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Onslow County SchoolsDistrict Instructional Perspective

CIA Presentation for First Year Teachers

August 15, 2011

What “Age” do they belong?

Work Skills/Education

Industrial Age Information AgeSkills Needed by Workers Skills Needed by Workers

What Did Education Look Like to Prepare Workers?

What Did Education Look Like to Prepare Workers?

Changing Skills for Workers

Over the past 150 years, what skills were needed by a worker in the…?

• Industrial Age

-assembly lines, production workers, physical strength, personal fortitude, left brain dominant

• Informational Age

-the knowledge worker, computers, proficiency, linear/sequential thinking, apply theoretical & analytic knowledge, left brain dominant

Skills for Today and Tomorrow

So… what “Age” are we entering now?

The Conceptual Age (Daniel Pink)

• Process & use knowledge to solve complex problems

• Creators, empathizers, meaning makers, pattern recognizers

• Big picture thinkers

• Combine ideas into something new

• More of a “right-brain” society

The Conceptual Age

• A more “connected” world

• Affluence, Technology, Globalization

SO WHAT?

A Whole New Mind-Why Right-Brainers Will Rule the Future (2006)

-Daniel Pink

Forces Impacting Education

What social and economic forces are impacting education?

• Expanding role of technology

• Changing job demands

• Increasing global interdependence of people

• Rapid growth of knowledge

• Environmental concerns

SO WHAT DOES EXCELLENCE LOOK LIKE?

WHAT DO STUDENTS NEED TO KNOW, UNDERSTAND, AND BE ABLE TO DO IN ORDER TO BE

PRODUCTIVE AND RESPONSIBLE AND CITIZENS

IN THE 21ST CENTURY?

NC and Future Ready Goals

Source: Framework for Change page 8

Future-Ready Graduates

• Science Savvy

• Effective Problem Solver

• Strong Team Contributor

• Critical Thinker

• Financially Literate Citizen

• Literate Consumer of Media

• Curious Researcher

• Capable Technology User

• Creative/Innovative Thinker

Future Ready Graduates

• Proficient Reader

• Effective Communicator

• Self-Directed Responsible Worker

• Skilled Mathematician

• Relationship Builder

• Knowledgeable Global Citizen

• Health-Focused Life-Long Learner

• Multi-Lingual

IMPLICATIONS FOR EDUCATORS

After discussing our Future-Ready Students, what characteristics must Future-Ready Educators possess in order to prepare them for the 21st Century?

What does a Future-Ready Educator look like/sound like?

Change…

“It must be remembered that the purpose

of education is not fill the minds of

students with facts…it is to teach them

to think.”

-Robert M. Hutchins

The Direction for NC and Onslow County: A Call for Change

• Future Ready Goals (5)- SBE– September 2006– http://www.ncpublicschools.org/stateboard/about/goals

• NC Framework for Change: The Next Generation of Assessments and Accountability– June 5, 2008 – Action Steps

• Immediate Changes • Next Generation Changes

http://www.ncpublicschools.org/docs/acre/history/overview.pdf

Driving our District Perspective

• Future Ready Goals- “…interconnectedness of the world…”

• NC Framework for Change- “…narrow and deepen the state’s curriculum.”

• Common Core National Standards- “… provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.”

• SACS/CASI- “….systems thinking for continuous improvement”

Driving our District Perspective

• North Carolina Professional Teaching Standards-

“(Teachers) make the content. . .engaging, relevant, and meaningful.”

“(Teachers) can no longer cover material. . .they, along with their students, uncover solutions. . .

• North Carolina Standards for School Administrators-

“(School administrators) demonstrate knowledge of 21st century curriculum, instruction, and assessment by leading and participating. . .”

Common Core & Essential Standards

• NC Essential Standardshttp://www.dpi.state.nc.us/acre/standards/new-standards

• Common Core Standardshttp://www.dpi.state.nc.us/acre/standards/common-core

• Instructional Support Tools (Unpacking Standards & Crosswalks)

http://www.dpi.state.nc.us/acre/standards/support-tools

Connections within the District Perspective

• Revised Blooms- Now includes the Conceptual Knowledge Dimension

• Costa’s Levels of Questions

• AVID: Critical Reading

• Balanced Literacy

• Strategic Reading

• International Baccalaureate

• Socratic Seminars / Philosophical Chairs

• IMPACT

• Themed Elementary Schools

OCS Response to the Framework for Change: PLCs

• PLCs– Development Phase– Focus on STUDENT LEARNING through the

professional development of the educator– Common assessments at the classroom level

Critical Planning Questions for Learning (DuFour)– What is it we expect each student to learn?– How will we know when each student has learned it?– How will we respond when each student doesn’t learn?– How will we respond when the student already knows it?

