The Instructional Implications of California Common
Core Standards
December 13, 2012Stephanie Pierce
Review our next steps Keep our next steps in mind throughout the
morning. What might I take from this presentation into
the school?
Next Steps
What were your initial impressions of the PowerPoint?
What did you notice about their district?
What are our core principles?
Core Principles
21st Century InstructionEngaged Students
Attitudes/Citizenship
Adapted from Susan Beers, ASCD 2012
Content
3R squared 4 c’s
Life/CareerSkills
Technology
Common Core State Standards (CCSS)
has identified the WHAT!
Content
Did you know even Lady Gaga made the shift?
Common Core This Way!
http://www.youtube.com/watch?v=BwND8J2SvGE
Lady Gaga
When you think about the rigor of CCSS and 21st Century Teaching and Learning, what keeps you up at night? Write your thoughts on a index card.
Reflection
“Instructional leadership” is only impactful to the degree that it influences…Content = the curriculum, level of work in the classroom,Instruction = the knowledge and skills of
teachers, what they doStudent Engagement = the level of active
learning by students.
Elmore
Whip around your table and each person say one word that describes a 21st Century student.
Student
“We need to become “Ministers of Disturbance!” We want our schools to be
better, but almost no one wants them to be different- EXCEPT the students.”
Tony Wagner (2008)
Read the description of Mr. Manderfield’s Classroom.
Use the log to record your findings from this article.
Jot down notes of your findings from this article.
Compare your findings with a colleague.
Mr. Manderfield’s Classroom
Four C’s Three R’s squared Engaged, Motivated Students Life and Career Skills Use of Technology
Instructional Impact
What can leaders do to increase rigor in instruction and assessment?
Essential Question
In your own words, write down what you think is rigor.
http://www.youtube.com/watch?v=Y2Bemw5DQNg
What is academic Rigor?
Academic rigor is helping kids learn to think for themselves…Academic rigor has four main components: student know how to create their own meaning out of what they learn, they organize information so they create mental models, they integrate individual skills into whole sets of processes, and they apply what they’ve learned to new or novel situations.
-Robyn Jackson, ASCD Education Update August 2012
Rigor Definition
Now take another look at your original definition what would you change (add or delete) to your working definition.
Highlight the action verbs in her definition.
Reflection
Rigor is not a Four Letter Wordby Barbara Blackburn, 2012
http://www.youtube.com/watch?v=z7FpqXDfpBQ
Take a moment and review your definition. From this definition, would you further change your definition?
21st Century InstructionEngaged Students
Attitudes/Citizenship
Adapted from Susan Beers, ASCD 2012
Content
3R squared 4 c’s
Life/CareerSkills
Technology
High Energy (Movement) Missing Information (Curiosity) Mild Controversy and Competition The Self-System (Autonomy) Mild Pressure (good anxiety)
Robert Marzano, 2011
Engagement Strategies
http://www.youtube.com/watch?v=7KMM387HNQk
We must take Students Above and Beyond
It Still Works!
When teachers SEE learning through the eyes of the students and when students SEE themselves as their own teachers. John Hattie
The Impact of VISIBLE Learning
800 meta-analyses of 50,000 research articles
150,000 effect sizes 240,000 million students
Hattie, 2009 Visible Learning
Mega Meta Analysis!
A visible learner: Clearly understands what they are learning, Knows where they are in the learning
progression, And can articulate their personal learning
goals.
What is a Visible Learner?
Think critically as you read through the list of influence factors from Hattie’s research. Rank each – high, medium, low – regarding the positive impact that the action, strategy, or attitude has on student achievement. You may collaborate and communicate with the table group!
Your turn…
Of these strategies, what is happening at your school currently?
Which one of these instructional practices are you willing to focus on with your staff as a next step?
Choose one to think about a goal area for improving instruction across your school!
Instructional Focus
ObjectivesParticipants will...Develop an understanding of rigor in the
context of instruction and in the context of assessment; and
Begin to develop understanding of the Standards for Mathematical Practice; and
Explore a sample performance task and discuss how it reflects the instructional shift of rigor, rigor in terms of assessment, and the Standards for Mathematical Practice; and
Engage in collaborative discussions regarding next steps.
Fieldtrip - 6th GradePerformance Task
Complete the task Think about:
What “mathematics” are you engaged with; and
What “else” are you applying to complete the task
Webb’s Depth of Knowledge A measure of rigor in terms of cognitive complexity; the
complexity of mental processing that must occur to complete a task
Levels name four different ways students interact with content1. Recall2. Skills and Concepts3. Strategic Thinking4. Extended Thinking
Each level is dependent on how deeply students understand the content
Is grade level, course, and time dependent Does NOT necessarily indicate degree of “difficulty”
SBAC and Rigor
Hess’ Rigor Matrix Measures the rigor of a task Combines Bloom’s Revised Taxonomy and
Webb’s Depth of Knowledge Defines rigor in terms of what we asking
students to do with what depth of knowledge
Task and Rigor Matrix
Revisit the “Fieldtrip” task Determine the Depth of Knowledge level each
individual problem Determine the Depth of Knowledge level of the
task as a whole Identify where the task as a whole falls on
Hess’ Rigor Matrix
Fieldtrip and Rigor
Introduction to theInstructional Shifts
The Instructional Shifts… Focus strongly where the Standards
focus; Coherence: think across grades, and link
to major topics* within the grades; Rigor: in major topics* pursue:
conceptual understanding, procedural skill and fluency, and application
with equal intensity
Introduction to theInstructional Shifts
Revisit the Fieldtrip task Find evidence of conceptual understanding,
fluency, and application What kind of instruction will be needed to
prepare students for these types of learning expectations?
Lead into SMPs
Look at the rubric for the Fieldtrip Task Two sets of standards under CCSS
Content Standards Standards for Mathematical Practice
Content is not enough!
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning
of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.
Standards for Mathematical Practice
“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.”
Introduction to the Common Core Standards for Mathematics
You have cards at your table with numbers. Read over your number and jot down you
thoughts on the chart. Discuss at your table what you wrote
Standards for Math Practice
Chat Activity
With your table groups take turns sharing how your specific Standard for Mathematical Practice is evident while completing the Taking a Field Trip task.
Reflection
• What are 2 or 3 things that stand out from this session?
• What are implications for your school as you transition to Common Core?
Draft Initial Achievement Level Descriptors Released for Public ReviewFour ALD
Deep CommandSufficient CommandPartial CommandMinimumal Command
http://www.smarterbalanced.org/
SBAC