north syracuse 2012 core learning institute

Day #2

NORTH SYRACUSE 2012

CORE LEARNING INSTITUTE

1

Purpose

Ovals 1 and 2 for the institute

Norms

Strategy Recording Form

WELCOME BACK!!

SBE PLANNING PROCESS: THE OVALS

3rd

What learningexperiences willfacilitate student

success?

1st

What shouldstudents know

and be abledo?

2nd

How will thestudents and I

know whenthey are

successful?Task

Analysis

4th

Based on data,how do I refine

the learningexperiences?

Click icon to add picture

OUR OUTCOMES:OVAL 1

OVAL 1:What should participants know and

be able to do?

Essential Question: How can building and teacher leaders build capacity around

Standards-Based Education?

At the end of the 5 days, participants will be skillful facilitators, presenters, consultants & coaches around Standards-Based Education and the NYS Common Core Learning Standards

At the end of the 5 days, participants will have a shared language and understanding of teaching and learning in Standards-Based Education

At the end of the 5 days, participants will have a repertoire of tools and strategies to foster deeper understanding within their school and/or district around Standards-Based Education and New York State initiatives regarding Common Core Learning Standards and Race to the Top

Click icon to add picture

OUR OUTCOMES: OVAL 2

Oval 2: How will participants and we know when they are

successful?

• Participants are applying tools and strategies around the Work of NY and the CCLS.

• Participants are using common language and have a shared understanding of the Work of NY and the CCLS.

• Participants are planning and facilitating productive groups around the Work of NY and the CCLS.

Standards ProfessionalPractice

Data Culture

One thing you have tried

One thing you have thought about

One question you have

SINCE WE LAST MET…

Select a partner from your current table (or go searching!) You will be working with this person today (along with others).

As we form two lines, make sure you remain across from your partner.

Share your Since We Last Met

LINE-UP

With your partner form groups by combining with two other pairs

Pack and Stack to get to new group

FORM GROUPS

Learner: What does this mean for my work with my students?

Facilitator: What does this mean for my work with my colleagues?

BINOCULARS

Hallway Conversation: What do you tell someone in the hallway when they ask you……

Text InvestigationIT’S A BOOK!

Think about our work so far.Explore the Table of Contents in your copy of Instruction for All Students.

Identify the sections or items in the Table of contents that pique your interest.

Share with your partner what is intriguing to you and why.

WHAT’S IN IT FOR ME?

Last time we framed our learning by: sharing outcomes setting normsreviewing pre-assessment data, discussing star question (essential question)

FRAMING THE LEARNING

Read p 58-61 in Instructional for All Record your thinking in two columns

What does this mean to me as a learner (my role as a teacher)?

What does this mean to me as a facilitator?

With your partner: What is a take away?

FRAMING THE LEARNING

Learner

Facilitator

Instruction for All p. 5

YESTERDAY AND TODAY

Where do you see teaching and learning in North Syracuse?

How does teaching and learning in North Syracuse align with what you know about the shifts and CCLS, the priorities and APPR?

IN YOUR ROLE AS CHANGE AGENTS…

Strategy/Activity

How to use this strategy/activity?

How might I use this

strategy/activity?

Notes & Details

Community Builder: Since We Last Met

Binoculars

What’s In It For Me?

Framing the Learning

Yesterday and Today

STRATEGY/ACTIVITY RECORDING FORM

BREAK

Professional Practice: evidence of shifts

Count off 1,2,3,4

Even numbers: 2s form a circle facing outward, 4s form a circle facing the 2s

Odd numbers: ditto!

Share your examples of the evidence of the shifts you’ve seen in your school.

PROFESSIONAL CONVERSATION

Summarize what you heard.

What patterns or trends did you notice?

BACK AT YOUR TABLES

Instruction for All Students

INTRODUCTION TO SBE: STANDARDS-

BASED ENVIRONMENT

THE

QUESTION!

How will you engage a group looking at the CCLS- both ELA/Literacy and Math?

NAVIGATION OF THE NYS CCLS

Refer to packet

VOCABULARY ORGANIZER

The NYS PK-12 Common Core Learning Standards

Outcomes/Expectations

• Aligned with college and work expectations

• Focused and coherent

• Rigorous content and application of knowledge though high-order skills

• Internationally benchmarked so students are prepared to succeed in global economy and society

• Based on evidence and research

These standards don’t:• Define how teachers should teach• Define all that can or should be taught• Define interventions needed for student well below

grade level• Give range of support for English language learners

and students with special needs• Limit use of Braille, sign language or alternative

reading, writing, speaking, listening means• Provide everything needed for college and career

readiness

So what do we have….

