The Common Core: Next Steps Susan Tynan CCSS Instructional Coach, CFN 106

My Bonnie lies over the ocean My Bonnie lies over the sea So bring back my Bonnie to me Bring back, bring back Oh bring back my Bonnie to me, to me Oh bring back my Bonnie to me

Overview: Convey “big picture” ideas of CCSS The instructional task as a focus of the work Rigor as a lens for analyzing tasks What does a rigorous task look like? The DoK Resources for end-of-year planning

Turn & Talk: Why is this student learning more than this student? Which of these factors (sd, classroom, school) has the greatest impact on student learning? (Clsm, Std, School) Student Classroom School ROWAN, ET AL., “. . .PROSPECTS. . .” TEACHERS COLLEGE RECORD (2005).

Degree of variability puts Canada at the top.

How PISA asks students to demonstrate learning: Level 1: FIND A FACT IN A TEXT IN RESPONSE TO A QUESTION Level 2: REMEMBER SOMETHING SOMEONE ELSE HAS TOLD YOU AND REPEAT IT Level 3: REMEMBER A PROCEDURE THAT SOMEONE ELSE HAS TAUGHT YOU AND APPLY IT ACCURATELY AND FLUENTLY Level 4: CHOOSE A PROCEDURE FROM AMONG A NUMBER YOU HAVE LEARNED, APPLY IT ACCURATELY AND FLUENTLY, EXPLAIN WHY YOU CHOSE IT, AND WHY IT MIGHT BE BETTER THAN ANOTHER Level 5: USING A BODY OF EVIDENCE, MAKE AN ARGUMENT ABOUT WHAT YOU THINK IT MEANS, ANTICIPATE AND RESPOND TO COUNTER ARGUMENTS Level 6: TEACH SOMETHING YOU KNOW TO SOMEONE ELSE This is what the PISA asks of students. The research tells us that most American classrooms focus their questioning and tasks on Levels 1-3 (occasionally 4), but tests at a level 5/6. Program for International Student Assessment, http://nces.ed.gov/surveys/pisa/index.asp

Assessment Similarities:

CCSS Big Picture: ensure college and career readiness Grade Strategically Selected Standard 9-12 Written opinion/argument based on an analysis of information texts (R.1, R.10; W.1)

NYC Big Picture: NYC Big Picture: 30%- students proficient in Reading/Writing/Math 45%-need remediation in Math & Reading in college Essential Question: How do we address this gap while integrating the Common Core AND attending to our students’ language needs? Hint: Stay small.

What do you see? Source: Education Trust; John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina

Elevate the cognitive demand of the task. The Instructional Core: Task Predicts Performance TEACHER STUDENT CONTENT TASK Elevate the cognitive demand of the task.

LET’S ANALYZE A TASK What is the actual work that students are being asked to do? What do you have to know in order to complete the task? What is the actual product of the task? If you were a student and completed the task successfully, what would you understand, know, and be able to do?

ANALYZE THIS TASK Task A Students are sitting in groups, facing each other. The teacher begins the lesson by introducing students to the difference between linear equations and linear inequalities. She demonstrates how to graph a linear inequality for students using the following example: y > ax+b The teacher passes out a worksheet with five examples of linear inequalities that follow the form of the example, and she instructs students to graph them following her example. Some students complete the worksheet before others. The teacher circulates through the room answering students’ questions. Other students ask the teacher to explain the difference between an equation and inequalities, to which she responds by repeating what she said earlier. At the end of class, she assigns eight more examples like the ones she asked students to do in class for homework.

ANALYZE THIS TASK Task B Students are sitting in groups. The teacher briefly presents the difference between a linear equation and a linear inequality. The teacher then distributes a scatter plot of data showing the relationship between the level of hydrocarbons in the atmosphere (x-axis) and the prevalence of respiratory disorders in the human population (y-axis). She instructs students to find a line that represents the “best fit” for the data in the scatter plot, to write an equation that describes that line, and to explain what the line tells us about the relationship between hydrocarbons and respiratory disorders. She circulates through the groups answering questions about the problem. The teacher then asks two groups with different answers to present their work. She asks the class to critique their solutions and explanations. The teacher then asks, “Suppose you wanted to restrict respiratory disorders by controlling air quality. Can you represent what that might look like using a linear inequality expression? Can you use the relationship between the linear equation and the inequality to discuss how much it might cost to reduce respiratory disorders?” Students graph and write various inequality expressions in response to the teacher’s question. The teacher asks two groups to present their work, and invites the class to critique their solutions and explanations. The homework assignment is to write a two-paragraph explanation of the relationship between atmospheric hydrocarbons and respiratory disorders, in the form of a letter to the editor of the local newspaper, and to explain how the evidence might be used to estimate the cost of reducing respiratory disorders. Students will present their explanations at the beginning of the next day’s class.

