curriculum planning common core state standards susan a gendron senior fellow international center...
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Curriculum PlanningCommon Core State Standards
Susan A GendronSenior Fellow
International Center for Leadership in EducationFebruary 8, 2012
Evidence-Based Design Overview
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Curriculum-Instruction-Assessment • What should students know and to be able to do?
•What should students learn?
•What should students be taught?
• What are students being taught? • How are students being taught?
• What have students learned? • What haven’t students learned?
Curriculum
Students
Instruction Assessment
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ObservationObservation InterpretationInterpretation
CognitionCognition
“AssessmentTriangle”
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Models of Cognition
• Describe how students acquire knowledge and develop competence in a particular area
• Reflect recent and credible scientific evidence of typical learning processes and informed experiences of expert teachers
• Describe typical learning progression toward competence, including milestones (benchmarks)
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Observation Models
• A set of specifications for assessment tasks that will elicit illuminating responses from students
• The tasks or situations are linked to the cognitive model of learning and should prompt students to say, do, or create something that provides evidence to support inferences about students’ knowledge, skills, and cognitive processes
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Interpretation
• Interpretations use the evidence from observations to make claims about what students understand and can do
• Claims– Frame a manageable number of learning goals
around which instruction can be organized– Guide the specification of appropriate evidence– Provides a basis for meaningful reporting to different
interested audiences
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Content Specifications …• Create a bridge between standards and assessment and,
ultimately, instruction
• Organize the standards around major constructs & big ideas
• Express what students should learn and be able to do
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• Rationale for each claim• Why is this learning goal important for
College & Career Readiness (CCR)?• What does the research say about learning in
this area?• What does ‘sufficient’ evidence look like?
• What types of items/tasks?• What content/texts will be emphasized?
• What are some suggested reporting categories?
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• Indicate proposed prioritized content for the summative assessment- link CCSS to the kinds of items/tasks students will respond to
• Show how one or more (or parts) CCSS addresses the target – ‘bundles’ CCSS (examples on next slide)• Standards or parts of standards that relate to
same type of understanding & comparable rigor/DOK demands
• Several similar CCSS from different strands
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Reading
Writing
Speaking/Listening
Research/Inquiry
(a/o Round 2 – released 9/20/11)
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OVERALL 3-8
OVERALL 9-12
(a/o Round 2 – released 9/20/11)
Students can demonstrate
progress toward college and
career readiness in English
language arts and literacy.
Students can demonstrate
college and career readiness in
English language arts and
literacy.
Reading Framework for NAEP 2009
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
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Provide evidence of critical thinking while reading, including: ability to infer, analyze, compare-contrast, synthesize, evaluate or critique information presented or
the author’s reasoning.
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• Provide evidence of understanding of written language use.
• Majority of these items will be text-dependent items;
• A small number may be stand- alone items when texts used do not provide adequate opportunities to assess skills described in specific CCS standards.
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• Organization and Expression of Ideas • Use of Evidence • Conventions
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• Listen to/view a variety of non-print texts, such as following directions or procedures in a simulation or hands-on task, or view demonstrations, lectures, media messages, speeches, etc. and respond to comprehension- and integration/analysis–type questions (similar to the selected response and open response questions described for reading Claim #1)
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• Two types of summative speaking assessment tasks: • 1) Shorter (approximately 2-5 minutes),
• 1) externally scored audio- or video-recorded presentations in response to a prompt, and
• 2) “common” summative speaking performance tasks (oral presentations) conducted in the classroom at selected grade levels.
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• Two types of summative speaking assessment tasks: • Students will have time to prepare and then offer
a short summary, explanation, or analysis. • Student responses will be audio or video taped
and scored externally.
