secondary common core team training
DESCRIPTION
Planning and Preparation Classroom Environment Instruction Professional Responsibilities. Secondary Common Core Team Training. Summer, 2013. Let’s “grapple”!. 2. Classroom Environment. 1. Create a “Name Tent” – fold large, colored card. Write your name with a marker. . FOLD. 3. 2 . - PowerPoint PPT PresentationTRANSCRIPT
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Secondary Common Core Team Training
Summer, 2013
1.Planning and Preparation2.Classroom Environment3.Instruction4.Professional Responsibilities
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Let’s “grapple”!
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Create a “Name Tent” – fold large, colored card. Write your name with a
marker. 1.
2. FOLD 3.NAME
2. Classroom Environment
School, Grade Level,
and What You Hope to
Learn
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Learning Goals: Unpack Common Core Standards using the
KUD (Know-Understand-Do) method. Identify the components of “rigor” and a
Common Core lesson. Locate resources on the Okaloosa County
Common Core Website applicable to a specific grade level or content area.
Success Criteria:With your Common Core Team, develop an action plan regarding implementation of unpacking Common Core Standards.
“Implementation!”
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We’d appreciate it if:There are no “Hogs and Logs”Respect all opinionsCell phones silenced
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Parking Lot Questions
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Can you relate???
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Everyone needs a superhero!
You are OUR superheroes!
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There’s been a whole lot of learning going
on!
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Math Representatives Will Be Meeting In The Dining Room
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Introduce “Talking Chips”
3. Instruction
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What is Rigor? (using a Double Entry
Journal)1. On your Double Entry Journal,
consider a personal experience that was
“rigorous” and put that experience on the left side in
the top box. 2. On the right side, think of the
experience. What MADE that experience rigorous?2. Classroom Environment
3. Instruction
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Waiting for Superman
1. After watching the video, consider one fact or quote that you found
interesting. 2. Write that fact or quote
on the Double Entry Journal in the second box. On the right side, explain
what that fact or quote tells you about rigor.
3. Instruction
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A Few Interesting Facts
Please stand.
2. Classroom Environment3. Instruction
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“Rethinking College Readiness” by David
Conley 1. Step One – Chunking the
Text2. Step Two – From your
text, list a few facts or quotes in the third box that seem interesting.
3. Step Three - On the right side, explain what that fact or quote tells you
about rigor.
“Chunking!”
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What Does It Mean?
College Readiness
2. Classroom Environment3. Instruction
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What Does It Mean?College Readiness
The level of preparation in ELA/Math necessary to enroll and succeed without remediation for
an Associate’s or Bachelor’s Degree
-David ConleyDirector for Educational Policy Research
University of Oregon
“No remediation!”
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What does it mean to be “rigorous”? It is helpful to remember what rigor
is not:
Rigor is not a special program or curriculum for select students. We are not talking about students that are part of programs for the gifted. Nor are we discussing students in
special magnet schools. Rigor is for ordinary students attending traditional public schools.
Rigor is not about severity or hardship. Rigorous classrooms are both warm
and challenging.
Finally—and most important—rigor is not a measure of the quantity of content to be covered (endless repetition of chemical
formulas or lists of vocabulary words). Rather, rigor is a measure of that content's quality.
“Rigor!”
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What does it mean to be “rigorous”?
http://www.youtube.com/watch?v=McDo9efGmys
Watch the movie clip from “Lean on Me” and write down what you notice about the teacher’s presentation related to:1. rigorous content2. cognitive engagement
with support3. high expectation
instruction4. assessment and
demonstration of learning
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Whole Group Review with “Coming Back
to You”2. Classroom Environment3. Instruction
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…operating within, but at the outer edge, of student’s ability to
master the content as evidenced by the
standards-College Board
Definition of “RIGOR”
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Framed Sentence Synthesis
Claim: When looking for the elements of rigor, there must be a presence of ___________________________, ___________________________, and ___________________________.
Support:
Evidence: “Synthesis!”
