module 3: instruction
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Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little . . . Mark Tucker. 1. - PowerPoint PPT PresentationTRANSCRIPT
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Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little . . .
Mark Tucker
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04.0
5.12
Module 3: Instruction•English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Agenda• Math and ELA Standards Structure• Appendix A: What’s it all About? -Rigor and Relevance -Effective Instruction• English Language Arts and Literacy in
History/Social Studies, Science, and Technical Subjects– Understanding the Areas of Emphasis– A Model for Successful Instruction– Model Lesson
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Focus Question 1:What is your current understanding of the
structure and organization of the Common Core State Standards?
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Structure of Math Standards
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Structure of ELA Standards
Common Core StandardsScavenger Hunt!
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Scavenger Hunt1. What color are the pages for the CCSS ELA College and Career Readiness Anchor
Standards for Reading? _______________________2. On what pages will you find the Reading Standards for Literature K-5? ___________3. What color are the pages? ______________________4. On what pages can you find the Writing Standards for 6-12? _______________5. What grade level needs to have an internalized understanding and knowledge of green
pages 7-9? ________________6. K-5 Writing Standards begin on what page? ______ End? _______7. K-5 Reading Standards for Informational Text begin on page? _______ End? ______8. Reading Standards for Literature 6-12 begin on page? _______ End? ______9. Reading Standards for Informational Text 6-12 begin on page? _______ End? _____10. What two other Standards are in the green pages? ___________________________11. Where do you find the other two standards for K-5? ___________________________12. How about for 6-12? ___________________________________________________13. What do you find on page 23?
Summarize__________________________________________________________________________________________________________________________________________
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Scavenger Hunt, cont.’14. How about on pages 24 and 25 (K-5 teachers) OR pages 48 and 49 (6-12 teachers)? Summarize ________________________________________________________________________________________________________________________________________15. What is the biggest “aha” for you from page 26? _______________________________________________________________________________________________________16. What is found on pages 50-53? ____________________________________________17. How about on pages 54-55? ______________________________________________
Debrief!
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New standards — whether about student learning or educator performance — are not self-implementing.
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What are the missing components for full
implementation?
Think-Pair-Share/Whip Around
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Focus Question 2:This is the biggest educational reform to come
about in history—where is your mindset in relation to these paradigm shifts? Teacher perspective? Administrator perspective?
Knowledge
Skill (plannin
g)
Practice
(delivery)
Disposition
(K + S + D + P) = R
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Transformed Student Learning
TransformedClassroom Instruction
TransformedProfessional Learning
Effective Instruction“A long line of students has established that the single most important school influence on student learning is the quality of the teacher.”
as presented by Linda Darling-Hammond (2007)
The quality of an education system cannot exceed the quality of its teachers [and principals].
- Barber and Mourshed
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Celebrate Teachers!It is imperative for you, as teachers, to understand what an important impact YOU are in the success or failure of students. Be a quality teacher, every
single day…
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The BIG Ideas:Transforming… Student Learning
Classroom Instruction
Professional Learning
Jigsaw Reading Assignments Reading
---Appendix A pp. 2-16 (choose just one annotated reading text: “Narrative of the Life of Frederick Douglass”, “The Grapes of Wrath”, OR “A Most Terrible Sea”)
Reading Foundational Skills (K-5 teachers)---Appendix A pp. 17-22
Writing---Appendix A pp. 23-25
Speaking and Listening & Language---Appendix A pp. 23-35
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Rigor/Relevance Framework®
Inte
rnat
iona
l Cen
ter f
or L
eade
rshi
p in
Edu
catio
n (n
.d.)
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Quadrant AVerbsnamelabel
defineselectidentify
listmemorize
recitelocaterecord
Productsdefinitionworksheet
listquiztest
workbooktrue-false
reproductionrecitation
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1Knowledge in one discipline
2Apply
knowledge in discipline
AAcquisition
Quadrant A: Acquisition
Inte
rnat
iona
l Cen
ter f
or L
eade
rshi
p in
Edu
catio
n (n
.d.)
Students gather and
store bits of knowledge/information and are
expected to remember or
understand this acquired
knowledge.
Awareness 1
Comprehension 2
Application 3
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Quadrant BVerbsapply
sequencedemonstrate
interviewconstruct
solvecalculatedramatizeinterpretillustrate
Productsscrapbooksummary
interpretationcollectionannotationexplanation
solutiondemonstration
outline
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3Apply
knowledge across disciplines
4Apply
to real-world predictable
situation
5Apply to
real-world unpredictable
situation
Awareness 1
Comprehension 2
BApplication
Quadrant B: Application
Inte
rnat
iona
l Cen
ter f
or L
eade
rshi
p in
Edu
catio
n (n
.d.)
Application 3 Students use
acquired knowledge to
solve problems, design
solutions, and complete work.
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Quadrant CVerbs
sequenceannotateexamine
reportcriticize
paraphrasecalculateexpand
summarizeclassifydiagram
Productsessay
abstractblueprintinventory
reportplanchart
questionnaireclassification
diagramdiscussioncollectionannotation
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1Knowledge in one discipline
2Apply
Knowledge in one discipline
Application 3
Analysis4
Evaluation 6
CAssimilation
Quadrant C: Assimilation
Inte
rnat
iona
l Cen
ter f
or L
eade
rshi
p in
Edu
catio
n (n
.d.)
Synthesis 5 Students extend and refine their
knowledge so that they can use it
automatically and routinely to analyze and solve problems
and create solutions.
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Quadrant DVerbs
evaluatevalidatejustifyrate
refereeinferrank
dramatizeargue
conclude
Productsevaluationnewspaperestimation
trialeditorial
radio programPlay
collagemachine
adaptationpoem
debateinvention
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3Apply
knowledge across disciplines
4Apply
to real-world predictable
situation
5Apply to
real-world unpredictable
situation
Application 3
Analysis4
Evaluation 6
DAdaptation
Quadrant D: Adaptation
Inte
rnat
iona
l Cen
ter f
or L
eade
rshi
p in
Edu
catio
n (n
.d.)
Synthesis 5
Students think in complex ways and
apply acquired knowledge
and skills, even when confronted with perplexing
unknowns,to find creative
solutions and take action that further
develops their skills and
knowledge.
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Rigor/Relevance Framework®
Teacher/Student Roles
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StudentThink
C
BA
DStudentThink & Work
TeacherWork
StudentWork
RELEVANCELow High
RIGOR Low
High
Inte
rnat
iona
l Cen
ter f
or L
eade
rshi
p in
Edu
catio
n (n
.d.)
Learning Pyramid
29adapted from Ntl Institute for Applied Behavioral Science (n.d.)
ActiveLearning
PassiveLearning
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The Learning Pyramid
Have a discussion with your table group around observations/comments you have about the Learning Pyramid in relation to effective instruction.
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Focus Question 3:What is your level of confidence in discerning the complexity of text
material or media for the purpose of developing a unit of study around it?
Superficial/one dimensional?
Rich, multi-layered; building towardreadiness for College and Career?
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Closing
• Evaluation Feedback• Bring your textbooks next time
• Develop a planning template
• Thank you, thank you, thank you!