The common oral presentation assessments will be scored locally by teachers using the same rubrics
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The summative (and interim) common speaking assessments (oral presentation) will be developed in conjunction with performance tasks like those for Claim #4, investigating/ researching a topic
Scores on speaking assessment tasks will be “certified” at the district level and reported to the state
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• Students demonstrate their ability to think critically, analyze and synthesize information, and communicate effectively
• Students explore a topic, issue or complex problem
• May involve working with peers or investigating on the internet
• Interpret information from multiple sources
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• Individual students then select, analyze, and synthesize information in order to craft a coherent response to the problem or prompt using supporting evidence
• Presentation format (written, oral, visual/graphics, etc.)
• Common rubrics (effective investigation, identification and evaluation of sources, synthesis of ideas/information, and accurate and appropriate documentation)
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• Students read about static electricity• Conduct an experiment with classmate-collect
data about how static electricity behaves under certain conditions
• Individual students prepare and present their findings, drawing conclusions that integrate or compare what the read with their findings
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• Students read print and digital resources related to a specific topic – Genetically modified food
• Prepare and present their analysis• Demonstrating an ability to compare, contrast,
integrate information to draw conclusion• Defending their conclusion with evidence that
supports their synthesis and analysis of the claims
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Concepts and Procedures
Problem Solving
Communicating Reasoning
Data Analysis and Modeling
(a/o Round 1 – released 8/29/11)
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• Mathematically proficient students look closely to discern a pattern or structure.
7 × 8 equals the well-remembered 7 × 5 + 7 × 3 • They can see complicated things,
5 – 3(x – y)2 • Mathematically proficient students notice if
calculations are repeated, and look both for general methods and for shortcuts
• Mathematically proficient students ... state the meaning of the symbols they choose
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• Use appropriate tools strategically• Use technology tools to deepen their
understanding• Can explain their work and justify why a
mathematical statement is true• Fluency in computation• Content emphasis
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• Major –domain/clusters at each grade level• Supporting - support and strengthen the areas of
major emphasis• Additional - not connect tightly or explicitly to the
major work of the grade
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A Schematic representation of CCSSM content
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Essential properties of tasks that assess Claim #1, conceptual understanding and procedural fluency
Assessment types: short items, including multiple-choice, other selected-response, and short constructed-response items, that focus on a particular skill or concept.
They will also include items that require students to translate between representations of concepts (words, diagrams, symbols) and items that require the identification of structure.
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Essential properties of tasks that assess Claim #2, problem solving
Evidence for Claim #2 depends on tasks that
• present non-routine problems where a substantial part of the challenge is in deciding what to do, and which mathematical tools to use;
• involve chains of autonomous reasoning, taking a successful student at least 5 to 10 minutes (depending on the age of the student and complexity of the task), including explanation of assumptions and conclusions as well as the use of representational and procedural skills.
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Essential properties of tasks that assess Claim #3, communicating reasoning
Evidence for Claim #3 depends on tasks that
• present a situation in which either propositions are given or students are encouraged to make their own conjectures;
• ask students to test propositions or conjectures with specific examples;
• ask students to construct, autonomously, chains of reasoning that will justify or refute the propositions or conjectures; these chains should typically take a successful student 10 minutes or more. (Times will be somewhat shorter for younger students, but still giving them time to think and explain.)
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Claim #4: Mathematical Modeling
Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations, to understand them better, and to improve decision-making. (p.72, CCSSM)
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Essential properties of tasks that assess Claim #4, mathematical modeling
Evidence for Claim #4 depends on tasks that
• present non-routine problems from the real world where the solution involves some or all of the phases of the modeling cycle;
• for some tasks, a substantial part of the challenge is in formulating an approach: deciding what to do, and which mathematical tools to use;
• involve substantial chains of autonomous reasoning, taking a successful student at least 10 minutes (less for younger students), and call for explanation of assumptions, interpretations, evaluations, and conclusions as well as reliable representational and procedural skills.
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There is not necessarily a simple correspondence between standards, claims, and tasks.