What’s the Ask of the Task? Task B Task A Graph 5 linear inequalities Follow a procedure provided by the teacher More of the same for homework Find line of best fit. Correlate data Write equation; explain what line says. Present work Critique work Apply/manipulate/ change relationship language demand = high

What are the Characteristics of a Rigorous Task? Applying content to real world; real-world significance; beyond the classroom Demands higher levels of thinking (non-routine) “Communal” aspect; more communication Constructing knowledge Requires problem-solving Higher-order thinking Teaching to others Convey content ideas in multiple formats Allows for knowledge from other content areas

Cognitive Rigor Matrix by Karin Hess Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework. A tool for: Designing units of study that have a range of cognitive demand. Assessing tasks for the thinking they require of a student

The Cognitive Rigor Matrix Depth + thinking Level 1 Recall & Reproduction Level 2 Skills & Concepts Level 3 Strategic Thinking/ Reasoning Level 4 Extended Thinking Remember - Recall, locate basic facts, details, events Understand - Select appropriate words to use when intended meaning is clearly evident - Specify, explain relationships - summarize – identify main ideas - Explain, generalize, or connect ideas using supporting evidence (quote, example…) - Explain how concepts or ideas specifically relate to other content domains or concepts Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning – Use context to identify meaning of word - Obtain and interpret information using text features - Use concepts to solve non-routine problems - Devise an approach among many alternatives to research a novel problem Analyze - Identify whether information is contained in a graph, table, etc. – Compare literary elements, terms, facts, events – analyze format, organization, & text structures - Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text – Analyze multiple sources - Analyze complex/abstract themes Evaluate – Cite evidence and develop a logical argument for conjectures - Evaluate relevancy, accuracy, & completeness of information Create - Brainstorm ideas about a topic - Generate conjectures based on observations or prior knowledge - Synthesize information within one source or text - Synthesize information across multiple sources or texts Page 5 of article – examples in article cross different content areas

DoK Levels DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/ multiple sources

DOK is about complexity—not difficulty! The intended student learning outcome determines the DOK level. What mental processing must occur? It’s what comes after the verb that is the best indicator of the rigor level. Describe the process of photosynthesis. Describe how the two political parties are alike and different. Describe the most significant effect of WWII on the nations of Europe. Take a balanced approach: units should include all levels; culminate in level 3/4 task. You will have to remind people about this MANY times!

Let’s Analyze Tasks A & B: What does the student have to do? What kind of thinking is required? What is the intended DoK?

Designing DoK Tasks: Take 3 minutes at your tables to summarize the main events of The Little Red Riding Hood (American print version) Devise a LEVEL 1 DoK task based on The Little Red Riding Hood

Design a task at each DoK level: Level 1 – sequence, story board, recall-level comprehension questions, answer: was LLRH lucky or unlucky? Level 2 - Level 3 - Level 4 -

Some Considerations for Unit Design What are the overall learning goals of the unit? Does the cognitive demand of the assessments match learning expectations? Do the learning activities in the unit have the coherence to get students there?

Some Implications for Assessment Assessing only at the highest DOK level will miss opportunities to know what students do & don’t know – go for a range; end “high” in selected/prioritized content Performance assessments can offer varying levels of DOK embedded in a larger, more complex task (essay) Differentiate by devising an assessment “menu”

So, Why Focus on the Task? A question you have to answer for yourself A brief answer (EKG): Equity—To ensure that all children have access to powerful learning no matter which classroom they’re in Knowledge—To understand what kind of learning is happening in your school Group capacity—To build a shared language and understanding of powerful learning and teaching

For More Information… Commoncore.org: exemplar unit maps Schools.nyc.gov/academics/commoncorelibrary: the most up-to-date Corestandards.org: soft copies of the CCS

Reflections and connections What are some of your takeaways from today? What is one thing you want to work on tomorrow? What support do you need/want from the network in moving ahead with CCSS integration?