1. CCSS Instruction Morgan Hill Unified School District 2013-14 Training Cycles 1

2. Series Agenda Day 1: CCSS Overview Day 2: CCSS Unit Design Day 3: CCSS Instructional Shifts & 21 st Century Skills Day 4: CCSS Instruction 2 CCSS Instruction

3. Day 4 Outcomes Consider the Gradual Release of Responsibility instructional model. Consider the Rigor/ Relevance Framework when analyzing tasks for students. Engage in the critical friends tuning protocol to share your upgraded units. CCSS Instruction

4. Agenda Work time Rigor/Relevance Framework Work time Critical Friends Gradual Release of Responsibility CCSS Instruction

5. Let’s Review… Instructional shifts for ELA Smarter Balanced assessments Webb’s Depth of Knowledge 21 st Century Learning Skills: – Creativity – Communication – Collaboration – Critical Thinking CCSS Instruction

6. Work Time Please continue to upgrade the unit you were working on the last time we met. We will resume at 9:00 a.m. 6 CCSS Instruction

7. RIGOR/ RELEVANCE FRAMEWORK 7 CCSS Instruction

8. Rigor and Relevance What makes a lesson rigorous and relevant to a student? International Center for Leadership in Education CCSS Instruction

9. Rigor in the Classroom CCSS Instruction

10. Rigor … … is Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level … is not More or harder worksheets AP or honors courses The higher level book in reading More work More homework International Center for Leadership in Education CCSS Instruction

11. A Relevant Lesson Answers What am I learning? Why am I learning it? How will I use it? International Center for Leadership in Education Relevant instruction makes rigor possible and prepares students for future challenges. CCSS Instruction

12. Adding Relevancy to Any Learning Compare Learning to … Student’s life Family’s life Student’s community and friends Our world, nation, state World of work World of service World of business and commerce that we interact with Use Real World Examples Moral, ethical, political, cultural points of view and dilemmas Real world materials Internet resources Video and other media Scenarios, real life stories News -periodicals, media International Center for Leadership in Education CCSS Instruction

13. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) CCSS Instruction

14. 1 Knowledge in one discipline 2 Apply knowledge in discipline A Acquisition Quadrant A: Acquisition International Center for Leadership in Education (n.d.) Students gather and store bits of knowledge/ information and are expected to remember or understand this acquired knowledge. Awareness1 Comprehension 2 Application 3 CCSS Instruction

15. Quadrant A Verbs name label define select identify list memorize recite locate record Products definition worksheet list quiz test workbook true-false reproduction recitation CCSS Instruction

16. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Awareness1 Comprehension 2 B Application Quadrant B: Application International Center for Leadership in Education (n.d.) Application 3 Students use acquired knowledge to solve problems, design solutions, and complete work. CCSS Instruction

17. Quadrant B Verbs apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate Products scrapbook summary interpretation collection annotation explanation solution demonstration outline CCSS Instruction

18. 1 Knowledge in one discipline 2 Apply Knowledge in one discipline Application 3 Analysis4 Evaluation6 C Assimilation Quadrant C: Assimilation International Center for Leadership in Education (n.d.) Synthesis5 Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. CCSS Instruction

19. Quadrant C Verbs sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation CCSS Instruction

20. 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis4 Evaluation6 D Adaptation Quadrant D: Adaptation International Center for Leadership in Education (n.d.) Synthesis5 Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. CCSS Instruction

21. Quadrant D Verbs evaluate validate justify rate referee infer rank dramatize argue conclude Products evaluation newspaper estimation trial editorial radio program Play collage machine adaptation poem debate invention CCSS Instruction

22. Rigor/Relevance Framework ® Teacher/Student Roles Students ThinkCBA D Students Think & Work Teacher Works Students Work RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.) CCSS Instruction

23. Rigor/Relevance Framework ® An ExampleCBA D Students seek information to answer question or solve problem RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.) CCSS Instruction

24. Rigor/Relevance Framework ® An ExampleCBA D RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.) Students test the relevancy of the information as it relates to the question or problem CCSS Instruction

25. Rigor/Relevance Framework ® An ExampleCBA D Students reflect on the potential use of the new information as a solution RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.) CCSS Instruction

