Demys&fying  CCSS  and  Its  Impact  on  Teaching  and  Prac&ce    

Vicki  Gibson,  Ph.D.  www.gha-­‐pd.com  

Copyright2016©GHA    All  rights  reserved.   1  

Demystifying CCSS and Its Impact on Teaching And Practice

Vicki Gibson, Ph.D. !Author/Consultant !

Gibson Hasbrouck & Associates!!

essentials

KNOWLEDGE about OUTCOMES !

IMPACT on teaching and student practice !

ASSESSMENT – monitoring progress, mastery !

Performance outcome Needs to DO

Instructional outcome Needs to LEARN

Assessment outcome Needs to PASS

Outcomes are for teachers ���and students

Appropriate level of performance

Monitor/report progress!

Assess mastery!

Integrated performances

Integrate to teach and achieve outcomes in a Standard

(CCSS, 2010)

Assess for mastery IF indicated in Standard

Instructional and assessment challenge

(CCSS, 2010)

Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts; building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared

b. Follow agreed upon rules for discussions

c. Ask questions, stay on topic, link their comments to remarks of others

d. Explain their own ideas and understanding

Gr. 3 Speaking and Listening Standard (SL.G3.1)

Demys&fying  CCSS  and  Its  Impact  on  Teaching  and  Prac&ce    

Vicki  Gibson,  Ph.D.  www.gha-­‐pd.com  

Copyright2016©GHA    All  rights  reserved.   2  

Achieving outcomes in Standards

TEACHING and PRACTICE

must be aligned with OUTCOMES

reflected in state standards

Verbs and nouns

Verbs identify INTENSITY of instruction

and student performance

Nouns identify key details

(CCSS, 2010)

Kindergarten!

RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear

WK.8 With guidance and support from adults, recall information from experiences or gather information from provided resources to answer a question

Depth of Knowledge Levels

(Webb, 2005)

Depth of Knowledge Levels, ���Bloom’s Taxonomy, CCSS resources

KAREN HESS, https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-Design-and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx

LevelsofThinkinginBloom’sTaxonomyandWebb’sDepthofKnowledge

Bloom’s–OldVersion(1956) Bloom’s‐NewVersion(1990’s) Webb’sDOK(2002)

Bloom'ssixmajorcategorieswerechangedfromnountoverb

formsinthenewversionwhichwasdevelopedinthe1990’sand

releasedin2001.Theknowledgelevelwasrenamedas

remembering.Comprehensionwasretitledunderstanding,and

synthesiswasrenamedascreating.Inaddition,thetoptwolevels

ofBloom’schangedpositionintherevisedversion.

Bloom’sTaxonomy RevisedBloom’sTaxonomy

Knowledge Remembering

Recallappropriateinformation.

Comprehension Understanding

Graspthemeaningofmaterial.

Application ApplyingUselearnedmaterialinnewandconcretesituations.

Analysis AnalyzingBreakdownmaterialintocomponentpartssothatits

organizationalstructuremaybeunderstood.

Synthesis EvaluatingPutpartstogethertoforma

newwhole.

Makejudgmentsbasedoncriteriaand

standards.

Evaluation Creating(PreviouslySynthesis)Judgevalueofmaterial

foragivenpurpose.

Putelementstogethertoforma

coherentorfunctionalwhole;

reorganizingelementsintoanew

patternorstructurethrough

generating,planning,orproducing.

NormanL.WebbofWisconsinCenterforEducationalResearchgeneratedDOKlevelsto

aidinalignmentanalysisofcurriculum,objectives,standards,andassessments.

Webb’sDepthofKnowledge&CorrespondingVerbs*Someverbscouldbeclassifiedatdifferentlevelsdependingonapplication.

RecallandReproductionCorrelatestoBloom’s2LowestLevelsRecallafact,information,orprocedure.

arrange,calculate,define,draw,identify,list,label,illustrate,match,measure,memorize,

quote,recognize,repeat,recall,recite,state,tabulate,use,tellwho‐what‐when‐where‐

why

Skill/ConceptEngagesmentalprocessbeyondhabitualresponseusinginformationorconceptual

knowledge.Requirestwoormoresteps.

