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Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little . . .

Mark Tucker

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04.0

5.12

Module 3: Instruction•English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Agenda• Math and ELA Standards Structure• Appendix A: What’s it all About? -Rigor and Relevance -Effective Instruction• English Language Arts and Literacy in

History/Social Studies, Science, and Technical Subjects– Understanding the Areas of Emphasis– A Model for Successful Instruction– Model Lesson

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Focus Question 1:What is your current understanding of the

structure and organization of the Common Core State Standards?

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Structure of Math Standards

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Structure of ELA Standards

Common Core StandardsScavenger Hunt!

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Scavenger Hunt1. What color are the pages for the CCSS ELA College and Career Readiness Anchor

Standards for Reading? _______________________2. On what pages will you find the Reading Standards for Literature K-5? ___________3. What color are the pages? ______________________4. On what pages can you find the Writing Standards for 6-12? _______________5. What grade level needs to have an internalized understanding and knowledge of green

pages 7-9? ________________6. K-5 Writing Standards begin on what page? ______ End? _______7. K-5 Reading Standards for Informational Text begin on page? _______ End? ______8. Reading Standards for Literature 6-12 begin on page? _______ End? ______9. Reading Standards for Informational Text 6-12 begin on page? _______ End? _____10. What two other Standards are in the green pages? ___________________________11. Where do you find the other two standards for K-5? ___________________________12. How about for 6-12? ___________________________________________________13. What do you find on page 23?

Summarize__________________________________________________________________________________________________________________________________________

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Scavenger Hunt, cont.’14. How about on pages 24 and 25 (K-5 teachers) OR pages 48 and 49 (6-12 teachers)? Summarize ________________________________________________________________________________________________________________________________________15. What is the biggest “aha” for you from page 26? _______________________________________________________________________________________________________16. What is found on pages 50-53? ____________________________________________17. How about on pages 54-55? ______________________________________________

Debrief!

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New standards — whether about student learning or educator performance — are not self-implementing.

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What are the missing components for full

implementation?

Think-Pair-Share/Whip Around

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Focus Question 2:This is the biggest educational reform to come

about in history—where is your mindset in relation to these paradigm shifts? Teacher perspective? Administrator perspective?

Knowledge

Skill (plannin

g)

Practice

(delivery)

Disposition

(K + S + D + P) = R

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Transformed Student Learning

TransformedClassroom Instruction

TransformedProfessional Learning

Effective Instruction“A long line of students has established that the single most important school influence on student learning is the quality of the teacher.”

as presented by Linda Darling-Hammond (2007)

The quality of an education system cannot exceed the quality of its teachers [and principals].

- Barber and Mourshed

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Celebrate Teachers!It is imperative for you, as teachers, to understand what an important impact YOU are in the success or failure of students. Be a quality teacher, every

single day…

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The BIG Ideas:Transforming… Student Learning

Classroom Instruction

Professional Learning

Jigsaw Reading Assignments Reading

---Appendix A pp. 2-16 (choose just one annotated reading text: “Narrative of the Life of Frederick Douglass”, “The Grapes of Wrath”, OR “A Most Terrible Sea”)

Reading Foundational Skills (K-5 teachers)---Appendix A pp. 17-22

Writing---Appendix A pp. 23-25

Speaking and Listening & Language---Appendix A pp. 23-35

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Rigor/Relevance Framework®

Inte

rnat

iona

l Cen

ter f

or L

eade

rshi

p in

Edu

catio

n (n

.d.)

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Quadrant AVerbsnamelabel

defineselectidentify

listmemorize

recitelocaterecord

Productsdefinitionworksheet

listquiztest

workbooktrue-false

reproductionrecitation

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1Knowledge in one discipline

2Apply

knowledge in discipline

AAcquisition

Quadrant A: Acquisition

Inte

rnat

iona

l Cen

ter f

or L

eade

rshi

p in

Edu

catio

n (n

.d.)

Students gather and

store bits of knowledge/information and are

expected to remember or

understand this acquired

knowledge.

Awareness 1

Comprehension 2

Application 3

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Quadrant BVerbsapply

sequencedemonstrate

interviewconstruct

solvecalculatedramatizeinterpretillustrate

Productsscrapbooksummary

interpretationcollectionannotationexplanation

solutiondemonstration

outline

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3Apply

knowledge across disciplines

4Apply

to real-world predictable

situation

5Apply to

real-world unpredictable

situation

Awareness 1

Comprehension 2

BApplication

Quadrant B: Application

Inte

rnat

iona

l Cen

ter f

or L

eade

rshi

p in

Edu

catio

n (n

.d.)

Application 3 Students use

acquired knowledge to

solve problems, design

solutions, and complete work.

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Quadrant CVerbs

sequenceannotateexamine

reportcriticize

paraphrasecalculateexpand

summarizeclassifydiagram

Productsessay

abstractblueprintinventory

reportplanchart

questionnaireclassification

diagramdiscussioncollectionannotation

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1Knowledge in one discipline

2Apply

Knowledge in one discipline

Application 3

Analysis4

Evaluation 6

CAssimilation

Quadrant C: Assimilation

Inte

rnat

iona

l Cen

ter f

or L

eade

rshi

p in

Edu

catio

n (n

.d.)

Synthesis 5 Students extend and refine their

knowledge so that they can use it

automatically and routinely to analyze and solve problems

and create solutions.

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Quadrant DVerbs

evaluatevalidatejustifyrate

refereeinferrank

dramatizeargue

conclude

Productsevaluationnewspaperestimation

trialeditorial

radio programPlay

collagemachine

adaptationpoem

debateinvention

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3Apply

knowledge across disciplines

4Apply

to real-world predictable

situation

5Apply to

real-world unpredictable

situation

Application 3

Analysis4

Evaluation 6

DAdaptation

Quadrant D: Adaptation

Inte

rnat

iona

l Cen

ter f

or L

eade

rshi

p in

Edu

catio

n (n

.d.)

Synthesis 5

Students think in complex ways and

apply acquired knowledge

and skills, even when confronted with perplexing

unknowns,to find creative

solutions and take action that further

develops their skills and

knowledge.

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Rigor/Relevance Framework®

Teacher/Student Roles

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StudentThink

C

BA

DStudentThink & Work

TeacherWork

StudentWork

RELEVANCELow High

RIGOR Low

High

Inte

rnat

iona

l Cen

ter f

or L

eade

rshi

p in

Edu

catio

n (n

.d.)

Learning Pyramid

29adapted from Ntl Institute for Applied Behavioral Science (n.d.)

ActiveLearning

PassiveLearning

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The Learning Pyramid

Have a discussion with your table group around observations/comments you have about the Learning Pyramid in relation to effective instruction.

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Focus Question 3:What is your level of confidence in discerning the complexity of text

material or media for the purpose of developing a unit of study around it?

Superficial/one dimensional?

Rich, multi-layered; building towardreadiness for College and Career?

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Closing

• Evaluation Feedback• Bring your textbooks next time

• Develop a planning template

• Thank you, thank you, thank you!