigor of CCSS and 21 st Century Teaching and Learning, what keeps you up at night? Write your thoughts on a index card. Reflection

8 “Instructional leadership” is only impactful to the degree that it influences… Content = the curriculum, level of work in the classroom, Instruction = the knowledge and skills of teachers, what they do Student Engagement = the level of active learning by students. Elmore

9  Whip around your table and each person say one word that describes a 21 st Century student. Student

10 “We need to become “Ministers of Disturbance!” We want our schools to be better, but almost no one wants them to be different- EXCEPT the students.” Tony Wagner (2008)

11  Read the description of Mr. Manderfield’s Classroom.  Use the log to record your findings from this article.  Jot down notes of your findings from this article.  Compare your findings with a colleague. Mr. Manderfield’s Classroom

12  Four C’s  Three R’s squared  Engaged, Motivated Students  Life and Career Skills  Use of Technology Instructional Impact

13  What can leaders do to increase rigor in instruction and assessment? Essential Question

14  In your own words, write down what you think is rigor.  What is academic Rigor?

15  Academic rigor is helping kids learn to think for themselves…Academic rigor has four main components: student know how to create their own meaning out of what they learn, they organize information so they create mental models, they integrate individual skills into whole sets of processes, and they apply what they’ve learned to new or novel situations.  -Robyn Jackson, ASCD Education Update August 2012 Rigor Definition

16  Now take another look at your original definition what would you change (add or delete) to your working definition.  Highlight the action verbs in her definition. Reflection

17 Rigor is not a Four Letter Word by Barbara Blackburn, 2012   Take a moment and review your definition. From this definition, would you further change your definition?

18 21 st Century Instruction Engaged Students Attitudes/ Citizenship Adapted from Susan Beers, ASCD 2012 Conten t 3R squared 4 c’s Life/Career Skills Technology

19  High Energy (Movement)  Missing Information (Curiosity)  Mild Controversy and Competition  The Self-System (Autonomy)  Mild Pressure (good anxiety)  Robert Marzano, 2011 Engagement Strategies

20  We must take Students Above and Beyond

21 It Still Works!

22  When teachers SEE learning through the eyes of the students and when students SEE themselves as their own teachers. John Hattie The Impact of VISIBLE Learning

23  800 meta-analyses of 50,000 research articles  150,000 effect sizes  240,000 million students  Hattie, 2009 Visible Learning Mega Meta Analysis!

24  A visible learner:  Clearly understands what they are learning,  Knows where they are in the learning progression,  And can articulate their personal learning goals. What is a Visible Learner?

25  Think critically as you read through the list of influence factors from Hattie’s research. Rank each – high, medium, low – regarding the positive impact that the action, strategy, or attitude has on student achievement. You may collaborate and communicate with the table group! Your turn…

26  Of these strategies, what is happening at your school currently?  Which one of these instructional practices are you willing to focus on with your staff as a next step?  Choose one to think about a goal area for improving instruction across your school! Instructional Focus

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28 Fieldtrip - 6 th Grade Performance Task  Complete the task  Think about:  What “mathematics” are you engaged with; and  What “else” are you applying to complete the task

29 Webb’s Depth of Knowledge  A measure of rigor in terms of cognitive complexity; the complexity of mental processing that must occur to complete a task  Levels name four different ways students interact with content 1.Recall 2.Skills and Concepts 3.Strategic Thinking 4.Extended Thinking  Each level is dependent on how deeply students understand the content  Is grade level, course, and time dependent  Does NOT necessarily indicate degree of “difficulty” SBAC and Rigor

30 Hess’ Rigor Matrix  Measures the rigor of a task  Combines Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge  Defines rigor in terms of what we asking students to do with what depth of knowledge Task and Rigor Matrix

31  Revisit the “Fieldtrip” task  Determine the Depth of Knowledge level each individual problem  Determine the Depth of Knowledge level of the task as a whole  Identify where the task as a whole falls on Hess’ Rigor Matrix Fieldtrip and Rigor

32 Introduction to the Instructional Shifts The Instructional Shifts…  Focus strongly where the Standards focus;  Coherence: think across grades, and link to major topics* within the grades;  Rigor: in major topics* pursue: −conceptual understanding, −procedural skill and fluency, and −application with equal intensity

33 Introduction to the Instructional Shifts  Revisit the Fieldtrip task  Find evidence of conceptual understanding, fluency, and application  What kind of instruction will be needed to prepare students for these types of learning expectations?

34 Lead into SMPs  Look at the rubric for the Fieldtrip Task  Two sets of standards under CCSS  Content Standards  Standards for Mathematical Practice Content is not enough!

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37  You have cards at your table with numbers.  Read over your number and jot down you thoughts on the chart.  Discuss at your table what you wrote Standards for Math Practice

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40 Draft Initial Achievement Level Descriptors Released for Public Review  Four ALD  Deep Command  Sufficient Command  Partial Command  Minimumal Command SBAC


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