apply,categorize,determinecauseandeffect,classify,collectanddisplay,compare,

distinguish,estimate,graph,identifypatterns,infer,interpret,makeobservations,modify,

organize,predict,relate,sketch,show,solve,summarize,usecontextclues

StrategicThinkingRequiresreasoning,developingplanorasequenceofsteps,somecomplexity,morethan

onepossibleanswer,higherlevelofthinkingthanprevious2levels.apprise,assess,citeevidence,critique,developalogicalargument,differentiate,draw

conclusions,explainphenomenaintermsofconcepts,formulate,hypothesize,investigate,

revise,useconceptstosolvenon‐routineproblems

ExtendedThinkingCorrelatestoBloom’s2HighestLevels

Requiresinvestigation,complexreasoning,planning,developing,andthinking‐probably

overanextendedperiodoftime.*Longertimeperiodisnotanapplicablefactorifworkis

simplyrepetitiveand/ordoesnotrequirehigher‐orderthinking.

analyze,applyconcepts,compose,connect,create,critique,defend,design,evaluate,

judge,propose,prove,support,synthesize

DebbiePerkins,2008

Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - Reading

Revised Bloom’s Taxonomy

Webb’s DOK Level 1 Recall & Reproduction

Webb’s DOK Level 2 Skills & Concepts

Webb’s DOK Level 3 Strategic Thinking/ Reasoning

Webb’s DOK Level 4 Extended Thinking

Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify

o Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts

o Read words orally in connected text with fluency & accuracy

o Define terms

Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models

o Identify or describe literary elements (characters, setting, sequence, etc.)

o Select appropriate words when intended meaning/definition is clearly evident

o Describe/explain who, what, where, when, or how

o Specify, explain, show relationships; explain why, cause-effect

o Give non-examples/examples o Summarize results, concepts, ideas o Make basic inferences or logical

predictions from data or texts o Identify main ideas or accurate

generalizations of texts o Locate information to support explicit-

implicit central ideas

o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference)

o Identify/ make inferences about explicit or implicit themes

o Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text

o Explain how concepts or ideas specifically relate to other content domains or concepts

o Develop generalizations of the results obtained or strategies used and apply them to new problem situations

Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task

o Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words

o Use context to identify the meaning of words/phrases

o Obtain and interpret information using text features

o Apply a concept in a new context o Illustrate how multiple themes (historical, geographic, social) may be interrelated

Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view)

o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions)

o Categorize/compare literary elements, terms, facts, details, events

o Identify use of literary devices o Analyze format, organization, &

internal text structure (signal words, transitions, semantic cues) of different texts

o Distinguish: relevant-irrelevant information; fact/opinion

o Identify characteristic text features; distinguish between texts, genres

o Analyze information within data sets or texts

o Analyze interrelationships among concepts, issues, problems

o Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

o Use reasoning, planning, and evidence to support inferences

o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes

o Analyze complex/abstract themes, perspectives, concepts

o Gather, analyze, and organize multiple information sources

o Analyze discourse styles

Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique

o Cite evidence and develop a logical argument for conjectures

o Describe, compare, and contrast solution methods

o Verify reasonableness of results o Critique conclusions drawn

o Evaluate relevancy, accuracy, & completeness of information from multiple sources

o Draw & justify conclusions o Apply understanding in a novel

way, provide argument or justification for the application

Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce

o Generate conjectures or hypotheses based on observations or prior knowledge and experience

o Synthesize information within one source or text

o Develop a complex model for a given situation

o Develop an alternative solution

o Synthesize information across multiple sources or texts

o Articulate a new voice, alternate theme, new knowledge or perspective

DOK Question Stems

DOK 1 • Can you recall______? • When did ____ happen? • Who was ____? • How can you recognize____? • What is____? • How can you find the meaning of____? • Can you recall____? • Can you select____? • How would you write___? • What might you include on a list

about___? • Who discovered___? • What is the formula for___? • Can you identify___? • How would you describe___?

DOK 2 • Can you explain how ____ affected ____? • How would you apply what you learned

to develop ____? • How would you compare ____?

Contrast_____? • How would you classify____? • How are____alike? Different? • How would you classify the type of____? • What can you say about____? • How would you summarize____? • How would you summarize___? • What steps are needed to edit___? • When would you use an outline to ___? • How would you estimate___? • How could you organize___? • What would you use to classify___? • What do you notice about___?

DOK 3 • How is ____ related to ____? • What conclusions can you draw _____? • How would you adapt____to create a

different____? • How would you test____? • Can you predict the outcome if____? • What is the best answer? Why? • What conclusion can be drawn from

these three texts? • What is your interpretation of this text?

Support your rationale. • How would you describe the sequence

of____? • What facts would you select to

support____? • Can you elaborate on the reason____? • What would happen if___? • Can you formulate a theory for___? • How would you test___? • Can you elaborate on the reason___?

DOK 4 • Write a thesis, drawing conclusions from

multiple sources. • Design and conduct an experiment.

