engaging students through common core

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Engaging Students through Common Core

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Post on 10-Jan-2016




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Engaging Students through Common Core. Our Purpose Today. 3 R's : Reflect, Refresh, Renew * Reflect - Ice-Breaker - Write down main purpose for attending session (index card) * Refresh - Content - Experiential activities - PowerPoint PPT Presentation


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Engaging Students through Common Core13 R's : Reflect, Refresh, Renew

* Reflect - Ice-Breaker - Write down main purpose for attending session (index card)* Refresh - Content - Experiential activities * Renew - Closing - Memory minute into goal setting (other side of index card)Our Purpose TodayHousekeeping RemindersAgreement Review Ice Breaker Experientially learn strategies Verbally reflect on our practices Set a written goal to implement 3 new strategies Agenda Not sure if this slide is necessary34Understand general tenets of Common CoreLearn basic standards-based tools Learn strategies to integrate the standards into your own curriculumObjectives1.) Hands raised for questions2.) Peace sign fingers = Our quiet sign3.) Talk time = 2 minutes 4.) No food or phones during session5.) Index cards5Housekeeping Reminders5Be Fully Present : No food or phones

2 B4 Me: 2 people share before I speak again

Watch My Air Time: 2 minutes

Use our Tools: Index cards, folders, etc.

Snaps: Acknowledging the good I witness

- CPS Arts Department, 2014 Workshop AgreementsGuiding Question & Introductions: What do you want to take away from this session? What are your needs?

Please Note: This goal is written on the colored index card

7Reflect Ice-Breaker What type of service providers are present and what type of learning activities do you provide?78Common Core State Standards Overviewhttp://vimeo.com/51933492

http://vimeo.com/5193349289Anchor Standards

Give handout910Key Terminology Common Core State Standards (CCSS) refers to the desired qualities of student work and the degree of rigor that must be assessed and achieved. The standards do not dictate what content is covered.Cognitive Demand The type of information a person is asked to process at any one time (Webbs Depth of Knowledge)Relevance One using their knowledge to tackle real-world problems with more than one solution. 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. Text Complexity Meaning, structure, etc. of a reading passage (Lexile.com)Close Reading Requires a substantial emphasis on readers figuring out a high quality text

Rose M. Marsh, Ph. D. Common Core State Standards: Rigor. 2013. CCSS because the standards arent content specific this leaves more flexibility for providers in terms of coverage

1011Text Complexityhttp://youtu.be/Pj7HkZzgFFc

http://youtu.be/Pj7HkZzgFFc1112Text ComplexityRange of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.


Close Readinghttps://www.teachingchannel.org/videos/student-annotated-reading-strategy14Close ReadingKey Ideas and Details:

CCSS.ELA-Literacy.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Production and Distribution of Writing:

CCSS.ELA-Literacy.CCRA.W.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Key Take-A-Way Identify 3 new things you learned about the CCSSIdentify 2 questions you still haveIdentify 1 way the CCSS may be relevant to your organization

15Partner ReflectionRigorRelevanceCognitive demand

1516Depth of Knowledge (DOK)

Typically we think of math as a cognitively demanding taskThe DOK level assigned should reflect the level of work students are most commonly required to perform in order for the response to be deemed acceptable. The objectives central verb(s) alone is/are not sufficient information to assign a DOK level. Developers must also consider the complexity of the task and/or information, conventional levels of prior knowledge for students at the grade level, and the mental processes used to satisfy the requirements set forth in the objective.

Excerpt From: Andrew E. Hickman. Common Core State Standards for English Language Arts. North Central Educational Service District, 201216Think/Pair/ShareWhat types of activities are students currently engaged in?How are they assessed?How is information communicated to parents, teachers?Are students currently being assessed for the intellectual work theyre doing?

17Partner ReflectionInformation means the type of activities, student progress, concerns, etc.

17Using Outside Resource Examples

What It Takes To Be GreatI, Too, Sing AmericaMoney Makes the World Go Round

18Refresh Strategy #1There are a variety of lesson plans available on the Internet situated around the CCSS. Lets look at the components of the following example18Key Take-A-Way Are the lesson plan examples something you can use in your practice?Why or why not?

19Partner Reflection19Affective Variables20

Academic Tenacity: about working hard, and working smart, for a long time

Deliberate Practice: Experts are experts at maintaining high-levels of practice and improving performance.

Habits of Mind: don't simply represent fragments of practice to "add on" to what you already do, but rather new ways to think about how people learn.

Growth Mindset: people believe that their most basic abilities can be developed through dedication and hard workbrains and talent are just the starting point.Psychological factorsoften called motivational or non-cognitive factorscan matter even more than cognitive factors for students academic performance. These may include students beliefs about themselves, their feelings about school, or their habits of self-control.20Examining Current Activities

What type of learning activities do you conduct with students?Which target the affective nature of learning?What reflective opportunities do you currently offer students?

21Partner Reflection21Examining Current Activities

Examples of HOMExamples of deliberate practiceExamples of academic tenacityExamples of growth mindset

22Refresh Strategy #2Based on partner response22AssessmentWhat does assessment look like?How is the information communicated?What is valuable and to whom?

23Qualitative pre/post student reflections, teacher/parent reports, organization observationOrganizationally, you may be aware of things about children that their teachers dont know. When I had my tutoring program, Id ask students what they expected to achieve while in the program, what they liked about school and what they didnt like. A 5th grade student told to read Little House on the Prairie when he wanted to read books about cars. I found AR books at his level and he was able to read those and that the test. 23Closing Question: What 3 strategies/ideas/concepts will you take away from this session? How were your needs met?

Please Note: This goal is written on the back-side of the colored index card

24Renew Goal Setting 24America Achieves: http://commoncore.americaachieves.orgELA Tools: http://www.ncesd.org/Page/1002 Literacy Design Collaborative: http://ldc.org Math Tools: http://www.nctm.org/resources/content.aspx?id=32702 Math Vocabulary: http://www.ncesd.org/Page/983 PTA Parent Guides: http://www.pta.org/parents/content.cfm?ItemNumber=2583Teaching Channel: https://www.teachingchannel.org/ Text Complexity: https://www.teachingchannel.org/videos/simplifying-text-complexityWhat is Close Reading by T. Shanahanon:www.shanahanonliteracy.com/2012/06/what-is-close-reading.html

Cognitive ResourcesAcademic tenacity: http://collegeready.gatesfoundation.org/LinkClick.aspx?fileticket=NP6zIG3zddI=&portalid=0 Addressing achievement gaps with psychological interventions: http://web.stanford.edu/~gwalton/home/Welcome_files/Yeager%20Walton%20Cohen%202013.pdfDispositions - Reframing Teaching and Learning :www.corwin.com/books/Book242304#tabview=titleDeliberate Practice: http://expertenough.com/1423/deliberate-practice Integrating the 16 Habits of Mind: http://www.edutopia.org/blog/habits-of-mind-terrell-heick Mindset: http://mindsetonline.com/whatisit/about/index.html Student Success Skills: http://www.studentsuccessskills.com/ Teaching Adolescents to Become Learners: http://files.eric.ed.gov/fulltext/ED542543.pdf Why Academic Tenacity Matters: http://blogs.scientificamerican.com/beautiful-minds/2014/04/14/why-academic-tenacity-matters/ Affective Resources27Common Core State Standards: Principles of Development: http://youtu.be/d1MVErnOD7c

Math Standards: http://youtu.be/dnjbwJdcPjE

English & Language Arts: http://youtu.be/JDzTOyxRGLI

Additional Common Core Resources

Use anchor standards as example27