Content and Instructional Look- fors in the Common Core Classroom

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Content and Instructional Look- fors in the Common Core Classroom. Mark G. Cacciatore, Ph.D. Education Program Development Specialist Office of Academic Standards Mark.cacciatore@doe.state.nj.us 609.292.3206. Introduction. Poll Everywhere questions: - PowerPoint PPT Presentation

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Content and Instructional Look-fors in the Common Core Classroom

Content and Instructional Look-fors in the Common Core ClassroomMark G. Cacciatore, Ph.D.Education Program Development SpecialistOffice of Academic StandardsMark.cacciatore@doe.state.nj.us 609.292.32061

IntroductionPoll Everywhere questions:

I know what to look for in a Common Core aligned classroom. I am comfortable with coaching my teachers to implement the Common Core in their classrooms.2Why the Common Core?3

34So, What does the research say?

55Todays Objectives/Essential QuestionsWhat are instructional look-fors in English language arts and mathematics that I should observe as a principal and instructional leader?

What actions do I need to ensure are happening in my school in terms of the Common Core?

How does the Common Core inform instruction in the mathematics classroom?

How does the Common Core inform instruction in the ELA classroom?

66Agenda9:00 9:30 Reintroducing the Shifts

9:30 11:30 Mathematics and the CCSS

11:30 12:30 Lunch

12:30 2:30 English language arts and the CCSS

2:30 3:00 Synthesis, Feedback/Evaluation

77Essential Actions for Leaders88Know the Shifts!Content and Instructional Look-fors in the Common Core Classroom9Ensuring that the Standards are implemented with fidelity means that the core shifts in literacy and math are clearly visible and driving teaching and learning. By David Coleman, Susan Pimentel, and Jason ZimbaCommon Core AlignmentVS.Common Core ComplianceKnow the Shifts: Three Core Shifts to Deliver on the Promise of the Common Core State Standards in Literacy and Math 10Know the Shifts: What are the Core Shifts?English language artsMathematics11Know the Shifts: 3 Shifts of the Common CoreEnglish language artsBuilding knowledge through content-rich nonfiction

Reading, writing, and speaking grounded in evidence from text, both literary and informational

Regular practice with complex text and its academic language

MathematicsFocus strongly where the standards focus.

Coherence: Think across grades, and link to major topics.

Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

1212Know the Shifts: MathematicsShifts in Mathematics: A Conversation

1313Know the Shifts: ELAShifts in ELA Literacy: A Conversation

1414What do the Shifts look like on PARCC?Content and Instructional Look-fors in the Common Core Classroom15Advances in the PARCC ELA/Literacy Assessment16PARCCs Core Commitments to ELA/Literacy Assessment Quality Texts Worth Reading: Authentic texts worthy of study instead of artificially produced or commissioned passages.Questions Worth Answering: Sequences of questions that draw students into deeper encounters with texts rather than sets of random questions of varying quality.Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.Fidelity to the Standards: PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

1717PARCC Design for ELAComplexity: Regular practice with complex text and its academic language.Evidence: Reading and writing grounded in evidence from text, literary and informational. Knowledge: Building knowledge through content rich nonfiction.

1818Advances in the PARCC Mathematics AssessmentAugust 201219PARCCs Core Commitments to Mathematics Assessment Quality Focus: Items will focus on major, and additional and supporting content.Problems worth doing: Problems will include conceptual questions, applications, multi-step problems and substantial procedures.Better Standards Demand Better Questions: Custom items written to the Standards instead of reusing existing items.Fidelity to the Standards : PARCC evidences are rooted in the language of the Standards so that expectations remain the same in both instructional and assessment settings.

2020Factors that determine the performance levels (Cognitive Complexity)21Mathematical ContentMathematical PracticesStimulus MaterialResponse ModeProcessing Demand

21PARCC Design for MathFocus: The PARCC Assessment will focus strongly where the Standards focusCoherence: Think across grades and link to major topics within gradesRigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.22PARCC Item AnalysisELA/Literacy and MathematicsMathematics: PARCC Items24Turn & TalkRead the PARCC Claims for Mathematics on the following slide (even if you are not a math teacher).