Gather information to develop alternative explanations for the results of an experiment.

• Write a research paper on a topic. • Apply information from one text to

another text to develop a persuasive argument.

• What information can you gather to support your idea about___?

• DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument.

• DOK 4 requires time for extended thinking.

From Depth of Knowledge – Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom Developed by

Dr. Norman Webb and Flip Chart developed by Myra Collins

Question stems

OREGON, http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf

CCSS Big Sheets

Download from website: www.gha-pd.comELA, Grades K-12!Math, Grades K-5!

Directions for use

Demys&fying  CCSS  and  Its  Impact  on  Teaching  and  Prac&ce    

Vicki  Gibson,  Ph.D.  www.gha-­‐pd.com  

Copyright2016©GHA    All  rights  reserved.   3  

Download CCSS BIG SHEETS and Directions ELA,  Grades  K-­‐12  and  Math,  Grades  K-­‐5  

www.gha-­‐pd.com

CCSS Big Sheets

Cumulative progressive design

The cumulative DESIGN follows

learning progressions

Introduction

Collaborativepractice

Mastery

Learning progressions

•  LISTENING COMPREHENSION, receptive language

•  Silent period

•  EXPRESSIVE LANGUAGE, VOCABULARY DEVELOPMENT labeling, phrases, sentences

•  ORAL LANGUAGE EXPRESSIVE FLUENCY

•  READING (sounds, words, phrases, sentences, paragraphs, connected text in books)

•  WRITING (letters, words, sentences), highest form of language

(August & Shanahan, 2008; Beck, McKeown & Kucan, 2002; Berne, 2002; Jensen, 2010; Heritage, 2010; Hess, 2010; Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002; Pinnell & Jaggar, 1991; Snow, Burns & Griffin, 1998; Vaughn, Linan-Thompson, & Hickman, 2003)

Outcomes-based instruction

Integrate, differentiate

Practice collaboratively

Monitor and sustain gains

Professional development

Booklets

Gibson Hasbrouck & Associates www.gha-pd.com

Getting Started with Differentiating Instruction, Vicki Gibson, Ph.D.

Copyright©GHA2014. All Rights Reserved, www.gha-pd.com

Create a Management System

1. Arrange furniture to create work areas for Teaching Table, collaborative and independent practice.

2. Develop daily schedule with time periods for whole and small group activities. 3. Create a bulletin board used as a Business Center that includes a daily

schedule, job chart, rotation chart, and lists of assigned work partners. 4. Develop a Rotation Chart that visually communicates how to participate. 5. Create Job Chart, assign weekly jobs and teach students how to participate. 6. Create Do/Done Folders for paper management during class activities. 7. Create individual student mailboxes (hanging file folders). 8. Organize supplies for small group activities at point of use.

Organize for Instruction

1. Observe students and collect data to determine capabilities and needs. 2. Use data to plan instruction and pacing and select materials and activities. 3. Preview lesson materials and determine how to enhance comprehension. 4. Use data to assign group memberships and assigned reading partners. 5. Plan purposeful collaborative practice activities that reflect prior instruction.

Enhance instructional Effectiveness

1. Provide student-focused instruction in small groups at Teaching Table. 2. Model and provide repeated practice with constructive feedback. 3. Teach vocabulary word meanings, linking to background knowledge to big ideas. 4. Encourage collaborative discussions to enhance oral language development. 5. Differentiate instruction and provide feedback to enhance comprehension. 6. Use graphic organizers to chunk information, review, and extend learning.

Monitor Progress

1. Monitor students’ response to instruction and needs for clarification. 2. Record your observations on mailing labels and file labels in students’ mailbox. 3. Use data to assign productive work for collaborative, guided practice activities. 4. Assign sufficient collaborative practice before students work independently. 5. Use data to assign independent practice, incorporating rough drafts/revisions. 6. Adjust instruction, curriculum, group memberships and pacing as needed. 7. Collect and date work samples and file in mailboxes to monitor progress. 8. Report and communicate progress to establish consistent expectations.

Tips for Successful Implementation

1. Teach students how to listen attentively and use respectful communications. 2. Model, teach, and practice behavioral expectations for collaboration. 3. Clearly communicate instructional expectations using student contracts. 4. Encourage responsible, accountable decision-making and self-regulation. 5. Praise compliance, efforts and achievements, and document successes.

Getting Started

Thanks for participating

Vicki Gibson, Ph.D. !Author, WondersMcGraw Hill EducationVickigibson@earthlink.net www.gha-pd.com