Putting the Common Core on the Ground and into the Classrooms€¦ · Agenda Review Welcome!...

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Putting the Common Core on the Ground andinto the Classrooms

Module 1, Part A:Reading Standards for Informational Text:

The Background

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Do not publicly or privately copy, share, post on any personal orprofessional website, use as your own or distribute in any way

electronically or otherwise the content in these documents withoutwritten permission.

Here’s Where We’re Headed Together

Module 1: RI Standards

Module 2: RL Standards

Module 3: SL Standards

Module 4: W/LStandards

Doing the Work

Stop and THINK

Stop and TALK

Stop and DO

ASSESSMENTLink

Our Agenda for Module 1, Part A

Welcome!

Understanding the magnitude of the impact of the CCSS on

our classroom teaching

Roll-out plan and the classroom teacher

Complexity matters…and has to be planned for

Lesson objective, assessment design and the CCSS

Getting to work!

Welcome!

Getting to work!

What we must avoid…

“…new names for old practices”-syndrome!

1. Change the content

2. Change the instruction

3. Change the relationship between the studentsand the content and the instruction

Richard Elmore

CCSS Success Will Depend on This

1. Change the content

2. Change the instruction

3. Change the relationship between the studentsand the content and the instruction

Richard Elmore

Unless we change LESSON DESIGN, wewill likely fall into that trap.

So…let’s get started!

Unless we change LESSON DESIGN, wewill likely fall into that trap.

So…let’s get started!

The current gap with the Common Core:So much information, so little on-the-ground information for teachers to use

TOMORROW

The current gap with the Common Core:So much information, so little on-the-ground information for teachers to use

TOMORROW

How Big a Change Is It Really?

50- 60 % is the “same old stuff”

20% requires tinkering

20% brand new stuff

50- 60 % is the “same old stuff”

20% requires tinkering

20% brand new stuff

So what does this mean for our currentcurriculum and instructional materials?

Stop and THINK #1

The Standards Tell Us WHAT and HOW

RI.5.3

Do You Have a Roll-Out Plan?

What professionaldevelopment is needed

What products need tobe developed

What’s been doneWhat’s been done What the teacher roll-outwill be by month

What the teacher roll-outwill be by month

What professionaldevelopment is needed

Define vision for eachphase of implementation

What products need tobe developed

Build in benchmarks andmeasuring tools for each

Example of CCSS Roll-Out Process

Step 1: Outline What’s Been Done Step 2: Create Staff Roll-Out/WorkDates

They KEY is to do this roll-out work “in house” sothat you’re building capacity while you’re building

the plan.

This is a NEW phase of program and curriculumimplementation!

They KEY is to do this roll-out work “in house” sothat you’re building capacity while you’re building

the plan.

This is a NEW phase of program and curriculumimplementation!

Stop and TALK #1

How do we capitalize on theCOMMON part of the CCSS?

Making it measureable

When you want to make instruction measureable, you have to havea common measuring stick.

1.Bloom’s Taxonomy2.Webb’s Depth of Knowledge

When you want to make instruction measureable, you have to havea common measuring stick.

1.Bloom’s Taxonomy2.Webb’s Depth of Knowledge

Using DOK/Bloom’s as a measuring stick allows us to

move away from teacher-to-teacher analysis to

standardized understanding, implementation and

lesson creation across all classrooms.

Using DOK/Bloom’s as a measuring stick allows us to

move away from teacher-to-teacher analysis to

standardized understanding, implementation and

lesson creation across all classrooms.

What is Depth of Knowledge (Webb)

Depth of Knowledge represents the comparison of thecognitive demand of the Common Core Standards andthe cognitive demand of the Assessments given todetermine their mastery.

Depth of Knowledge

Depth of Knowledge, 1

KnowUse

Stop and TALK #2

Analyze

AnalyzeEvaluate

Task Complexity and the Standards

It’s not necessarily about the task/standard.It’s about the COMPLEXITY of the

task/standard.

It’s not necessarily about the task/standard.It’s about the COMPLEXITY of the

task/standard.

Think about this…

Our knowledge and information onBloom’s/Webb’s allows us to

differentiate and scaffold in ways wemight not have before.

This finally gives us a common languagefor differentiated instruction for

advanced and below-benchmark kids!Page 35

Think about this…

Our knowledge and information onBloom’s/Webb’s allows us to

differentiate and scaffold in ways wemight not have before.

This finally gives us a common languagefor differentiated instruction for

advanced and below-benchmark kids!

Stop and DO #1

So how does this play into altering HOWwe teach and WHAT we teach?

Reaching Into the Classroom

GeneralBehavior

General LearningThe CCR

SpecificBehavior

Action– linked to DOKcolumns

Specific LearningWhat they will

learn/master andshow

Here’s a Sample

RI.5.3Level 2

Key ideas anddetails

RI.5.3Level 2

Key ideas anddetails

Explain

The relationshipbetween theSpanish and

British countriesduring the

negotiations.

Stop and THINK #2

Reaching Into the Classroom

GeneralBehavior

General LearningThe CCR

This is howyou:• Write a

lesson• Write an

objective• Design an

assessmentitem

SpecificBehavior

Action– linked to DOKcolumns

Specific LearningWhat they will

learn/master andshow

This is howyou:• Write a

lesson• Write an

objective• Design an

assessmentitem

Making the Standards Measurable

knowledge Living things

listing Three characteristics of amammal

“The learner will demonstrate knowledge of living things by listing threecharacteristics of a mammal.”

comprehension Living things

explaining Three characteristics of amammal

“The learner will demonstrate comprehension of living things byexplaining three characteristics of mammals.”

application Living things

classifying Three characteristics of amammal

This, then, turns into a measureable objective: “The learner will demonstrateknowledge of living things by listing three characteristics of a mammal.”

“The learner will apply knowledge of living things by classifying animalsas mammals or non-mammals based upon three characteristics.”

synthesis Living things

creating Three characteristics of amammal

“The learner will synthesize knowledge of living things by creating amammal possessing these three characteristics that has never lived on

Earth.”

Stop and DO #2

Smarter Balanced Blueprint

Referencesthe DOK inthe design

of the SBACassessment!

Referencesthe DOK inthe design

of the SBACassessment!

Agenda Review

Welcome!

Getting to work!

Welcome!

Getting to work!

Putting the Common Core on the Ground and into the Classrooms€¦ · Agenda Review Welcome!...

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