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Presented by: Brian Jeffrey and Ashley Maxwell
Uncommon to the Core CATE Conference 2014 Uncommon to the Core Presented by: Brian Jeffrey and Ashley Maxwell Montclair High School CATE Conference 2014 Brian Jeffrey and Ashley Maxwell mrjeffrey.com (909)
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Learn to think … and teach
Uncommon to the Core CATE Conference 2014 Learn to think … and teach Time to Take a Quiz Directions: What is the object you see on the yellow post-it before you? You have ten seconds to write your answer. Go! Correct answer . . . Every answer is correct, but there are levels. different. “Yes, I know it’s supposed to be an adverb, blame Apple.” CATE Conference 2014 Brian Jeffrey and Ashley Maxwell mrjeffrey.com (909)
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Get students thinking critically!
Let’s Play Some Games Going to the Moon In My World Black Magic Get students thinking critically! Snaps CATE Conference 2014
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Uncommon to the Core. How do you think the way you do?
CATE Conference 2014 Uncommon to the Core. In small groups, briefly interpret and discuss the following painting. Be sure to give reasons for the thought process that lead you to your interpretation. How do you think the way you do? CATE Conference 2014 Brian Jeffrey and Ashley Maxwell mrjeffrey.com (909)
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CATE Conference 2014
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Now get into a different small group with entirely new members
Now get into a different small group with entirely new members. Then, determine which of the following four items does not belong. In your group, discuss your answer. You must have 100% agreement on your answer. Each person must then write down the agreed upon answer. Next, be ready to read it to the class by explaining the thought process and debate that brought your group to its answer. CATE Conference 2014
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Depth of Knowledge (Dok)
Level 4: Extended Reasoning Requires complex reasoning, planning, and thinking (generally over extended periods of time) for the investigation Assessment activities have multiple steps with extended time provided Students may be asked to relate concepts within the content area and among other content areas Students make real-world applications in new situations Level 3: Strategic Reasoning Focus in on reasoning and planning in order to respond (e.g. write an essay, apply in new or novel situation) Complex and abstract thinking is required Often needs to provide support for reasoning or conclusions drawn More than one “correct” response or approach is often possible Level 2: Skill/Concept Focus in on applying skills and concepts (in a familiar/typical situation), relationships (compare, cause-effect), main ideas Requires deeper knowledge than definition Explaining how or why Making decisions Estimating, interpreting in order to respond One right answer Level 1: Recall Focus is on specific facts, definitions details, or using routine procedures (narrator, setting, main characters) Who, what, where, when, why Can be “difficult” without requiring “deep” content knowledge to respond to an item (memorize a complex theory without being able to explain its meaning or apply it to a real work situation) Combination of level one responses does not equal a level two response One right answer “He who learns but does not think, is lost! He who thinks but does not learn is in great danger.” ~Confucius CATE Conference 2014
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Uncommon to the Core CATE Conference 2014 Student Choice Students are more likely to read and write when they have to do something with a text they’ve been assigned. Students are more likely to read and write when they can choose an assignment that appeals to their talents and learning styles. Students are more likely to master the reading and writing skills aligned with the Common Core State Standards when they are taught to evaluate their own work. CATE Conference 2014 Brian Jeffrey and Ashley Maxwell mrjeffrey.com (909)
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Students in Control of Learning
Clear instruction on what’s expected of them through use rubrics and guided instruction Modeled evaluation of reading and writing assignments Students are allowed to turn in all assignments for a higher grade after initial evaluation. Use scaled scoring CATE Conference 2014
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Using the Reading Response Zone
Analytical Mind Diagram 2. Cornell Notes 3. Culture Cube Dramatic Structure Elements of Fiction Existential Inventory Four Column Journal, QAP Four Column Journal, SCE Four Square Haiku 4 You Visit mrjeffrey.com CATE Conference 2014
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Using the Reading Response Zone
Headline One Pager Open Mind Diagram Textbook Rubric Transcendental Inventory Two Column Journal Upstairs/Downstairs Venn Diagram Window X Factor Visit mrjeffrey.com CATE Conference 2014
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Sample Uncommon (Blue Dot) Assignments
How do they evaluate it? Sample Uncommon (Blue Dot) Assignments Recipes and baking Interpretive Dance YouTube Videos Original Songs Sculpture Artwork Original Stories Podcasts T-Shirts Photography Architectural Models Clothing Poetry Comedy Routines Speeches Computer Animation Facebook Cell Phone Video They use a rubric based on Bloom’s Taxonomy… …and apply it to a formative assessment scale. CATE Conference 2014
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0 Errors = 4.5/A to 5/A 3 Errors - = 1.5/L to 2.4/L
Uncommon to the Core Creativity CATE Conference 2014 Evaluation Write one sentence explaining what you did well according to the skill being learned using the language of Bloom’s taxonomy. Then, write one more sentence explaining what you could do better or differently next time and how you could move up one level on Bloom’s Taxonomy. Higher Order Thinking Skills 4.5 to 5/A 3.5 to 4.4/B 2.5 to 3.4/C 1.5 to 2.4/L .1 to 1.4/K Bloom’s Taxonomy Student Directions for Written Evaluation Lower Order Thinking Skills Grading Scale 0 Errors = 4.5/A to 5/A 3 Errors - = 1.5/L to 2.4/L 1 Errors = 3.5/B to 4.4/B Errors = .1/K to 1.4/K 2 Errors = 2.5/C to 3.4/C CATE Conference 2014 Brian Jeffrey and Ashley Maxwell mrjeffrey.com (909)
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Blue Dot Bloom’s Taxonomy Rubric
Wow, that’s deep! Appeals to your strengths as a learner and thinker, showing the audience the context in which you think Wows the audience Demonstrates to the audience the key ideas, themes, issues, for what’s being studied at a complex level of thinking Explains in no more than two sentences how the assignment allowed you to comprehend the subject to which you responded, using the terms comprehension, analysis, and evaluation Explain what you learned to another student using Bloom’s higher level thinking terms and apply it to another topic beyond the one studied CATE Conference 2014
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I need to remember to steal things from this web site!
For Support Materials mrjeffrey.com Reading Response Zone Teaching Zone CATE Conference 2014
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Schedule a Professional Development Workshop at Your Campus
CONTACT INFO Brian Jeffrey and Ashley Maxwell Montclair High School 4725 Benito Street Montclair, CA 91761 Work Phone: Brian Jeffrey’s Cell Phone: Web Page: mrjeffrey.com Schedule a Professional Development Workshop at Your Campus CATE Conference 2014
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