Some items will assess student understanding of particular content-related standards. For example,
the task
“If x and y are positive integers, and 3x + 2y = 13, what could be the value of y? Write all possible answers”
addresses Content Standard EE-8.1 and Claim #1.
But, consider the following problem, “Hurdles Race.”
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• Interpreting distance-time graphs in a real-world context
• Realizing “to the left” is faster
• Understanding points of intersection in that context (they’re tied at the moment)
• Interpreting the horizontal line segment
• Putting all this together in an explanation
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• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments…
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to Precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.
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Performance Task drawn from the Ohio Performance Assessment Project.
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Performance Task drawn from the Ohio Performance Assessment Project.
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Performance Task drawn from the Ohio Performance Assessment Project.
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• Integrate knowledge and skills across multiple standards or strands – Tasks should encompass and/or cut across multiple standards and multiple strands, although in ELA items may focus predominantly on reading, writing, or speaking and listening. In mathematics incorporate the mathematical practices
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• Measure capacities such as depth of understanding, research skills and/or complex analysis with relevant evidence
• Require student-initiated planning, management of information and ideas, interaction with other materials
• Require production of more extended responses (e.g., oral presentations, exhibitions, product development, in addition to more extended written responses which might be revised and edited
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• Reflect a real-world task and/or scenario-based problem - Performance tasks should incorporate real- world, college- and career-related skills that require students to accomplish complex goals over a period of time. Tasks should be multi-stepped and allow for reflection and revision.
• Allow for multiple approaches
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• Represent content that is relevant & meaningful to students
• Allow for demonstration of important knowledge & skills, including those that address 21st century skills such as critically analyzing, synthesizing media texts
• Allow for multiple points of view & interpretations
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• Require scoring that focuses on the essence of the task
• Seem feasible for the school/classroom environment – Some considerations that require attention are: student-teacher interactions, materials/technology necessary for completion of task, and allotted time for assessment.
•
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• What are the implications for performance assessments in your classrooms?
• How often?
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• Indentify intended rigor/Depth of Knowledge /DOK level for assessment targets and test items/tasks (Appendix B)
• Illustrate how assessment targets relate to a hypothesized* learning progression across grade levels (See excerpts from the example reading Learning Progressions Frameworks (LPFs) in Appendix C.
*Hypothesized learning progressions use our best application of current research to describe typical learning pathways. Student work analysis is used to validate our assumptions about learning.
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Technology
Compatibility
Long-term Governance
Adoption of best practices
Cost
Common, interoperable, open-source software accommodates state-level assessment options
Test-builder tool available to use interim item pool for end-of-course tests
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...the SMARTER Balanced Assessment Consortium can be found online at
www.smarterbalanced.org
Rigor and Relevance
Teaching
Rigor/Relevance Rigor/Relevance For For
All StudentsAll Students
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A B
DC
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within one 2. Application within one disciplinediscipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable situationspredictable situations
5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication 70
Kn
ow
led
ge
Awareness 1
Comprehension 2
Application 3
1
Knowledge in one
discipline
2
Apply knowledge
in one discipline
A
Acquisition
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.
Low-level Knowledge
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Awareness 1
Comprehension 2
Application 3
B
Application
3
Apply knowledge
across disciplines
4
Apply to real-world
predictable situation
5
Apply to real-world
unpredictable situation
Students use acquired knowledge to solve problems, design solutions, and complete work.
Low-level Application
72
Application 3
Analysis 4
Synthesis 5
Evaluation 6
1
Knowledge in one
discipline
2
Apply knowledge
in one discipline
C
Assimilation
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.
High-level Knowledge
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3
Apply knowledge
across disciplines
4
Apply to real-world
predictable situation
5
Apply to real-world
unpredictable situation
Application 3
Analysis 4
Synthesis 5
Evaluation 6
D
Adaptation
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.