OCS District Perspective

A Framework for

Curriculum, Instruction, and Assessment (CIA)

Planning and Implementation

INSTRUCTIONAL PLANNING

What are your expectations for grade level/subject/departmental

planning at your site?

Discuss with your group

Table Reports

Instructional Planning

According to research, traditional planning/instruction can be described as:

• Activity-oriented design “Hands-on” without being “minds-on”

• Coverage approach “Marching” through textbooks, teaching facts

• Topic-based planningUnrelated topics (no connectivity)

• Teaching facts/factoidsMemorization vs. Understanding

Understanding…

“If you study to remember, you will

forget, but, if you study to understand,

you will remember.”

-Unknown

Understanding

THE GREATEST ENEMY TO

UNDERSTANDING IS

COVERAGE.

-Howard Gardner

Change…

“It is possible to store the mind with

a million facts and still be entirely

uneducated.”

-Alec Bourne

A Theoretical Approach

Stirring the Head, Heart, and Soul

Chapter 8Creating a Love of Learning

Read Aloud: Page 217.

From a student’s perspective, what makes a classroom engaging?

Table Reports

OCS Response to the Framework for Change: CIA Planning Model

Characteristics of our CIA Planning Model:

• Conceptual Approach to planning

• Shift from two-dimensional to three-dimensional curriculum design

• Shift from “activities” to a focus on what students need to know, understand and be able to do

OCS Response to the Framework for Change: CIA Planning Model

• Emphasis on DEPTH OF LEARNING

• Examining Rigor, Relevance, Relationships and LEARNING CONNECTIONS

• Teacher Collaboration

• Beginning with the “END IN MIND”

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CIA Planning Process

Coming Soon

The Michael and Ross Show

(Melder & Gerbitz)

Rubicon Atlas Plan Review

http://onslowcounty.rubiconatlas.org

Planning: Where do we begin?

Plan with the End in Mind

What do you want students to

know, understand, and

be able to do years from now?

Planning/Unit Components

• Study the curriculum. Why?

-To find Integration opportunities and connections in the unit

-To determine how Concepts and Content is connected.

-To select Conceptual Lenses/Big Ideas that connect all curriculum areas in Elementary and Middle School. High schools typically plan by department/academy.

Planning/Unit Components

-To determine the FOCUS OF STUDY (topic(s)) for the Instructional Unit

-To identify the GOALS/OBJECTIVES that will be taught during this Unit.

-To determine a UNIT TITLE, which is the centering topic for the Unit.

Planning/Unit Components

-To determine the ENDURING UNDERSTANDINGS

-To determine the ESSENTIAL CONCEPTS and PROCESS SKILLS.

Essential Concepts are the “sub-concepts” (and vocabulary) that provide the “fuel” for writing the Enduring Understandings.

Process Skills are the teaching and learning strategies that are used to promote student understanding.

Planning/Unit Components

-To write the ESSENTIAL QUESTIONS

-List specific RESOURCES/MATERIALS

-Develop the ASSESSMENTS

-To determine which CHARACTER QUALITIES/TRAITS will be addressed

Planning/Unit Components

-Develop DIFFERENTIATION/INTERVENTION strategies

-Develop FORMATIVE/BENCHMARK/SUMMATIVE Assessments

-Determine the ADDITIONAL INTEGRATION OPPORTUNITIES

Unit Title: Would you rather study…

• Importance of Precipitation or “Monster Storms”

• Properties of Objects or“Sink or Swim”

• Components of Soil or“What ‘Cha Made Of?”

• Plants: Air, Water, Shelter, Space or“Thrive, Survive, or Good-bye”

• Wind Energy or

“Gone with the Wind”

More Unit Titles

• Bottled Water vs. Tap Water or…

“Poseidon or Poison?”

• Earthquakes and Buildings or…

“Shake and Quake…But, Will it Break?”

• Safety in Football or …

“Bell Ringers or Brain Ruiners?”

Just Checking…

• FACTS: – Specific examples of people, places, situations or things.

• TOPICS (Focus of Study): – Organize a set of facts related to people, places, situations

or things.

• BIG IDEAS/CONCEPTS/Conceptual Lens: – Mental constructs that “umbrella” different topical examples

and meet the criteria of “timeless, universal, abstract.”

Focus of Study

• Focus of Study is built from the NCSCOS• Study the background information in the NCSCS

(precedes the Goals and Objectives)• A Focus of Study organizes facts around a topic

• Examples of a Focus of Study:

-Holidays, Sound, Weather, Matter, Native Americans, Landforms, Biomes, Force & Motion, Heredity and Genetics, the Human Body, The Westward Movement

Resources/Materials

• Be specific when listing resources and materials.

