walk-throughs for common core rebecca stinson, m.ed. robin fogarty, ph.d. ascd las vegas nv november...
TRANSCRIPT
Walk-Throughs for Common Core
Rebecca Stinson, M.ED.
Robin Fogarty, Ph.D.ASCD Las Vegas NV
November 3 2013
Knowing the Look-Fors
.
Presentation Materialswww.ascd.org/mydownloads
Login: CEL3Password: materials
.
Wi-FiSSID: Meeting-Cosmopolitan PIN: CEL2013
Room OvercrowdingMeeting rooms that fill to capacity will be restricted. In compliance with fire regulations, Standing Room is Not An Option. Please find a seat or find another session to attend. All Friday and Saturday morning sessions will be repeated in the afternoon.
Thank You!
Meet and
Greet!
1. Under Construction2. Rocky Road3. Yellow Brick Road4. Highway to Heaven
Poll Everywhere Text 22333 Web-PollEv.com/vote
Common Core MasteryStandards and Appendices
GOAL?
CommonCore
College and
Career Ready!
Students Who are College and Career Readyin Reading, Writing, Speaking, Listening, and
LanguageThey demonstrate independence.
Students can, without significant scaffolding,
comprehend and evaluate complex texts across a
range of types and disciplines, and they can construct
effective arguments and convey intricate or
multifaceted information. Likewise, students are able
independently to discern a speaker’s key points,
request clarification, and ask relevant questions.
They build on others’ ideas, articulate their own ideas,
and confirm they have been understood. Without
prompting, they demonstrate command of standard
English and acquire and use a wide-ranging vocabulary.
More broadly, they become self-directed learners,
effectively seeking out and using resources to assist
them, including teachers, peers, and print and digital
reference materials.
Working Hard
Common Core State Standards (2010)Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
The CCSS Difference - Grade 7 ELA
State Standard (2004)Produce written work and oral work that demonstrate comprehension of informational materials.
THE CCSS MATH DIFFERENCEOld Question: Randa ate 3/8 of a pizza, and Marvin ate 1/8 of the same pizza. What fraction of the pizza did Randa and Marvin eat? Choices: a. 5/8 b. 3/8 c. ¼ d. ½
New Question:Tito and Luis are stuffed with pizza! Tito ate one-fourth of a cheese pizza. Tito ate three-eighths of a pepperoni pizza. Tito ate one-half of a mushroom pizza. Luis ate five-eights of a cheese pizza. Luis ate the other half of the mushroom pizza. All the pizzas were the same size. Tito says he ate more pizza than Luis because Luis did not eat any pepperoni pizza. Luis says they each ate the same amount of pizza. Who is correct? Show all your mathematical thinking. (Answer: Luis is right both ate 1 1/8 of a pizza). �
Source: New York City Department of Education
Common CoreState Standards
HOW?
Working Smarter
High FrequencyThinking
Verbs
Seven Key
Proficiencies
7 ProficienciesCritical Thinking
Creative Thinking
Complex Thinking
Comprehensive Thinking
Collaborative Thinking
Communicative Thinking
Cognitive Transfer
21 SelectedHigh
FrequencyThinking
Skills
Critical Thinking – Analysis Evaluation Problem Solving
Creative Thinking – Generate Associate Hypothesize
Complex Thinking – Clarify Interpret Determine
Comprehensive Thinking – Understand Infer Compare/
Collaborative Thinking – Explain Develop Decide
Communicative Thinking – Reason Connect Represent
Cognitive Transfer – Synthesize Generalize Apply
Seven Student Proficiencies
21 Thinking Skills in CCSS)
SCIENCEDetermineVelocity
Interdisciplinary Model
SS
Determine Point of View
ELADetermine
Theme
MATHDetermineProbability
“Determine”
HEALTH/PEDetermineBenefits
ART/MUSICDetermine
Style
CONSUMER ED
Determine Best
Product
Digital Literacy
DetermineTools
How Do We Get Them From Here to There?
A Detour!
Teach Students
to Think
Three-Phase Model:Explicit
Teaching of a Thinking Skill
Gradual Release of Responsibility
________________________________
______
Vygotsky
Three-Phase Model
TALK-THROUGHWALK-THROUGHDRIVE THROUGH
Three-Phase Model
Explicit Teaching
Common Core Standards
TALK-Through
Classroom Application
Common Core Standards
WALK- Through
Student Performance
Common Core Standards
DRIVE-Through
What’s Different
?
