day #2 north syracuse 2012 core learning institute 1
TRANSCRIPT
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Day #2
NORTH SYRACUSE 2012
CORE LEARNING INSTITUTE
1
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Purpose
Ovals 1 and 2 for the institute
Norms
Strategy Recording Form
WELCOME BACK!!
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SBE PLANNING PROCESS: THE OVALS
3rd
What learningexperiences willfacilitate student
success?
1st
What shouldstudents know
and be abledo?
2nd
How will thestudents and I
know whenthey are
successful?
TaskAnalysis
4th
Based on data,how do I refine
the learningexperiences?
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OUR OUTCOMES:OVAL 1
OVAL 1:What should participants know and
be able to do?
Essential Question: How can building and teacher leaders build capacity around
Standards-Based Education?
At the end of the 5 days, participants will be skillful facilitators, presenters, consultants & coaches around Standards-Based Education and the NYS Common Core Learning Standards
At the end of the 5 days, participants will have a shared language and understanding of teaching and learning in Standards-Based Education
At the end of the 5 days, participants will have a repertoire of tools and strategies to foster deeper understanding within their school and/or district around Standards-Based Education and New York State initiatives regarding Common Core Learning Standards and Race to the Top
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OUR OUTCOMES: OVAL 2
Oval 2: How will participants and we know when they are
successful?
• Participants are applying tools and strategies around the Work of NY and the CCLS.
• Participants are using common language and have a shared understanding of the Work of NY and the CCLS.
• Participants are planning and facilitating productive groups around the Work of NY and the CCLS.
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StandardsProfessional
Practice
Data Culture
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One thing you have tried
One thing you have thought about
One question you have
SINCE WE LAST MET…
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Select a partner from your current table (or go searching!) You will be working with this person today (along with others).
As we form two lines, make sure you remain across from your partner.
Share your Since We Last Met
LINE-UP
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With your partner form groups by combining with two other pairs
Pack and Stack to get to new group
FORM GROUPS
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Learner: What does this mean for my work with my students?
Facilitator: What does this mean for my work with my colleagues?
BINOCULARS
Hallway Conversation: What do you tell someone in the hallway when they ask you……
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Text Investigation
IT’S A BOOK!
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Think about our work so far.Explore the Table of Contents in your copy of Instruction for All Students.
Identify the sections or items in the Table of contents that pique your interest.
Share with your partner what is intriguing to you and why.
WHAT’S IN IT FOR ME?
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Last time we framed our learning by: sharing outcomes setting normsreviewing pre-assessment data, discussing star question (essential question)
FRAMING THE LEARNING
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Read p 58-61 in Instructional for All Record your thinking in two columns
What does this mean to me as a learner (my role as a teacher)?
What does this mean to me as a facilitator?
With your partner: What is a take away?
FRAMING THE LEARNING
Learner
Facilitator
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Instruction for All p. 5
YESTERDAY AND TODAY
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Where do you see teaching and learning in North Syracuse?
How does teaching and learning in North Syracuse align with what you know about the shifts and CCLS, the priorities and APPR?
IN YOUR ROLE AS CHANGE AGENTS…
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Strategy/Activity
How to use this strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Community Builder: Since We Last Met
Binoculars
What’s In It For Me?
Framing the Learning
Yesterday and Today
STRATEGY/ACTIVITY RECORDING FORM
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BREAK
Professional Practice: evidence of shifts
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Count off 1,2,3,4
Even numbers: 2s form a circle facing outward, 4s form a circle facing the 2s
Odd numbers: ditto!
Share your examples of the evidence of the shifts you’ve seen in your school.
PROFESSIONAL CONVERSATION
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Summarize what you heard.
What patterns or trends did you notice?
BACK AT YOUR TABLES
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Instruction for All Students
INTRODUCTION TO SBE: STANDARDS-
BASED ENVIRONMENT
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THE
QUESTION!
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How will you engage a group looking at the CCLS- both ELA/Literacy and Math?
NAVIGATION OF THE NYS CCLS
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Refer to packet
VOCABULARY ORGANIZER
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The NYS PK-12 Common Core Learning Standards
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Outcomes/Expectations
• Aligned with college and work expectations
• Focused and coherent
• Rigorous content and application of knowledge though high-order skills
• Internationally benchmarked so students are prepared to succeed in global economy and society
• Based on evidence and research
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These standards don’t:• Define how teachers should teach• Define all that can or should be taught• Define interventions needed for student well below
grade level• Give range of support for English language learners
and students with special needs• Limit use of Braille, sign language or alternative
reading, writing, speaking, listening means• Provide everything needed for college and career
readiness
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So what do we have….