• Include titles and authors of books, articles, videos

• Include websites

• Give credit to creator/author, if appropriate

BIG IDEAS / CONCEPTUAL LENSES

What are BIG IDEAS/

CONCEPTUAL LENSES?

“Conceptual tools for sharpening thinking, connecting knowledge and equipping learners to transfer knowledge.”

-Grant Wiggins

BIG IDEAS RESEARCH

• Refer to core concepts, principles, theories

• Broad and abstract- require investigation

• One or two words

• Universal in application; timeless

• Help prioritize the learning

• Provide focused conceptual lenses for any study

BIG IDEAS RESEARCH

• Provides meaning by connecting and organizing facts, skills and experiences

• Interdisciplinary and Intradisciplinary

• Meaningful patterns that enable one to connect the dots of otherwise fragmented knowledge

• Focuses on how to learn, not learning “the answer”

BIG IDEA EXAMPLES

• Adaptation• Change• Connections• Conflict• Exploration• Diversity• Perspective• Heroes

• Environment• Community• Survival• Future• System• Patterns• Revolution• Balance

Essential Concepts

• Characteristics– Necessary, Fundamental, Basic, and Essential

knowledge and vocabulary

• Important CONCEPTS that drive deeper Essential Understandings– Background knowledge– Content students need to know in order to grasp the

concept– Concepts or “Sub-Concepts” that students need to

know in order to grasp the BIG IDEA

Essential Concepts

For example: (See Resource “p.73”)

• Unit: Colonization and Settlement in the U.S. Until 1763

• Big Idea: Culture/Interactions

• Essential Concepts: Colonies, Beliefs, Customs, Indigenous Peoples, Assimilation, Cultural Identity, Social and Political Structures, Representative Government

Process Skills

• What skills and processes should be taught and used in the classroom in order for students to deepen their understanding of content and concepts?

• Some examples:

Writing Process, Scientific Process, Research Process, Editing, Library/Media Skills, Literacy/Reading Skills, Study Skills, Critical Reading/Thinking, Seminars, Technology Skills

Process Skills

Think about the “21st Century Skills” that NC has identified as being necessary for the

“Future-Ready Graduate”.

What processes must teachers use and teach for students to be successful in the future?

Process Skills and the Future

What Processes Can Be Used to Teach Students?

• Effective Communicator

• Science Savvy

• Strong Team Contributor

• Critical Thinker

• Literate Consumer of Media

• Curious Researcher

• Knowledgeable Global Citizen

• Health-Focused Life-Long Learner

“Additional Integration Opportunities”

• How will I integrate content with Math?

• How will I use the ELA Curriculum as the vehicle through which children learn content, processes, and concepts?

• How could I integrate PE, Art, & Music?

• What integration “suggestions” could I make to the Enrichment Teachers?

• How can I CONNECT LEARNING for the students?

ENDURING UNDERSTANDINGS

The important ideas or core processes that are central to a discipline and are transferable to new situations and that have lasting value beyond the classroom.

---Grant Wiggins

ENDURING UNDERSTANDINGS

• Summarize important strategic principles in skill areas

• Are important inferences, stated as a “specific and useful generalization”

• Are transferable, having enduring value beyond a specific topic

ENDURING UNDERSTANDINGS

To determine if it is an Enduring Understanding, ask the question:

“What do we want students to know, understand, and be able to do several years from now, even after they have forgotten the details?”

EXAMPLES: ENDURING UNDERSTANDINGS

• Matter cannot be created or destroyed

• Matter exists in different states (solid, liquid, gas)

• What is fair to one group of people may not be fair to everyone.

• Leaders make decisions that affect others.

• Family members work together to make choices depending on their needs and wants.

• The cost of goods and services relates to the supply and demand.

MORE …ENDURING UNDERSTANDINGS

• The goal of reading is to make meaning from text.

• Effective readers use specific strategies to help them better understand text.

• Democratic governments are established to create a decision making process for people, groups, and institutions.

• Warfare has economic and technological consequences.

EXAMPLES OF ENDURING UNDERSTANDINGS

• Knowledge of literary elements and writer’s craft enhance understanding of literature.

• Photographs reflect a point of view, and can mislead as well as reveal.

• Art communicates a perspective.

• Art reflects culture.

• Sports evolve based on the leisure time and interests of people.

Developing Enduring Understandings

• What do you want students to know, understand, and be able to do?

• Use the sentence starter, “Students understand that…__________________.”

(Concepts should transfer through time and across cultures or situations.)

