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Common Core Elementary Symposium Transitioning to the Common Core

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1 Common Core Elementary Symposium Transitioning to the Common Core
Mt. Diablo Unified School District October 30, 2013 Grades 2-3 Presenters

2 Today you’ll have an opportunity to:
Transitioning to the Common Core Today you’ll have an opportunity to: Build your understanding of the Common Core instructional shifts in ELA. Work together as grade level teams to grow and deepen your understanding of 21st Century Classrooms. Begin the development of an individual Action Plan for implementing the Common Core.

3 English Language Arts

4 Key Features of the CCSS
Aligned to college and work expectations Clear, understandable and consistent Rigorous content and application of knowledge through higher-order skills Built upon strengths and lessons of current state standards Benchmarked in relation to other top- performing countries The California standards, considered one of the best of the state efforts, were one on the models used in developing the CCSS.

5 It’s a hairpin turn, not a curve!
The expectation with standards is that they will provide a strong guideline about what students are expected to know and to be able to do – this provides consistent guidance and equity for all in the path to creating an educated, creative, dynamic, and competitive citizenry. We have been on the standards road for many years, but the hodge podge of standards and differing levels of expectation across the country have not yielded a substantial gain for US students. With the CC we remain on the standards road, but we are making a significant turn in the level of rigor and expectation, the level of student engagement, and the level of problem solving as an agent of learning. It is definitely a hairpin turn, not just a curve, and this will be even more evident as we look more deeply (in the next set of slides) at the shifts in the CCSS and then at the kinds of assessment we will use to measure achievement and the implications that has for classroom instruction.


7 Six Shifts in ELA Literacy
Common Core Implementation 1. Balancing Informational and Literacy Text 2. Building Knowledge in the Disciplines 3. Staircase of Complexity 4. Text-based Answers 5. Writing from sources 6. Academic vocabulary Common Core Assessments 1 & 2 Non-fiction texts and authentic texts 3: Higher level of text complexity & paired passages 4&5: Focus on command of evidence from text: rubrics and prompts. 6: Academic vocabulary At this site: you can find the pages with full text descriptions of these shifts. An Active Learning component you may want to add would be to copy them and hand out hard copies. Ask participants to work in teams or small groups to hlghlight the key verbs and nouns, discuss and chart out the implications of these changes.

8 Why Common Core? What's the Same/Different?
6 shifts in ELA Read the “Shifts” document aloud in your team. Use the attached graphic organizer to take notes.  Review and discuss: What will receive less emphasis? What will receive more emphasis?  As a team, chart to share out with whole group.

9 The 21st Century/Common Core Classroom
Our first session today is focused on providing opportunities to see the Common Core/21st century classroom in action and then have time for conversation to clarify and deepen your understanding of what that could look like at your school and in your classroom.

10 What skills do 21st Century learners need to be successful in school and.... in the life in which they will live and work when they leave our schools? I wish I could say this was a fantasy but with 5 grandchildren aged 3 to 7 I can tell you it is not! There is nothing quite like a 5 year old explaining how the app store works and why it is a good thing to put the limit button on so you don’t accidently buy something!!

11 21st Century Skills Knowledge of core content is no longer sufficient.
Even if all students mastered core academic subjects, they still would be underprepared to succeed in college and career. Students need 21st Century Skills! This transition to the common core is more than a change in content. The world is different. I love that we talk about this in terms of the future when the 21st century actually started on January 1, However, it doesn’t end until December 31, 2100 so we still have time to give generations of children these skills to be successful.

12 21st Century Skills: The 4 C’s
Communication Critical Thinking Creativity Collaboration These are the big 4C’s. In professional journals, conversations, instructional materials, in the educational field when they refer to the 21st Century Skills for learning – this is what they mean. This needs to be a part of your professional vocabulary and used by both adults and students.

13 Take a look at this video of 7-year-old Audri then discuss which 21st Century skills he’s practicing.

14 So what will classrooms need to look like to prepare students to think and problem solve like Audri? WHERE DO WE BEGIN?

15 We’re going to begin today by taking a trip to visit some Common Core classrooms …via video! Look specifically for ways to incorporate the 4 C’s into your classroom.

16 While we’re visiting Common Core classrooms… Look for things you’re doing that you want to CONTINUE… and NEW things that you want to try.

17 Jot those ideas down… By the end of this afternoon, you will have an individual Action Plan for implementing Common Core.

