Transitioning to Common Core One Step At A Time

Introductions Patty Sweet (Cell)

“Identify Problems – Look for Solutions” “Wouldn’t it be nice if…?”

New Initiatives More work! More time! More meetings!

Why are New Initiatives a Problem? There is never enough time. There is never enough funding. There is never adequate guidance. And now, there are simply too many projects to manage efficiently and effectively.

Discussion Discussion Process offers the Opportunity to Reflect and Share Elbow Partner (Paired-Reflection) Table Talk (Consensus) Group-Team (Shared Belief-Requires a Reporter) Partner-Outside-Your-Team (Quick-Break)

Establishing Common Routines Call back signals… “Focus on Me Please” Silent “Five”

Discussion Topics The collective consequences of too much, too soon, too fast… What questions do you have…

School Improvement - Random School Improvement

Vision, Mission, Purpose -Focused School Improvement

Synergy – Focus Together! School Transformation

Synergy Defined Cooperative interaction among groups, especially among the acquired subsidiaries or merged parts of a corporation, that creates an enhanced combined effect. A mutually advantageous conjunction or compatibility of distinct business participants or elements (as resources or efforts)

The Question? Do I focus my energy on teaching to the test? Do I focus on teaching real-life application aligned to the world of work?

Don’t be successful at the wrong thing? &feature=related

Narrow Your Focus Integration of Effective Teaching Strategies and Brain-based Strategies

Literacy Strategies for Every Content Area Building Academic Vocabulary Before-During-After Reading Guides Graphic Organizers Note-taking Formal and Informal Writing Assignments Cooperative Learning

"The illiterate of the future are not those that cannot read or write. They are those that can not learn, unlearn, relearn." -Alvin Toffler (Futurist/Author)

Learning Goal Today Develop a COMMON vocabulary, COMMON purpose, COMMON vision to communicate and collaborate efficiently and effectively as highly functioning, state- and district-wide teams.

Big Idea for CCSS Sustained rigorous curriculum which is aligned to standards, assessment, and instruction requires highly functioning, inter-disciplinary, district-wide teams.

Before-During-After Reading Guides/Strategies KWL – Strategy KnowWhat to KnowLearned

Combination Notes TOPIC 1)Write informal notes here Use this portion to: draw examples, make connections (aha!) thoughts, collect questions Write your conclusions or summarize here

Look Deeper

Define Rigorous Google it…

Rigorous by Definition According to American Heritage Dictionary Rigorous: ADJECTIVE 1.Characterized by or acting with rigor: a rigorous program to restore physical fitness. 2.Full of rigors; harsh: a rigorous climate. 3.Rigidly accurate; precise. See Synonyms at burdensome.

SREB – TCTW National Forum January 2010

Rigor Defined Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills. …the reaching for a higher level of quality in both effort and outcome. Larry Ainsworth Rigorous Curriculum Design, 2010

Rigorous Curriculum A rigorous curriculum is an inclusive set of intentionally aligned components – clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies – organized into sequenced units of study. Larry Ainsworth Rigorous Curriculum Design, 2010

Address the Components of Rigor Explore the synergy of: Higher Order Thinking Problem-Solving Depth of Knowledge Rigor, Relevance, & Relationship

Analyze and Evaluate Rigor Criteria for Complex Teaching and Learning Matrix adapted from: Benjamin Bloom's Taxonomy Norman Webb's Depth of Knowledge William Daggett's Rigor, Relevance, & Relationship L. W. Trowbridge’s Five E Teaching/Learning Cycle

Rigorous Curriculum A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area. Larry Ainsworth Rigorous Curriculum Design, 2010

Analyze and Evaluate Rigor Criteria for Complex Teaching and Learning Matrix adapted from: Benjamin Bloom's Taxonomy Norman Webb's Depth of Knowledge William Daggett's Rigor, Relevance, & Relationship L. W. Trowbridge’s Five E Teaching/Learning Cycle

Knowledge and Critical Thinking Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Benjamin Bloom Revised

Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 DOK 4 Extended Thinking DOK 3 Short-Term Strategic Thinking DOK 2 Skills & Concepts DOK 1 Recall & Reproduction Norman Webb Depth of Knowledge (DOK)

Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 DOK 4 Extended Thinking 0% DOK 3 Strategic Thinking 15% DOK 2 Skills & Concepts 60% DOK 1 Recall & Reproduction 25% Norman Webb Depth of Knowledge (DOK) 3-5 Grade OCCT

Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 DOK 4 Extended Thinking 0% DOK 3 Short-term Strategic Thinking 25% DOK 2 Skills & Concepts 60% DOK 1 Recall & Reproduction 15% Norman Webb Depth of Knowledge (DOK) 6-8 Grade OCCT

Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 William Daggett Rigor/Relevance Framework 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge in real- world predictable situations 5 Apply knowledge in real-world unpredictable situations Application PROBLEM SOLVING SKILLS

Create 6 Quadrant C Assimilation Quadrant D Adaption Evaluate 5 Analyze 4 Apply 3 Quadrant A Application Quadrant B Application Understand 2 Remember 1 William Daggett Rigor/Relevance Framework 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge in real- world predictable situations 5 Apply knowledge in real-world unpredictable situations Application PROBLEM SOLVING SKILLS

Create 6 Requires Student to THINK In Complex Ways (analyze, compare, create, and evaluate) Requires Student to THINK and WORK (student-centered learning work is inter-disciplinary ) Evaluate 5 Analyze 4 Apply 3 Focus On Teacher Doing The WORK (Teacher creates and grades learning activities-student is a passive learner) Emphasis on STUDENT Doing Real-World WORK (takes time for students to complete work) Understand 2 Remember 1 William Daggett Rigor/Relevance Framework 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge in real- world predictable situations 5 Apply knowledge in real-world unpredictable situations Application PROBLEM SOLVING SKILLS

Create 6 ELABORATE/EVALUATE Analyze Data/Draw Conclusions EVALUATE/EXTEND Accept or Reject your Hypothesis Recommendation beyond the experiment Evaluate 5 Analyze 4 Apply 3 ENGAGE/EXPLORE Observation/Hypothesis EXPLAIN/ELABORATE Design and Carry out your Experiment Understand 2 Remember 1 L.W. Trowbridge, 5E’s Model: Engage Explore Explain Elaborate Evaluate 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge in real-world predictable situations 5 Apply knowledge in real-world unpredictable situations Application PROBLEM SOLVING SKILLS

Create 6 Quadrant C Assimilation DOK 3 ELABORATE/EVALUATE Analyze Data/Draw Conclusions Requires Student to Think In Complex Ways (analyze, compare, create, and evaluate) Quadrant D Adaptation DOK 4 EVALUATE/EXTEND Accept or Reject your Hypothesis Recommendation beyond the experiment Requires Student to Think and Work (student-centered learning: interdisciplinary) Evaluate 5 Analyze 4 Apply 3 Quadrant A Application DOK 1 ENGAGE/EXPLORE Observation/Hypothesis Focus On Teacher Doing The Work Quadrant B Application DOK 2 EXPLAIN/ELABORATE Design and Carry out your Experiment Emphasis on Student Doing Real-World Work (takes time for students to complete work) Understand 2 Remember 1 Adapted from: *Bloom Revised *Webb DOK *Daggett Rigor & Relevance *Trowbridge 5Es Model 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge in real-world predictable situations 5 Apply knowledge in real-world unpredictable situations Application PROBLEM SOLVING SKILLS

Effective Instructional Strategies Brainstorm Cooperative Learning Demonstration Discourse Guided Practice Inquiry Instructional Technology Lecture Memorization Note-taking/Graphic Organizers Presentations/Exhibition Problem-based Learning Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questioning Work-based Learning

Effective Instructional Strategies Brainstorm Cooperative Learning Demonstration * Discourse (Reflection) Guided Practice Inquiry (Question) Instructional Technology Lecture Memorization Note-taking/Graphic Organizers Presentations/Exhibition Problem-based Learning Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questioning Work-based Learning

The Power of Vocabulary For Educators and Students

Learner Responsibility

FIDELITY OF IMPLEMENTATION Accountability Trustworthines s Commitment ResponsibilityConsistency Stability Uniformity

“The definition of insanity is doing the same thing over and over again expecting different results.” – Albert Einstein

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