Look Fors
Common Core
Look- Fors
What’s Different
?
Look Fors
Education Today and TomorrowVideo
#1 Today
#2 Tomorrow
#3 Relate to Common
Core
Comment Why of CCSS
Comment, compare, summarize
When I was out saying the world is flat,
Facebook wasn't in it, Twitter was still a sound,
The cloud was still in the sky, 4G was a parking place, LinkedIn was a prison, and, for most people,
Skype was a typo," he said. "That all happened in [seven} years."
The World is Flat 2005 Thomas Friedman
What’s Different
?
Look Fors
What DoesThinking Look Likeand Sound
Like?
LittleNoteBook
LOOK-FORS
What’s DifferentwithCommon Core
NameDate
Balance: Rich Content/Relevant
Processes
Balance Narrative/Informative
Text
What’s Different?
Content/Process Narrative TextInformative Text
Look-Fors
Balance Literacy Across All Disciplines
Balance Academics/Real Applications
s
What’s Different?
Across Disciplines Academics/Applications
Look-Fors
Balance Text-Dependent/Traditional ?s
Balance Coverage and Depth
Balance Scaffolding / Independence
What’s Different?
Traditional /Text Dependent ?s
Coverage /Depth
Look-Fors
Scaffolding/Independence
Look-Fors
Leading Common Core
Rebecca
Stinson
Knowing the Look-Fors
ObservationalWALK-THROUGHS
LOOK-FORS
SOUND BITES
Common Core
Look- Fors
What’s Different
?
Look Fors
Balance Rich Content/Relevant
Processes
Balance Narrative/Informative Text
Balance Literacy Across All
Disciplines
Balance Academics/Real
Applications
Balance
Text-Dependent/Traditional ?s
Balance Curriculum with
Rigor/Depth
What’s Different?
Building Bridges
with
Unlikely Friends
Unit
#1Balance Rich/Content Relevant/Pro
cesses
Unit:Building Bridges with Unlikely Friends
Essential Question:
What questions will focus our goals, stimulate conversations,
and guide our actions?
One Minute Write
How does technology enhance decision making?
Inquiry LearningNot Just Recall!
Cooperative Learning
Engaged Learner
Explicit Teaching of Thinking
In theCommon Core
Integrated Technology
Bridges
The Impossible Bridge
http://www.sciencekids.co.nz/videos/engineering/bridgebuilding.html
One-Minute Write
One Minute Write
How does technology enhance decision making?
Common Core
Look- Fors
Content/Process Narrative TextInformative Text
Look-Fors
HOTInquiry LearningCooperative LearningDigital –Rich ToolsIntegrated Technology (QR Codes, Poll Everywhere, Cell phones) Read, Write, Speak,Listen Well)
#2Balance
Narrative/ Informative
Texts
Building Bridges with Unlikely Friends
Unit
Cooperative Learning
Students will explore both literal and figurative bridges………
Informative Text selection is based on building bridges and careers in engineering.
Narrative Text selection is based of realistic fiction and fantasy of friendship in conflict filled settings.
CCSS- Exemplar Text
Traditional Lesson
Charlotte’s Web
1.Traditional-Read Aloud2.Write Essay about a Friend or Friendship3. Invite Friend to Come Over to Watch a Movie
What’s Different?
CCSS-ThemeUnit: Building Bridges with Unlikely Friends
Read-AloudsPlan oral reading of a book related to theme to build background knowledge
Informative
TTYPA/CCSS:
How do stories teach us life lessons? Show
evidence from texts in unit.
Common Core
Look- Fors
Content/Process Narrative TextInformative Text
Look-Fors
HOT, Inquiry LearningCooperative LearningDigital –Rich ToolsIntegrated Technology (QR Codes, Poll Everywhere, EZCore apps)cell phones, iPads, laptops,Smart Boards
Narratives enhanced by Informative Books
Informative Booksenhanced by Narratives
Narratives/ InformativeTexts enhanced by Media
#3 Balance Literacy Across
All Disciplines
Unit:Building Bridges with Unlikely Friends
What are the interdisciplinary connections to art, math, geography, and science?