High-level Application
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AA BB
DDCC
StandardsStandards
AA BB
DDCC
AssessmentsAssessments
Solid Implementation
• Focus
• Fidelity of Implementation
• Leading and Lagging Indicators
Proportions of students scoring in each decile of the MCAS 8th grade ELA distribution
Proportions of students scoring in each decile of the MCAS 8th grade Math distribution
MCAS Math gains 8th to 10th grade, compared to others from the same 8th grade decile
(School Rank Percentile)
MCAS ELA gains 8th to 10th grade, compared to others from the same 8th grade decile
(School rank percentile/100)
“The main lesson was that student achievement rose when leadership teams focused thoughtfully and relentlessly on improving the quality of instruction.”
- Prof. Ron Ferguson, AGI Conference Report
•The Achievement Gap Initiative At Harvard UniversityToward Excellence with Equity
Conference Report by Ronald F. Ferguson, Faculty Director
The Leadership It Takes• Streamlined and Coherent
Curriculum: The district purposefully selects
curriculum materials and places some restrictions on school and teacher autonomy in curriculum decisions. The district also provides tools (including technology) and professional development to support classroom-level delivery of specific curricula and high yield strategies. Ron Ferguson, “Closing the Achievement
Gap”
OPEN RESPONSE STEPS TO FOLLOW
1. READ QUESTION CAREFULLY. 2. CIRCLE OR UNDERLINE KEY WORDS. 3. RESTATE QUESTION AS THESIS (LEAVING BLANKS). 4. READ PASSAGE CAREFULLY. 5. TAKE NOTES THAT RESPOND TO THE QUESTION. BRAINSTORM & MAP OUT YOUR ANSWER. 6. COMPLETE YOUR THESIS. 7. WRITE YOUR RESPONSE CAREFULLY, USING YOUR
MAP AS A GUIDE. 8. STATEGICALLY REPEAT KEY WORDS FROM THESIS IN YOUR BODY AND IN YOUR END SENTENCE. 9. PARAGRAPH YOUR RESPONSE. 10. REREAD AND EDIT YOUR RESPONSE.
Categories
• Close Reading• Writing about Texts• Research Project• Narrative Writing• Reading and Writing • Reading Foundation Skills
Reading Framework for NAEP 2009
Grade Literary Informational
4 50% 50%
8 45% 55%
12 30% 70%
Close Reading
• Engaging with a text of sufficient complexity • Examining its meaning thoroughly and
methodically• Focus student reading on the particular words,
phrases, sentences, and paragraphs of the author
• Research links the close reading of complex text—regardless if the student is a struggling reader or advanced—to significant gains in reading proficiency
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Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qua
litat
ive
1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q
uantitative
2. Quantitative measures – readability and other scores of text complexity
Reader and Task
3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
Analytical Writing about Texts
• Studies show that learning to present important information in an organized piece of writing helps students generate deep understanding of a text
• Implications for assessment:– Writing routinely in response to complex text– An emphasis on analytic writing that increases through
the grades– Writing under a range of conditions and within set
parameters– Use of technology to produce, edit, and distribute writing– Writing expectations
NAEP 2011 Writing Framework
Grade To Persuade To Explain To Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
Research
• Focus in grade 6-12• Deep connection to knowledge
and skills• Formal and informal context
appropriate to the length of the research project
• Priority area in the consortium assessment
Narrative Writing
• In addition to analytic and explanatory writing
• Close attention to detail support other types of writing:– Organization– Word choice– Shaping the narrative real or imagined
reinforces what they are learning elsewhere
Reading and Writing• Critical skills to develop
(Assessment focus)– Cite Evidence and Analyze Content
•Regularly citing the text to support claims•Analyzing texts through close reading
– Understand and Apply Grammar•Building, expanding, and reinforcing
knowledge of grammar•Applying understanding when reading
complex academic texts
Reading and Writing• Critical skills to develop (Assessment
focus)– Understand and Apply Vocabulary
• Academic vocabulary• Building a rich vocabulary• Focusing on context
– Speak and Listen Effectively• Speaking and listening with established norms• Use of evidence to support claims• Use of standard English conventions when the