26. Rigor/Relevance Framework ® An ExampleCBA D RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.) Students apply the information learned to answer the question or to solve the problem CCSS Instruction

27. Rigor/Relevance Framework ® An ExampleCBA D Students seek information to answer question or solve problem RELEVANCE Low High RIGORRIGOR Low High International Center for Leadership in Education (n.d.) Students test the relevancy of the information as it relates to the question or problem Students reflect on the potential use of the new information as a solution Students apply the information learned to answer the question or to solve the problem CCSS Instruction

28. RIGOR/ RELEVANCE IN THE CCSS CCSS Instruction

29. CCSS-ELA Instructional Shifts CCSS Instructional Shifts in ELA/ Literacy # 1: PK-5 Balancing Informational & Literary Texts # 2: 6-12 Knowledge in the disciplines #3: Staircase of complexity #4: Text-based answers 5: Writing from sources 6: Academic Vocabulary 29 CCSS Instruction

30. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) Increase in informational Text CCSS Instruction

31. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) Content Area Literacy CCSS Instruction

32. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) Increase Text Complexity CCSS Instruction

33. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) Text based answers CCSS Instruction

34. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) Writing from Sources CCSS Instruction

35. Rigor/Relevance Framework ® International Center for Leadership in Education (n.d.) Academic Vocabulary CCSS Instruction

36. A Classroom Example CCSS Instruction

37. Table Talk How can we use the Rigor/ Relevance Framework to increase academic rigor and introduce real-world applications? CCSS Instruction

38. Break Time We will resume at 10:00 38 CCSS Instruction

39. Work Time Please continue to upgrade the unit you were working on the last time we met. We will resume at 9:00 a.m. 39 CCSS Instruction

40. Let’s Eat We will resume at 12:30 40 CCSS Instruction

41. CRITICAL FRIENDS 41 CCSS Instruction

42. Critical Friends Tuning Protocol 42 CCSS Instruction

43. Critical Friends Tuning Protocol Step 1: Team Present (5 mins) Step 2: Presenters’ Reflection (1 min) Step 3: Clarifying Questions (2 mins) Step 4: Probing Questions (2 mins) Step 5: Feedback (3 mins) Step 6: Reflection (2 mins) Step 7: Debrief Process (2 mins) 43

44. GRADUAL RELEASE OF RESPONSIBILITY 44 CCSS Instruction

45. The Gradual Release of Responsibility Structure for Successful Instruction TEACHER RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” Fisher & Frey (2008) Better Learning Through Structured Teaching STUDENT RESPONSIBILITY 45 CCSS Instruction

46. The “Sudden” Release of Responsibility TEACHER RESPONSIBILITY Focus Lesson “I do it” Independent “You do it alone” STUDENT RESPONSIBILITY 46 Fisher & Frey (2008) Better Learning Through Structured Teaching CCSS Instruction

47. The “Good Enough” Release of Responsibility TEACHER RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” Independent “You do it alone” STUDENT RESPONSIBILITY 47 Fisher & Frey (2008) Better Learning Through Structured Teaching CCSS Instruction

48. A Model for Student Success The Gradual Release of Responsibility TEACHER RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” STUDENT RESPONSIBILITY 48 Fisher & Frey (2008) Better Learning Through Structured Teaching CCSS Instruction

49. Expert Talk: Dr. Doug Fisher http://www.youtube.com/watch?v=cjURdvzty4c CCSS Instruction

50. Phase #1: Focus Lesson – “I Do It” Teacher is doing all the work – Introducing new concept or skill Demonstrating Modeling Sharing Thinking Direct Explanation 50 CCSS Instruction

51. What a Focus Lesson is Not It’s not the time to ask students questions regarding the content It’s not the time to simply tell the students things It’s not a time to simply information dump 51 CCSS Instruction

52. Key Features of a Focus Lesson Establishes a Purpose – Content - what is being taught? – Language Component – how will the skill be practiced? – Social – will their be interaction or time to share? 52 CCSS Instruction

53. Instructional Strategies for Focus Lessons Modeling – Direct Explanation – Demonstration Metacognitive Awareness/Think Alouds Shared Reading Write-Alouds CCSS Instruction