Universal Themes Create Global Perspectives
Art- Structural ArtMath- Symmetry, = signsGeography- Places of bridgesScience- Animals/HabitatsLA-ConjunctionsMusic-Refrains
IDEAS…….
Common Core
Look- Fors
Across Disciplines Academics/Applications
Look-Fors
InterdisciplinaryTexts...representing other cultures (SS),other disciplines
Universal Themes...,Global & over-arching (Justice, Talents, Cultures)
Expression-Writing, Drawing, Speaking, Tech
#4 Balance Academic/
RealApplications
Building Bridges with Unlikely Friends
Unit
Concrete Application
You Are A Civil Engineer:
Construct a bridge that withstands the greatest amount of force.
Bridge BuildingConstruct a bridge that withstands the greatest amount of force before falling.
Students will know and understand……….
• The difference between design and construction?
• How FORCE affects structures.
• How shapes affect weight distribution.
• What colleges and careers support learning.
• How knowledge of physics and statistics impact the design and construct of a bridge that wins.
Written LanguageOral LanguagePresentation SkillsAccountability
Performance
Common Core
Look- Fors
Across Disciplines Academics/Applications
Look-Fors
InterdisciplinaryTexts...representing other cultures (SS),other disciplines (MATH) other genres (LA).Themes... Universal,Global & over-arching (Structure, Change, Beauty, Nature)
Pythagorean TheoremApplication-real world solution-a ramp for neighbor’s porch.
Mean, median, modeApplication-How do you want me to figure your final grade?
#5 Balance Text
Dependent/Traditional Questions
Building Bridges with Unlikely Friends
Unit
Common Core
Look- Fors
Text Dependent Questions
All are analytical-students refer explicitly back to text in order to gather evidence, knowledge.
Lay text on top of text-synthesizing information
Literary elements are text dependent IF the response requires the student to revisit text.
FriendshipA short story by Sally Berneathy
Paula and I met in the first grade. Since her last name was Brent and mine was Berneathy, she sat behind me. We were both shy and had nothing to say to each other until the day she asked to borrow my ruler.
We lived in a small town in southern Oklahoma where money was scarce, and my six-inch red plastic ruler was a valued possession. Reluctantly, I loaned it to Paula--and she kept it for too long, or so it seemed to me. I turned around to take it back, but Paula wasn't through with it. I grabbed, she held on...the ruler broke.
I cried. She cried. I blamed her, and she blamed me. And, in the manner of six-year olds, from that day forward, we were inseparable, the best of friends.
As the years passed, we spent many nights at each other's houses, whispering the night away about our plans for the future. We were going to move to a big city and be room-mates in a gorgeous apartment. I would be a writer, and she would be an artist. She would illustrate my books, and we would both be rich and famous. When we were older, probably around twenty-five, we would marry and live next door to each other and be aunt to each other's children.
When we were ten years old, we saw an episode of "Lassie" in which Timmy and his friend pricked their fingers and became blood brothers. Paula came home with me the next evening. We dug a hole in the hard earth out behind my family's weathered old barn, took a thorn from the locust tree and pricked our thumbs, joining our blood. We buried the thorn, each adding an item we prized, as the friends on "Lassie" had done. Paula contributed her dime-store set of water colors, and I added a paper back book. Our most valuable possessions--but not as valuable as our friendship.
Then life intruded. When we were fourteen, Paula's father took a job in Dallas. Their last stop on the way out of town was my house. I stood in middle of the dirt road, waving and crying while Paula looked out the back window of the car, waving and crying.
Still we stayed in touch, writing letters regularly. Still we planned. As we neared high school graduation, we swore that we'd move to Oklahoma City and get that apartment together.
But Paula got married and had a baby. I married, too, and convinced my husband to move to Dallas. For years our friendship continued even though our dreams had fallen by the wayside. Paula became a nurse, and I a legal secretary. I wrote short stories and poems and shared them with her, and she painted me a picture of the old barn where our thorn lay buried.
The years flew by. Then while we were both going through divorces, during the confusion and turmoil, we lost touch. Paula moved, changed jobs, remarried, got a new name and phone number.