context requires it
Grade 3
• Reading Complex Texts:– Five to nine short texts from across
the curriculum – Literature includes adventure stories,
folktales, legends, fables, fantasy, realistic fiction and drama, with a special emphasis on myth,
– Informational texts – One extended text
Grade 3
• Proficiently read grade-appropriate complex literature and informational text (RL/RI.3.10)
• ask and answer questions by referring explicitly to a text (RL/RI.3.1)
• ask and answer questions by referring explicitly to a text (RL/RI.3.1)
• Compare and contrast two or more works with the same topic, author or character, describing the traits, motivations and feelings of characters or how ideas relate to one another
Grade 3
• use these emerging skills to negotiate multisyllabic words
• ask questions of a speaker or classmate to deepen understanding of the material
• read aloud fluently and offer appropriate elaboration on the ideas of classmate
• Two new Writing Standards (W.3.4 and W.3.10) are introduced in grade 3
Grade 3 Instructional Priorities
• Build their word analysis skills so that they are reliably able to make sense of multisyllabic words in books (RF.3.3).
• Grade-level fluency
Grade 3 Writing
• Routine writing: Routine writing, such as short constructed-responses to text-dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts.
• At least two analyses per module: using evidence (RL/RI.3.1), as well as on crafting works that display some logical integration and coherence (W.3.4, W.3.5 and L.3.1–3).
• Research Project: one extended• Narrative Writing: one or two narratives per module
For Reading and Writing in Each Grade 3 Module
• Cite evidence • Analyze content • Study and apply grammar • Study and apply vocabulary • Conduct discussions• Report findings
Reading Foundation Skills in Each Grade 3 Module
• Decode words• Read fluently
• Exploring the Model Content Frameworks:
• Review your grade level• Discuss the instructional
priorities
Mathematics/Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively3. Construct viable arguments and
critique the reasoning of others4. Model with mathematics5. Use appropriate tools strategically6. Attend to precision7. Look for and make use of structure8. Look for and express regularity in
repeated reasoning
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
120
Instructional Instructional Planning Planning
a
FROM TO
Planning begins with identification of instructional activities
Planning begins with identifications of what students are to know and do as a result of the unit
Planning for instruction is the same for all students and meets the needs of some students
Intentional planning meets each individual leaner’s needs
Teacher-directed instruction Student-centered instruction (investigation and inquiry
Textbook is used as a main source of information
Variety of instructional resources are used
Interdisciplinary connections are forced
Interdisciplinary connections are appropriate
Assessment is infrequent and at the end of the unit
Assessment is ongoing, informs instruction and allows for extending understanding through application of knowledge (formative & Summative)
Students work toward standards is often unclear
Students work to meet clearly defined and known standards
123
Rigorous and Relevant Instruction
Sharing the standard with Students
Defining the Focus
125
Defining the focus• A statement or question that
communicates the content standards in a way that engages students by connecting learning to prior knowledge skills, experiences, belies and/or customs.
• Provides relevance: the why for learning
• Inquiry-based• Motivates
Rigorous and Relevant Instruction
Analyze the verbs
Defining the Focus
Rigorous and Relevant Instruction
Reword – the standard
Defining the Focus
Rigorous and Relevant Instruction
“I can” statements
Defining the Focus
Student Understanding
“ What does this standard want you to be able to do or know?”
to
“What skills or knowledge do you have to demonstrate to be successful?”
Strong Weak
You are what you eat Nutrition
How can I use measurement to learn about my world?
Measurement
Old “stuff” to new “stuff”: How can a better understanding of matter help us make the world a better place?
Matter
A License to Create – Picasso the Innovative Artist
Picasso
Arkansas’s Government – What’s in it for me?