English Language Arts and Literacy in History/Social Studies, Science and

Technical Subjects

ELA

Design and Structure

• Three Main Sections:– K-5 (cross disciplinary)

– 6-12 English Language Arts

– 6-12 Literacy in History/Social Studies, Science and Technical Subjects• Shared responsibility for

student's literacy development

ELA

Four Strands

• Reading (Literacy, Informational Text, Foundational Skills)

• Writing• Speaking and Listening• Language

ELA

Anchor Standards

• Broad expectations consistent across grades and content

• Based on college and career readiness

ELA

Grade Level/Grade Band

• Pre-K-8 are grade specific

• 9-12 grade bands for course flexibility

• Designed for cumulative progression of skills and understandings

Writing

• Arguments

• Informative or explanatory texts

• Narratives

ELA

Speaking and Listening

• Effective communication

ELA

Language

• Conventions of standard English

• Includes acquisition of vocabulary

• Address in context of other strands

ELA

Literacy Standards: History/Social Studies, Science, Technical Subjects

• Complement rather than replace content standards in those subjects

• Responsibility of teachers in those subjects

Mathematics

Math

Design-Part One

• Mathematical Practice

– Carry across all grade levels– Habits of mind: reasoning, problem solving,

modeling, patterns, precision, decision making, use of tools,

– Connect with content standards at each grade level

Math

Design-Part Two

• Mathematical Content

– K-8 by grade level– Domains that progress over several grades– Grade introductions provide main points at each

grade level– High School organized by conceptual themes

Math

Organization

• Domains are larger groups that progress across grades (ex. number and operations in base 10)

• Content standards- define what students should understand and be able to do at grade level

• Clusters are groups of related standards- increase in complexity from grade to grade

Math

High School

• Flexible for course design

• At end of grade 7- ready for algebra

Math

Count off by 4sIn your packets are 5 tools for navigating

the CCLS – we will explore 4 today.1. Guided Tour2. Concept Splash3. Scavenger Hunt4. Across and Down (Mining)5. Graphic Organizer

Explore with others of the same number

EXPERT JIGSAW GROUPS

Form a group that contains a person from each expert group inclusive 1-4

Explain your strategy and how you might use it

EXPERT JIGSAW GROUPS

So what are these Common Core Learning Standards?

HALLWAY CONVERSATION

Strategy/Activity

How to use this strategy/activity?

How might I use this

strategy/activity?

Notes & Details

Inside/Outside Circles

Vocabulary Organizer

CCLS PowerPoint

Expert Groups

STRATEGY/ACTIVITY RECORDING FORM

Please enjoy an hour for lunch on your own.

Be back here ready to start at 12:30.

LUNCH!!

PARAGRAPH PREDICTIONS

Now read p. 28-30 and p. 34 in Instruction for All

How close were your predictions?

PARAGRAPH PREDICTIONS

SBE PLANNING PROCESS: THE OVALS

3rd

What learningexperiences willfacilitate student

success?

1st

What shouldstudents know

and be abledo?

2nd

How will thestudents and I

know whenthey are

successful?Task

Analysis

4th

Based on data,how do I refine

the learningexperiences?

AN EXAMPLE

Together let’s try one!

Planning a vacationPlanning a children’s partyMaking dinnerPlanning a weddingBuying a car or houseLearning how to swim or ride a bikeMaking a sandwichMowing the lawn or snow blowingApplying for college or a jobPlanting a gardenYour choice

ANOTHER EXAMPLE

What should students know and be able to do?

Essential Questions and StandardsThe Top 10 Questions – p. 36Guiding Questions for Unit Design – p. 39

Concept-Based Instruction – p.43-45

OVAL 11st

What shouldstudents know

and be abledo?

The “Beer” QuestionsQuestions worth contemplatingQuestions without one “right” answer

Questions that can be asked across disciplines

OVAL 1: ESSENTIAL QUESTIONS1st

What shouldstudents know

and be abledo?

Specific to the contentDefine what will be exploredLead students into inquiry about the content

OVAL 1: GUIDING QUESTIONS1st

What shouldstudents know

and be abledo?

Essential and Guiding QuestionsWith your partner, divide the pages into 4 or 5 sections.

Both partners read the section, then pause.

Each partner makes a comment about what they just read.

OVAL 1: SAY SOMETHING1st

What shouldstudents know

and be abledo?

Developing Essential and Guiding QuestionsTipsDoesn’t have to be linearWhere ever you start is right place

OVAL 11st

What shouldstudents know

and be abledo?

How does culture impact the individual?What drives decisions?What does poverty look like in the USA?What resources may students be lacking?How might SES impact student achievement?

What might a teacher do to support student achievement?

OVAL 11st

What shouldstudents know

and be abledo?

Developing Essential and Guiding QuestionsThink about your upcoming unit. What are the big ideas?What are some of the essential understandings you want your students to develop.

OVAL 11st

What shouldstudents know

and be abledo?

Draft a set of essential and guiding questionsWrite your essential question on the unlined side.

Write your guiding questions on the lined side.

OVAL 11st

What shouldstudents know

and be abledo?

Card Shuffle

OVAL 11st

What shouldstudents know

and be abledo?

Use a post-it to provide feedback on the questions you receive.Refer to rubric

Place the cards….

OVAL 11st

What shouldstudents know

and be abledo?

Based on the feedback, refine or further develop your essential question and guiding questions

Identify standards- both content and/or CCLS- that connect to your essential question and upcoming unit. Bring this information with you to the next session.

PROFESSIONAL PRACTICE

THE

QUESTION: OUR ESSENTIAL QUESTION

P. 28-30Turn these statements into questions.

What did we do today that aligns with the essential and guiding questions.

OUR GUIDING QUESTIONS

Strategy/Activity

How to use this strategy/activity?

How might I use this

strategy/activity?

Notes & Details

Paragraph Predictions

Ovals with Examples

Essential Questions

3-2-1

STRATEGY/ACTIVITY RECORDING FORM

REFLECTION

3 connections you’ve made

2 questions you have

1 thing you’re going to try

REFLECTION: 3-2-1

SEE YOU NEXT TIME!