OCM BOCES October 17, 2011 NYS INITIATIVES FOR TEACHING AND LEARNING AN OVERVIEW OF THE COMMON CORE STATE STANDARDS SHIFTS, DATA INQUIRY, AND PROFESSIONAL PRACTICE Facilitators Renee M. Burnett OCM BOCES Network Team Auddie Mastroleo OCM BOCES Network Team
Board of Ed Superintendents Principals Teachers CCLS DDI APPR The Big Picture
ENGAGENY
READINESS GUIDE Awareness Connections Integration
READINESS GUIDE
PROFESSIONAL PRACTICE H E D I ighly Effective ffective eveloping neffective
THREE PRIORITIES OF PROFESSIONAL PRACTICE
Intellectual involvement with the content is required Minds-on learning Simultaneous and continuous throughout the lesson NOT “time on task” PRIORITY 1: COGNITIVE ENGAGEMENT Performance Levels
Students making meaning Students making connections Relating to outside world Relating to personal future PRIORITY 2: CONSTRUCTIVIST LEARNING Performance Levels
College Career Citizenship Collaboration Communication Critical Thinking & Problem Solving Creativity PRIORITY 3: 21 ST CENTURY READINESS Performance Levels
POWER PLANNING
COMMON CORE SHIFTS IN MATH
Shift 1 FOCUS Quantities Operations Whole Numbers Focus on fewer topics in greater depth
Domain Cluster
Shift 2 COHERENCE Learning is connected within and across grades for deep understanding
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Shift 3 FLUENCY Memorization of simple calculations and core functions.
Shift 4 DEEP UNDERSTANDING Teach more than how to get the answer Learning can be applied to new situations
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Shift 5 APPLICATION Opportunities for real world application of math concepts
Shift 6 DUAL INTENSITY Both occur simultaneously and with intensity
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QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
Grade 7 Mathematics Module Addition and Subtraction of Rational Numbers CURRICULUM EXAMPLE
What pops out and why? What looks familiar? What is going to be a stretch? Where do you see evidence of the six shifts? Where do you see evidence of the three priorities for professional practice? GUIDING QUESTIONS
QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
THREE PRIORITIES OF PROFESSIONAL PRACTICE
COMMON CORE SHIFTS ELA & CONTENT LITERACY
SHIFT 1 Grades PK-5 BALANCING INFORMATIONAL & LITERARY TEXTS 4 th grade 8 th grade 12 th grade Increase in teaching and learning with non- fiction text
SHIFT 2 Grades 6-12 KNOWLEDGE IN THE DISCIPLINES Expectation of rigorous domain specific literacy instruction outside of ELA
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SHIFT 3 STAIRCASE OF COMPLEXITY Appendix B: Text Exemplars and Sample Performance Tasks Expectation of proficiency and independence in reading grade level text
SHIFT 4 TEXT-BASED ANSWERS Questions are purposefully planned & direct students to closely examine the text
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SHIFT 5 WRITING FROM SOURCES Appendix C: Samples of Student Writing Argumentative writing is especially prominent in the CCLS
SHIFT 6 ACADEMIC VOCABULARY Ramp up instruction of Tier Two words
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QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
CURRICULUM EXAMPLES
What pops out and why? What looks familiar? What is going to be a stretch? Where do you see evidence of the six shifts? Where do you see evidence of the three priorities for professional practice? GUIDING QUESTIONS
QUESTIONS? CONCERNS? NOTICES?
POWER PLANNING
Other
DATA-DRIVEN INQUIRY PROCESS
DDI: INTERIM ASSESSMENTS
DDI: ANALYSIS
DDI: ACTION
DDI: CULTURE
POWER PLANNING
Thank you! CONTACT INFORMATION Thank you! Thank you!