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English Language Arts and Literacy in History/Social Studies, Science and
Technical Subjects
ELA
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Design and Structure
• Three Main Sections:– K-5 (cross disciplinary)
– 6-12 English Language Arts
– 6-12 Literacy in History/Social Studies, Science and Technical Subjects• Shared responsibility for
student's literacy development
ELA
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Four Strands
• Reading (Literacy, Informational Text, Foundational Skills)
• Writing• Speaking and Listening• Language
ELA
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Anchor Standards
• Broad expectations consistent across grades and content
• Based on college and career readiness
ELA
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Grade Level/Grade Band
• Pre-K-8 are grade specific
• 9-12 grade bands for course flexibility
• Designed for cumulative progression of skills and understandings
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Writing
• Arguments
• Informative or explanatory texts
• Narratives
ELA
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Speaking and Listening
• Effective communication
ELA
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Language
• Conventions of standard English
• Includes acquisition of vocabulary
• Address in context of other strands
ELA
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Literacy Standards: History/Social Studies, Science, Technical Subjects
• Complement rather than replace content standards in those subjects
• Responsibility of teachers in those subjects
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Mathematics
Math
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Design-Part One
• Mathematical Practice
– Carry across all grade levels– Habits of mind: reasoning, problem solving,
modeling, patterns, precision, decision making, use of tools,
– Connect with content standards at each grade level
Math
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Design-Part Two
• Mathematical Content
– K-8 by grade level– Domains that progress over several grades– Grade introductions provide main points at each
grade level– High School organized by conceptual themes
Math
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Organization
• Domains are larger groups that progress across grades (ex. number and operations in base 10)
• Content standards- define what students should understand and be able to do at grade level
• Clusters are groups of related standards- increase in complexity from grade to grade
Math
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High School
• Flexible for course design
• At end of grade 7- ready for algebra
Math
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Count off by 4sIn your packets are 5 tools for navigating
the CCLS – we will explore 4 today.1. Guided Tour2. Concept Splash3. Scavenger Hunt4. Across and Down (Mining)5. Graphic Organizer
Explore with others of the same number
EXPERT JIGSAW GROUPS
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Form a group that contains a person from each expert group inclusive 1-4
Explain your strategy and how you might use it
EXPERT JIGSAW GROUPS
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So what are these Common Core Learning Standards?
HALLWAY CONVERSATION
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Strategy/Activity
How to use this strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Inside/Outside Circles
Vocabulary Organizer
CCLS PowerPoint
Expert Groups
STRATEGY/ACTIVITY RECORDING FORM
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Please enjoy an hour for lunch on your own.
Be back here ready to start at 12:30.
LUNCH!!
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PARAGRAPH PREDICTIONS
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Now read p. 28-30 and p. 34 in Instruction for All
How close were your predictions?
PARAGRAPH PREDICTIONS
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SBE PLANNING PROCESS: THE OVALS
3rd
What learningexperiences willfacilitate student
success?
1st
What shouldstudents know
and be abledo?
2nd
How will thestudents and I
know whenthey are
successful?
TaskAnalysis
4th
Based on data,how do I refine
the learningexperiences?
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AN EXAMPLE
Together let’s try one!
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Planning a vacationPlanning a children’s partyMaking dinnerPlanning a weddingBuying a car or houseLearning how to swim or ride a bikeMaking a sandwichMowing the lawn or snow blowingApplying for college or a jobPlanting a gardenYour choice
ANOTHER EXAMPLE
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What should students know and be able to do?
Essential Questions and StandardsThe Top 10 Questions – p. 36Guiding Questions for Unit Design – p. 39
Concept-Based Instruction – p.43-45
OVAL 11st
What shouldstudents know
and be abledo?
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The “Beer” QuestionsQuestions worth contemplatingQuestions without one “right” answer
Questions that can be asked across disciplines
OVAL 1: ESSENTIAL QUESTIONS
1st
What shouldstudents know
and be abledo?
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Specific to the contentDefine what will be exploredLead students into inquiry about the content
OVAL 1: GUIDING QUESTIONS
1st
What shouldstudents know
and be abledo?
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Essential and Guiding QuestionsWith your partner, divide the pages into 4 or 5 sections.
Both partners read the section, then pause.
Each partner makes a comment about what they just read.
OVAL 1: SAY SOMETHING1st
What shouldstudents know
and be abledo?
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Developing Essential and Guiding QuestionsTipsDoesn’t have to be linearWhere ever you start is right place
OVAL 11st
What shouldstudents know
and be abledo?
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How does culture impact the individual?What drives decisions?What does poverty look like in the USA?What resources may students be lacking?How might SES impact student achievement?
What might a teacher do to support student achievement?
OVAL 11st
What shouldstudents know
and be abledo?
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Developing Essential and Guiding QuestionsThink about your upcoming unit. What are the big ideas?What are some of the essential understandings you want your students to develop.
OVAL 11st
What shouldstudents know
and be abledo?
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Draft a set of essential and guiding questionsWrite your essential question on the unlined side.
Write your guiding questions on the lined side.
OVAL 11st
What shouldstudents know
and be abledo?
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Card Shuffle
OVAL 11st
What shouldstudents know
and be abledo?
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Use a post-it to provide feedback on the questions you receive.Refer to rubric
Place the cards….
OVAL 11st
What shouldstudents know
and be abledo?
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Based on the feedback, refine or further develop your essential question and guiding questions
Identify standards- both content and/or CCLS- that connect to your essential question and upcoming unit. Bring this information with you to the next session.
PROFESSIONAL PRACTICE
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THE
QUESTION: OUR ESSENTIAL QUESTION
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P. 28-30Turn these statements into questions.
What did we do today that aligns with the essential and guiding questions.
OUR GUIDING QUESTIONS
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Strategy/Activity
How to use this strategy/activity?
How might I use this
strategy/activity?
Notes & Details
Paragraph Predictions
Ovals with Examples
Essential Questions
3-2-1
STRATEGY/ACTIVITY RECORDING FORM
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REFLECTION
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3 connections you’ve made
2 questions you have
1 thing you’re going to try
REFLECTION: 3-2-1
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SEE YOU NEXT TIME!