By Susan WhittingtonBOMUSD Student Services

CoordinatorAmerican River Charter

DirectorApril 29, 2015

Depth and Complexity Critical Thinking Problem Solving More Technology Writing Across the Curriculum Higher Level Questioning Strategies Academic Vocabulary Close Reading

This is what parents have been asking for!

Requires Rigor, researching, synthesizing and reasoning with evidence Requires Grit: the ability to not give up, perseverance Requires more Writing, Typing, and Explaining their thinkingRequires teaching Academic English, including vocabulary, syntax, and grammarRequires cooperative social interactions

Academic English is not a natural language, it must be taught systematically and explicitly. It is not just “caught” through listening and social interaction.

Targeted Vocabulary instruction as designed in new state standards: improves reading ability, test scores and student engagement.

Academic discussions, direct instruction and guided questioning strategies

Focus on informational texts and accountability of every student and consistent instructional routines

•Science for all students•Coherent Learning•Realizing the Vision

Integrating the Three Dimensions:• Scientific and Engineering Practices

•Crosscutting Concepts•Core ideas

•www.nextgenscience.org

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively Construct viable arguments and critique

the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in

repeated patterns

To prepare for the future and be successful with the new assessments and online testing

EAP- College Placement Assessments embedded in SBAC

Students must learn how to: Synthesize information from a variety of

sources Answer the “Why” Questions Explain examples and cite evidence to support

their opinion Use academic vocabulary to articulate their

thinking Type their thinking as they think or multi-task

Encourage your child to take dance lessons, learn to play an instrument, and sign them up for art and theater classes at a young age.

Help them blend science and art projects, art and research projects, and music and technology projects for core school assignments.

Encourage brainstorming ideas, develop flexible thinking, and help develop empathetic capacity.

Develop good questioning skills and cultivate divergent thinking.

“The more arts and crafts that scientists, engineers, and entrepreneurs engage in across their lifetimes, the greater their likelihood of achieving important results in the workplace.”

Robert and Michele Root-Bernstein, 2008

Emotional regulation- the ability to stay calm under pressure by modeling

Impulse control- the ability to delay gratification Empathy and the ability to read nonverbal cues of

others Optimism- though not false Normal situations that might cause stress Self-efficacy- our belief that we can successfully solve

problems Reaching out- taking risks to solve problems or have

relationships

From Nurturing the Seven Components of Resiliency (Webb)

National Association for Gifted Children:Common Core Standards and Gifted Education

California Associated for Gifted Children: www.cagifted.org

Kate Kinsella, Ed D, San Francisco State University

http://gate.edcoe.org/ (Tonight’s PowerPoint)