Upload
godwin-welch
View
212
Download
0
Embed Size (px)
Citation preview
PA Core Deeper Dive into
Implementation
Digging DeeperWhat do students need to know and be able to do to gain adequate mastery of the range of skills and applications as demonstrated in the student resources and assessment samples? www.pdesas.org
StandardsWhat Student Knows
EvidenceWhat Student Does
Know and Do
Reflection
What do you notice about this work? What are its qualities? What differences did you notice about
student learning as compared to student work in your classroom/school/district?
What do you think the teacher did differently to push student to produce this kind of work?
Similarities and Differences
How do the similarities and differences impact instruction in your classes/discipline?
PA Core high school cross walk documents:http://static.pdesas.org/content/documents/PA%20Common%20Core%20Crosswalks%20-%20Mathematics%20Grades%209-12%205-2013.pdf
Group Activity Read assigned content standard.
Create a graphic representation of the group’s thinking related to the implementation of the standard.
Taking a look at “Rigor” Rigor is creating an environment in
which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.
(Blackburn,&2008).
Defining RigorDefinition of rigor has a sharp focus on instruction - creatingan environment in which:1. Each student is expected to learn at high levels,2. Each student is supported so he or she can learn at highlevels3. Each student demonstrates learning at high levels.We are looking at the environment you create. The tri-foldapproach to rigor is not limited to the curriculum students areexpected to learn.It is more than a specific lesson or instructional strategy. The most important reason to look at the level of rigor is this:
“Rigor is not about giving students more to do, or punishing them with more homework. Rigor is about helping students learn at higher levels”
9
Making Meaning
Reading is a process in which information from the text and the knowledge possessed by the reader act together to produce meaning.
Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985)Becoming a nation of readers: The report of the Commission on Reading
Urbana, IL: University of Illinois
10
Literacy Priorities – all disciplines
Among the highest priorities of the Common Core State Standards is that students must read texts closely and acquire knowledge.
At each grade level, 80 to 90 percent of the reading standards require text-dependent analysis. Questions that expect student responses to be text-dependent and discipline-specific require students to demonstrate that they understand the text details and can provide accurate evidence.
11
1. Quantitative Measures – Readability and other scores of text complexity often best measured by computer software.
2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
3. Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.
Overview of Text Complexity
12
Implications for Instruction
Begin now to bring more informational text into the curriculum and focus on “disciplinary” reading.
Make an effort to “bridge the gap” for students by making up to 20% of classroom reading grade-level texts with necessary levels of scaffolding.
Provide frequent opportunities to work “across” texts.
Source: KAREN WIXSON, PHD UNIVERSITY OF MICHIGAN/UNC
AssessmentFORMATIVE SUMMATIVE
www.pdesas.org
Standards:PA Core ResourcesCrosswalks – Emphasis Guides
Assessments:KeystoneUnderstanding RigorDescriptors and scoring guidesPLDs and Item SamplersAssessment Builder
Materials & Resources:Course nameSkill of concept