Talk to a partner about what these claims might mean in terms of instruction, curriculum, and assessment

Master Claim: On-Track for college and career readiness. The degree to which a student is college and career ready (or on-track to being ready) in mathematics. The student solves grade-level /course-level problems in mathematics as set forth in the Standards for Mathematical Content with connections to the Standards for Mathematical Practice.Sub-Claim A: Major Content1 with Connections to PracticesThe student solves problems involving the Major Content1 for her grade/course with connections to the Standards for Mathematical Practice.Sub-Claim B: Additional & Supporting Content2 with Connections to PracticesThe student solves problems involving the Additional and Supporting Content2 for her grade/course with connections to the Standards for Mathematical Practice.Sub-Claim E: Fluency in applicable grades (3-6)The student demonstrates fluency as set forth in the Standards for Mathematical Content in her grade. PARCC Claims Structure: MathematicsSub-Claim C: Highlighted Practices MP.3,6 with Connections to Content3 (expressing mathematical reasoning)The student expresses grade/course-level appropriate mathematical reasoning by constructing viable arguments, critiquing the reasoning of others, and/or attending to precision when making mathematical statements. Sub-Claim D: Highlighted Practice MP.4 with Connections to Content (modeling/application)The student solves real-world problems with a degree of difficulty appropriate to the grade/course by applying knowledge and skills articulated in the standards for the current grade/course (or for more complex problems, knowledge and skills articulated in the standards for previous grades/courses), engaging particularly in the Modeling practice, and where helpful making sense of problems and persevering to solve them (MP. 1),reasoning abstractly and quantitatively (MP. 2), using appropriate tools strategically (MP.5), looking for and making use of structure (MP.7), and/or looking for and expressing regularity in repeated reasoning (MP.8). Master Claim: Students Are On Track to College and Career ReadinessThis Master Claim reflects the overall goal of PARCC based on the Common Core State Standards and the PARCC Model Content Frameworksto prepare students for college and careers, and specifically to ensure students have the skills and understandings required for success. The measure of progress towards this essential goal will be reflected by a students overall performance on the summative components (both the Performance-Based Assessment and End-of-Year Assessment) of the PARCC Assessment System.

26PARCC Item AnalysisBelow you will find examples of PARCC test items for ELA/Literacy and Mathematics; 6 for ELA/Literacy & 6 for Math

Read each question very carefully, and try to answer the following questions:

How are the Shifts represented in the items?What is the item asking the students to do?What types of skills and/or content knowledge is necessary to correctly answer the question(s)?

Record your thoughts starting on Slide 32 (Math) & Slide 40 (ELA/Literacy)

28

Math Sample 129

Math Sample 230

Math Sample 331

Math Sample 432

Math Sample 533

Math Sample 6High School34Math Items1.

2.

3.

4.

5.

6.

ELA/Literacy ItemsTurn & TalkRead the PARCC Claims for ELA on the following slide (even if you are not an ELA teacher).

Talk to a partner about what these claims might mean in terms of instruction, curriculum, and assessment

37ELA/Literacy Claims for the PARCC

The claims for the PARCC assessments reinforce these instructional shifts. 37

Grade 3ELA Sample 1

ELA Sample 2Grade 7ELA Sample 2

ELA Sample 3Grade 740Grade 9: Fields of Fingerprints: DNA Testing for Crops.

ELA Sample 4

ELA Sample 5Grade 10Grade 11Both John and Abigail Adams believed strongly in freedom and independence. However, their letters suggest that each of them understood these terms differently based on their experiences.

Write an essay that explains their contrasting views on the concepts of freedom and independence. In your essay, make a claim about the idea of freedom and independence and how John and Abigail Adams add to that understanding and/or illustrate a misunderstanding of freedom and independence. Support your response with textual evidence and inferences drawn from all three sources.

43ELA Sample 644ELA Items1.

2.

3.

4.

5.

6.

Aligned Instructional Practice & Professional DevelopmentContent and Instructional Look-fors in the Common Core Classroom4545Goals for Mathematics: 3 Shifts Visualized46

Equip?

46Mathematic Practice: Habits of MindMP1 Make sense of problems and persevere in solving them.

MP2 Reason abstractly and quantitatively.

MP3 Construct viable arguments and critique the reasoning of others.

MP4 Model with mathematics.

MP5 Use appropriate tools strategically.

MP6 Attend

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