I remarried and moved to Kansas City, but I didn't know how to reach Paula to tell her. When my new husband and I bought a house, I hung her picture of our barn over my bed and wondered if I'd ever again see her. Her parents were both dead, and my mother was becoming senile, rarely remembering my phone number or address. Short of hiring a detective, I didn't know how I would ever find my friend again.
Often I looked at the picture, thought of my friend and wondered if I'd ever see her again.
But behind the scenes, the magic spell of that thorn was working. Our childish sacrifices of prized possessions must have touched some angel's heart.
Several years later I got a phone call and heard a familiar voice.
"Do you know who this is?”
Of course I knew. I cried. She cried.
She told me that she'd called my mother twice and been given wrong phone numbers both times. She'd almost given up, but decided to try one more time...and caught my mother in a rare moment of lucidity.
Now Paula's back in Oklahoma, and I live in Missouri. We see each other every summer and call each other regularly.
During the years we'd lost touch, she had another, unexpected, child...a girl, named after me.
A girl who calls me "Aunt."
TTYPA - Turn to Your Partner and…
“We build too many walls
and not enough
bridges.”
Common Core
Look- Fors
Traditional /Text Dependent ?s
Coverage /Depth
Look-Fors
Text-dependent Question: Why did the author use that particular word? Evidence?
Traditional Questions:Have you had a similar experience?
#6 BalanceCoverage
andDepth
Building Bridges with Unlikely Friends
Unit
What does the emphasis on "depth" look like in practice?
Using Information from the unit, Compare and ContrastArch, Suspension and Cable-Stayed Bridges…….
Too much material……..CCSS fewer, but deeper. Students are no longer receptors of information.
Graphic Organizers
ThinkingMaps Oral Language
Walk-Throughs, Look-Fors, Sound Bites Compare and Contrast
Look-Fors Sound-Bites
Venn Diagrams
T-Chart
Comparison Alley Chart
Pro/Con Sheet
Contrasting Drawings
Contrasting Writings
These are alike because...
They have similar attributes...
The difference is...
The Pros and Cons are equal...
One outweighs the other ...
Both are balanced…
Walk-Throughs, Look-Fors, Sound Bites Compare/Contrast: Elementary
LevelLook-Fors Sound-BitesHula Hoop Venn
Sorting into two groups
Counting Objects
Touching Objects
Two Drawings
Matching
In and Out Game
These are alike because...
This is bigger....
They are not the same...
Yes they match...
I want the yellow one...
It feels smoother…
Walk-Throughs, Look-Fors, Sound Bites Compare/Contrast: Secondary/Middle Level
Look-Fors Sound-Bites
Venn Diagrams
Graphic Organizers
Debates
Persuasive Essay
Graphed Information
Competitions
Similarities include...
No two are alike...
The major difference is...
The Pros outweigh the Cons...
Comparing all three...
There is no comparison…
Common Core
Look- Fors
Traditional /Text Dependent ?s
Coverage /Depth
Look-Fors
Text-dependent Question: Why did the author use that particular word? Evidence?
Traditional Questions:Have you had a similar experience?
How are teachers, making Curr choices?
What are they giving up? What evidence in lesson plans and lessons?
Are they consolidatingStandards into Units to go deeper?
#7 Scaffolding
and Independen
ce
Common Core
Look- Fors
Scaffolding/Independence
Look-Fors
Introduction with explicit scaffoldingStep back, stop talkingLet students figure things outPose question, don’t give the answersChallenge students to find their own solutions
High Five Walk
OneTake-Away
Daylight Saving Time Reminder!
Turn the clocks back one hour before you go to
bed on Saturday, November 2. Daylight saving time officially
ends at 2 a.m. on Sunday, November 3, 2013.
Scan this QR Code to evaluate your sessions
or go to www.ascd.org/evaluations.
Instructional Look-Fors in The Common Core
Rigor and Relevance
Robin Fogarty & Associates
Rebecca L. Stinson
Robin Fogarty
How To Teach Thinking
in the Common Core Robin Fogarty, Ph.D.
Technology Tools
“Wordle”
PadletAka / Wallwisher
Insist on Results
QR Codes Need
QR Readers AppQR Generator Website
Preview Safe Website
140 Characters
RigorousTwitter