54. The Gradual Release of Responsibility “I Do It” Teacher Provides Direct Instruction Establishes Goals and Purpose Models Thinks Aloud Actively Listens Student Actively Listens Observes Teacher Model Takes Notes Asks for Clarification 54 CCSS Instruction

55. “I Do It” Formative Assessment Checking For Understanding Oral Summaries – Turn to a Partner Written Summaries – Ticket out the Door – White boards 55 CCSS Instruction

56. Phase #2: Guided Instruction –“We Do It” Goal: Precision Teaching – Increases the rate of learning Cognitive load begins to shift from teacher to student Small Groups Utilizes Scaffolding Based on Formative Assessment Strategic Use of Questions, Prompts, and Cues 56 CCSS Instruction

57. What Guided Instruction (“We Do It”) is Not. It’s not prescriptive It’s not the same for every group It’s not everyday with every student 57 CCSS Instruction

58. Key Feature of Guided Instruction Differentiation – Content – Process – Products 58 CCSS Instruction

59. Instructional Strategies for Guided Instruction Guided Reading Guided Writing Think-alouds Misconception Analysis 59 CCSS Instruction

60. The Gradual Release of Responsibility “We Do It” Teacher Interactive Instruction Works with Students Checks, prompts, cues Provides additional modeling Meets with needs- based groups Student Asks and responds to questions Works with teacher and classmates Completes process with others 60 CCSS Instruction

61. Formative Assessments in Guided Instruction Running Records Comprehension Discussion Student Writing Samples Student Think-Alouds Misconception Analysis CCSS Instruction

62. Phase #3 : Collaborative Learning - “You Do It Together” Allows students to apply what they have learned in the “I Do” and “We Do” Allows the students to refine their thinking about new concepts and skills 62 CCSS Instruction

63. What Collaborative Learning is Not It’s not the time to introduce a new concept or new information It’s not “group work” where a single product is produced for the group It’s not ability grouping 63 CCSS Instruction

64. Key Features of Collaborative Learning “You Do It Together” Positive Interdependence Face to Face Individual and Group Accountability Interpersonal and Small Group Skills Group Processing 64 CCSS Instruction

65. Instructional Strategies for Collaborative Learning “You Do It Together” Reciprocal Teaching Visual Displays Literature Circles/Book Clubs Labs and Simulations Jigsaw Skills Practice 65 CCSS Instruction

66. The Gradual Release of Responsibility “You Do It Together” Teacher Provides Differentiated Instruction Observes Asks probing questions Actively Listens Student Works with small group applying new skill 66 CCSS Instruction

67. Formative Assessments for Collaborative Learning Things to keep in mind when designing the assessment: 1.Assignment needs to ensure understanding of the concept or skill 2.What evidence do I want? 3.Will the assignment provide meaningful feedback to me for guided instruction? 4.Will this assignment be meaningful for each member? 5.If no to #4, how can the task be modified? CCSS Instruction

68. Phase #4 : Independent Learning - “You Do It Alone” “Students fully assume the cognitive load of learning by applying what they have learned to novel tasks.” 68 Fisher and Frey, 2008 CCSS Instruction

69. What Independent Learning is Not It’s not just a pile of worksheets It’s not rote memorization It’s not necessarily silent 69 CCSS Instruction

70. Key Features of Independent Learning “You Do It Alone” Needs to be Meaningful, Experiential, and Relevant Students need to fully master the content or skill before proceeding with independent practice. 70 CCSS Instruction

71. Strategies for Independent Learning “You Do It Alone” Independent Learning Centers Sustained Silent Reading Writing to Prompts Conferring 71 CCSS Instruction

72. The Gradual Release of Responsibility “You Do It Alone” Teacher Provides Feedback Evaluates Determines level of understanding Student Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcome 72 CCSS Instruction

73. Formative Assessments for Independent Learning Student work samples Conferring Weekly Progress Updates: – Name of project – My goal is to be done by (date) – This week I did the following… – To meet my goal, I still need to… – My next step is… – I might need help with… CCSS Instruction

74. Think and Share What is impressive about this instructional model? What concerns you about this instructional model? 74 CCSS Instruction

75. A Classroom Example CCSS Instruction

76. Closure Reflection Please complete Sign-in sheet Evaluation Rhonda_Beasley@sccoe.org 76 CCSS Instruction