Arkansas Government130
Focus of Learning Worksheet
• Focus of Unit• Standards• Use pg 64 to brainstorm:
– Concepts (Big Ideas)– Declarative Knowledge– Skills– Behaviors
131
Strategy
• KWL chart (Know, Want to Know, Learned)
• Strategy:– Student create a chart (KWL)– Teachers poses questions– Determine what the focus needs to
be
Teacher Talk
• “We are learning…..”• “So what do you need to
remember to do?” (achieve the standard)
• Classroom discussion changes – we are learning….
Exemplars
Show the students high expectation for the standard
Rigorous and Relevant Instruction
1.Skills, knowledge, behaviors and concepts
2.Student work (Level of Rigor and
Relevance)3.Cross-reference to state
standards
Student Performance
Rigorous and Relevant Instruction
• Assessment matched student performance
• Type of assessment consistent with strategies
• Level matches the level of rigor and relevance
• Multiple measures
Assessment
Low
High
Low High
Traditional
Tests
Performance
Rigor/Relevance Rigor/Relevance FrameworkFramework
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
RightRightAnswerAnswer
Did Students Get it Did Students Get it Right?Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedurProcedur
ee
High
High
Low
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
Recall, Recall, facts, facts,
observationobservations, s,
demonstratdemonstratee
Next GenerationNext Generation
Summarize, Summarize, analyze, analyze, organize, organize, evaluateevaluate
Predict, design, Predict, design, create, innovatecreate, innovate
Apply, relate, Apply, relate, demonstratedemonstrate
High
High
Low
Low
A - Ask questions to recall facts, make observations, or demonstrate understanding:
What is/are ___?How many ___?What did you observe ___?What can you recall ___?In what ways ___? What did you notice about ___?What do/did you feel/see/hear/smell ___?What do/did you remember ___?What did you find out about ___?
B – Ask questions to apply or relate:
How would you do that?Where will you use that knowledge?How does that relate to your experience?How can you demonstrate that?Calculate that for ___?How would you illustrate that?How do you know it works?Can you apply what you know to this
real-world problem?
C – Ask questions to summarize, analyze, organize, or evaluate:
How are these similar/different?How is this like?What’s another way we could express
that?How can you distinguish between ___?How would you defend your position?What evidence can you offer?How do you know?
D – Ask questions to predict, design, or create:
How would you design a __ to __?How would you compose a song?Can you see a possible solution?Can you develop a proposal that
would__?How would you do it differently?How would you devise your own way to
deal with ___?
KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance Rigor/Relevance
FrameworkFramework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple Multiple ChoiceChoice
•• Constructed Constructed ResponseResponse
Performance Assessments
• Set criteria• Student knows what is
expected• Teacher must analyze what is
essential in the task
Developing Scoring Guides
• Holistic• Checklist• Analytic
149
CA Standards/CCSS
• Review Take a Look – grade level• Map the Content Framework for
your grade – four modules• Begin planning a unit using the
Rigor/Relevance Framework
150
Resources
• PARCC Resources: http://parcconline.org.
• Progressions & Common Core Tools http://commoncoretools.wordpress.com/
• Illustrative Mathematics:http://illustrativemathematics.org
Resources
• National Council of Supervisors of Math: www.mathleadership.org/ccss
• Mathematics Assessment Project (MAP):
• http://map.mathshell.org.uk/materials/tasks.org
• Gizmos• NCTM Illuminations
Resources
• Thinkfinity www.thinkfinity.org• ScienceNetLinks
http://sciencenetlinks.com• Inside Mathematics http://insidemathematics.org
Sample Items• PISA
http://nces.ed.gov/surveys/pisa/educators.asp
• http://pisa-sq.acer.edu.au/• MARS
http://www.nottingham.ac.uk/~ttzedweb/MARS/tasks/
• SBAC http://www.k12.wa.us/SMARTER/ Resources.aspx
International Center for Leadership in Education
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Phone (518) 399-2776
Fax (518) 399-7607
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