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Page 1Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
www.jackson-consulting.com :: (888) 586-4862 :: Jill Jackson :: [email protected]
Putting the Common Core on the Ground andinto the Classrooms
Module 1, Part A:Reading Standards for Informational Text:
The Background
These are for your personal use only.
©2012 Jackson Consulting all rights reserved.
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.
Page 2Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
These are for your personal use only.
©2012 Jackson Consulting all rights reserved.
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
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Jackson Consulting & [CLIENT] Confidential.
Module 3: SL Standards
Module 4: W/LStandards
Doing the Work
Stop and THINK
Stop and TALK
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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!
Page 5Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
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!
What we must avoid…
Page 6Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
What we must avoid…
“…new names for old practices”-syndrome!
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“…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
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Jackson Consulting & [CLIENT] Confidential.
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!
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Jackson Consulting & [CLIENT] Confidential.
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
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Jackson Consulting & [CLIENT] Confidential.
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
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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?
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Stop and THINK #1
The Standards Tell Us WHAT and HOW
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RI.5.3
Do You Have a Roll-Out Plan?
What professionaldevelopment is needed
What professionaldevelopment is needed
What products need tobe developed
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
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What professionaldevelopment is needed
What professionaldevelopment is needed
Define vision for eachphase of implementation
Define vision for eachphase of implementation
What products need tobe developed
What products need tobe developed
Build in benchmarks andmeasuring tools for each
phase
Build in benchmarks andmeasuring tools for each
phase
Example of CCSS Roll-Out Process
Step 1: Outline What’s Been Done Step 2: Create Staff Roll-Out/WorkDates
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Example of CCSS Roll-Out Process
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Example of CCSS Roll-Out Process
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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!
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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!
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Stop and TALK #1
So…
How do we capitalize on theCOMMON part of the CCSS?
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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
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When you want to make instruction measureable, you have to havea common measuring stick.
1.Bloom’s Taxonomy2.Webb’s Depth of Knowledge
A-ha!
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.
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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.
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Depth of Knowledge
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Depth of Knowledge, 1
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Depth of Knowledge, 2
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Depth of Knowledge, 3
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Depth of Knowledge, 4
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KnowUse
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Stop and TALK #2
Analyze
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Analyze
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AnalyzeEvaluate
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Task Complexity and the Standards
It’s not necessarily about the task/standard.It’s about the COMPLEXITY of the
task/standard.
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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
Copyright © 2011 Jackson Consulting. All rights reserved.Jackson Consulting & [CLIENT] Confidential.
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 36Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
Stop and DO #1
So how does this play into altering HOWwe teach and WHAT we teach?
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So how does this play into altering HOWwe teach and WHAT we teach?
Reaching Into the Classroom
GeneralBehavior
DOK
General LearningThe CCR
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SpecificBehavior
Action– linked to DOKcolumns
Specific LearningWhat they will
learn/master andshow
Here’s a Sample
RI.5.3Level 2
Key ideas anddetails
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RI.5.3Level 2
Key ideas anddetails
Explain
The relationshipbetween theSpanish and
British countriesduring the
negotiations.
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Stop and THINK #2
Reaching Into the Classroom
GeneralBehavior
DOK
General LearningThe CCR
This is howyou:• Write a
lesson• Write an
objective• Design an
assessmentitem
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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
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listing Three characteristics of amammal
“The learner will demonstrate knowledge of living things by listing threecharacteristics of a mammal.”
Making the Standards Measurable
comprehension Living things
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explaining Three characteristics of amammal
“The learner will demonstrate comprehension of living things byexplaining three characteristics of mammals.”
Making the Standards Measurable
application Living things
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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.”
Making the Standards Measurable
synthesis Living things
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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.”
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Stop and DO #2
Smarter Balanced Blueprint
Referencesthe DOK inthe design
of the SBACassessment!
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Referencesthe DOK inthe design
of the SBACassessment!
Agenda Review
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!
Page 48Copyright © 2011 Jackson Consulting. All rights reserved.
Jackson Consulting & [CLIENT] Confidential.
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!