• Don’t use personal or proper nouns

• Use active, present tense verbs

• Avoid writing “definitions” as E. U.

• Avoid the verbs “to be” and “to have”

Levels of Enduring Understandings-E.S.

• Level 1- People use machines to do work.

• Level 2- Machines supply energy and/or special functions to complete tasks efficiently.

• Level 3- Work efficiency increases productivity and generates more business income.

E.U. and Scaffolding Thinking

Three Levels of Sophistication• Changing environments affect organisms.

(How/Why do changing environments affect organisms?)

• Changing environments require that organisms adapt. (So what? What would the effect be if organisms did not adapt?)

• Organisms that do not adapt to changing environments will not survive.

Enduring Understandings- H.S.

• Level 1- Governments regulate the exchange of goods.

• Level 2- A national imbalance in the supply and demand of goods can lead to an economic dependence on foreign products.

• Level 3- Economic dependence on foreign products to meet basic needs may jeopardize the political and economic stability of a nation.

ENDURING UNDERSTANDINGS

BIG IDEA ENDURING UNDERSTANDING

ESSENTIAL QUESTION

LEADERSHIP

DIVERSITY

MIGRATION

One person can make a difference.

How does a person affect his/her community?

Plants and animals come in different shapes and sizes.

How does an animal’s shape relate to its surrounding environment?

Pioneers are risk-takers.

What makes a pioneer a pioneer?

Concepts

The T

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cts

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cts

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cts

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Enduring

Understandings

Strong negative emotions, such as revenge, can lead to

psychological imbalance.

Revenge Emotions Choice Alienation Tragedy Voice

Hamlet

Authors may alter the voice of a character to portray different personalities

Concepts

The T

opic

Fa

cts

Fa

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Enduring

Understandings

Advances in technology can facilitate the dissemina- tion of ideas and political thought and revolutionize cultural worldviews.

Technology Isolationism Foreign Policy Worldviews Colonialism Material benefits

The Age of Global Encounters 1400-1750

Societies may choose isolationism as a means to prevent unwanted social, political, or economic influence.

Foreign policies change as nations realize the material benefits.

ESSENTIAL QUESTIONS

• Designed to provoke and sustain inquiry

• Promote inquiry and uncoverage of a subject

• Do not have a right or wrong answer

• Stimulate ongoing rethinking of Big Ideas

• Raises other important questions

• Have no simple “right” answer

• Raise other important questions

EXAMPLES OFESSENTIAL QUESTIONS

• Literature

-Why read fiction?

-What makes a story great?

-Must heroes be flawless?• Math

-Can everything be quantified?

-What are the limits of mathematical models?• Art

-Do we need art?

-What does art tell us about ourselves?

EXAMPLES OF ESSENTIAL QUESTIONS

• Science

-How do I study the unobservable?

-To what extent is DNA destiny?

• Social Studies

-Is all history biased?

-What makes a good government?

-To what extent is U.S. history a history of progress?

Guiding/Essential Questions

• Factual

• Conceptual

• Provocative

• Choose a historical figure and write at least one question for each type of Guiding Question.

Integration Opportunities

• Intradisciplinary Approach

• Interdisciplinary Approach– Between and among subjects– Between and among areas of emphasis

• 21st Century Skills

• Literacies

• Technology

• Relevant/ Real-Life Applications

Differentiation/ Intervention

• Within this unit of study and within this classroom with this group of students, as the teacher, what opportunities will I supply that will:– Allow students to work on different tasks at

different paces related to the same big idea and focus

– Allow students to receive additional assistance as needed based upon the child’s learning styles and needs

Assessment Plan

• Within this unit of study:

– How will I conduct formative assessments?– How will this unit of study be impacted by

benchmark assessments?– What will be the summative assessment I

include in order to “Begin with the end in mind?”

Assessment Definitions

Formative Assessment

A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve

students’ achievement of intended instructional outcomes

-2006 The Council of Chief State Officers (CCSSO)

Assessment Definitions

Benchmark Assessment

Short tests administered throughout the school year that give teachers immediate feedback on how students are meeting academic standards.

Regular use of benchmark assessments is seen by many as a tool to measure student

growth and design curriculum to meet individual learning needs.

-Heather Coffey, LEARNNC

Assessment Definitions

Summative Assessment

A means to gauge, at a particular point in time, student learning relative to content standards

- Catherine Garrison & Dr. Michael Ehringhaus

Questions?

What questions do you have?

What if I need CIA help?

ElementaryKen Reddic (20212)

Dwayne Snowden (20208)

Janae Copeland (20122)

SecondaryLesley Eason (20200)

Michael Elder (20264)

Judy Yeager (20211)

Michele Halley (20214)