1.Instruction
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Stages of Backward Design
Identify desired results
Determine acceptable evidence
1a, 1c, 1e, 1f
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How does Backward Design Facilitate a Common Core Instructional Sequence?
Establish Goals
Based on Unpacked Standards
Create Essential Questions Based on Standards
Create Assessments Based
on Standards
Check to Ensure
Assessments Align
with Standards
Create Learning
Plan Aligned to Standards
Students Take
Assessment Based
on Standards
1a, 1b, 1c, 1e, 1f, 3c, 3d
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Common Core Standards Placemats
1a, 1c, 1e
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Why “unpack”???Standards require a close
read and analyze for meaning
Standards are rarely taught in isolation
Not all standards are equal in rigor
1a, 1c, 1e, 1f
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KUD… What??K.U.D.!
K- Know
U- Understand
D- Do1a, 1c, 1e, 1f
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“Real life” KUD
Know
How do you know a child is ready to ride a bicycle without training wheels?
Handlebars Pedal(ing) Break(ing) Steer(ing)
Both hands must be kept on the handlebars in order to steer the bicycle
Uses the handlebars to steer the bicycle in a logical direction
Understand Do
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Now You Try! “Real life” KUD
How do you know a teenager is ready to drive a car alone?Know Understa
ndDo
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What is the Difference Between Know, Understand, and Do?Know
• Facts• Vocabulary• Definitions• Dates• Places
Understand• I want students
to understand that…
• Essential truths give meaning to topic
• Purposeful• Has transfer
power• Allows students
to investigate content on a variety of levels
• Enduring value• Requires
“uncoverage”
Do• Start with a verb
NOT the whole activity
• Thinking skills• Final outcome
based on the standard, NOT an activity
• Students should grapple with the “UNDERSTAND” goals and how they apply to the “KNOW” goals
1a, 1c, 1e, 1f
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KUD Template
1a, 1c, 1e, 1f
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Sort
Know Understand
Do
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KUD SORT Answers
1a, 1c, 1e, 1f
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PRIORITY STANDARDSReading Informational Text 8 4
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PRIORITY STANDARDS“Always” in “All Ways”
Reading – Literary and Informational1 – cite textual evidence/draw inferences4 – determine meanings of words and phrases
Writing4 – clear and consistent writing5 – writing process9 – draw evidence to support10 – range of writing
Speaking and Listening1 – prepare and participate
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School Teams KUD Standards
“Knowing” the steps comes before “Understanding” the outcome
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Afternoon Groupings
Edge’s Computer
LabExplore Common Core web resources to support classroom instruction and lesson design
Training Room
Explore components of a Common Core lesson
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Real World Balance of Text Multiple Sources Close reading Vocabulary study Writing with
evidence Purposeful
discussion Students
encounter complex text with appropriate scaffold and support
Components of a
Common Core
Lesson or Instruction
al Sequence
1a, 1b, 1c, 1d, 1e, 1f
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What Instruction is Needed Before Students are Ready for
an RST?As a team….1. Analyze the middle school and/or high school RST
task provided.2. Using the instructional materials provided and
your knowledge of the components of a Common Core lesson, develop a plan to get students ready to tackle this RST.
*What types of lessons using the materials provided would be needed?
*How would you construct close read lessons using these materials so they begin to “think like a
scientist”? *What anchor charts/graphic organizers
might needed?1a, 1b, 1c, 1d, 1e, 1f
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Research Simulation Task (RST)
VOTE YES!
1a, 1b, 1c, 1d, 1e, 1f
VOTE NO!
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Research Simulation Task (RST)
1a, 1b, 1c, 1d, 1e, 1f
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RST Debrief Partner up with another Common Core
Team. Share your learning tasks. Provide specific feedback on lessons.
1a, 1b, 1c, 1d, 1e, 1f, 4a
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Sum It Up and Strategize
As a School Team…
-Debrief on your individual “take-aways” from today
-Strategize on next steps needed
-Complete School Reflection Pass4d