18 Teacher Common Core Action Plan
As you’re visiting classrooms via video, use this action plan to identify next steps for you in implementing the Common Core. Next steps might include: Current instructional practices/materials that support the CCSS that you want to continue or strengthen (C) New instructional practices/materials that you want to implement to support the CCSS (N) Hand out Action Plan template. We will take the last 30 min. of our meeting to complete this Action Plan, but it may be easiest to work on it throughout the meeting as you see instructional practices or other ideas that you want to try this year..

19 Take a look at text dependent strategies used in this classroom…

20 With a partner discuss… What strategies is the teacher using to ask text dependent questions? Did you see any instructional strategies that you might like to try? (jot down on planning sheet)

21 Look for examples of a positive culture in this 3rd grade math class…

22 Classroom Culture With a different partner, discuss strategies that the teacher used to establish a positive classroom culture. What values were important in this classroom? How do you establish a positive classroom culture?

23 Take a look at strategies used to teach opinion writing in 2nd grade…

24 With a partner discuss… What strategies have you used to teach opinion writing—or any type of writing? Did you see any instructional strategies that you might like to try? (jot down on planning sheet)

25 DOK: The Power of Questions
We are going to continue our discussions about the 21st Century classroom and expand our understanding the role of questioning plays as we prepare students to be College and Career ready. Please form yourself into a new triad with people you have not been together with this afternoon.

26 Teachers are the Key “Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.”

27 Cognitive Demand The kind and level of thinking required of students to successfully engage with and solve a task Ways in which students interact with content

28 DOK is NOT... a taxonomy (Bloom’s) the same as difficulty
about using “verbs”

29 It’s NOT about the verb... The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.

30 Verbs do not automatically determine DOK level...
Verbs like explain or analyze have to be considered in context. “Explain to me where you live” does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.

31 Same Verb—Three DOK Levels
DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

32 DOK is about intended outcome, not difficulty
DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. Adding is a mental process. Once someone learns the “rule” of how to add, is DOK 1 and is also easy. Adding 4,678, ,578,885 is still a DOK 1 but may be more “difficult.”

33 4 Levels of Cognitive Complexity
Webb’s 4 Levels of Cognitive Complexity Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Have the DOK wheel available for participants to use. Focus on the inside circle.

34 Notice how DOK progresses from level 1 to 4…

35 DOK Video: Take a look at your DOK chart to review the levels of questions in this example based on the Gettysburg Address. DOK Level 1: What date is Lincoln referring to as, "Four score and seven years ago?" DOK Level 2: What is the connection between the date "four score and seven years ago," and the argument Lincoln is trying to make? DOK Level 3: Lincoln's address lays out a thesis and an argument in support of equality.  Analyze his reasoning and the evidence he uses to support his point of view. DOK Level 4: Draw from additional related resources to write a resource paper that discusses the role war plays in nation building. One of the real challenges we face in transitioning to the common core is for us to be able to recognize and create learning for students that has a deeper level of rigor. We have talked about rigor for years but we now have a tangible tool that we can use to not only create but to evaluate the depth of knowledge we are requiring from students. While the idea of level of thinking is not new , Blooms was a good friend of mine in the classroom years ago, we now are going to be asking students to demonstrate those deeper levels in assessments and learning activities. We are going to watch a short video that gives examples of the DOK levels using the Gettysburg address as the informational text. You should have your DOK chart handy. For most of you the circle is not new. However, as we work on improving our practice of using DOK, we are focusing more on the center of the wheel. After the video we will have a short discussion and will be referring to these DOK examples from the video. DOK 2: Distinguish and construct

36 What’s the DOK Level? Observe the piece of artwork.
Write 2 questions, at any DOK level. Go to the next piece of artwork and read the questions. Determine and record the DOK level of each question. Go to the next piece of artwork. Read the questions to see if you agree with the DOK level assigned by the previous team. Now write 2 additional questions, at any DOK level. Repeat the cycle… So, to get some hands on practice with the DOK and explore it’s connection to 21st century classrooms – you are going to work with a partner and use a visual from the art world to create and evaluate DOK questions. You may have noticed the DOK levels on many of the slides we have used today. That is because we are practicing on using the DOK to increase rigor and provide opportunities for students to incorporate the 21st century skills. DOK 2: Distinguish and construct

37 Teacher Common Core Action Plan
Take time to complete your Common Core Action Plan, including: Current instructional practices/materials that support the CCSS that you want to continue or strengthen (C) New instructional practices/materials that you want to implement to support the CCSS (N) Also, think about where and how you will incorporate rigor into your instruction using your understanding of DOK.

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