Teaching with the Common Core in Mind

The Common Core and the Middle Level: A Match To Be MadeNancy Doda, Ph.D.,www.teacher-to-teacher.comJill Spencer

Session 32331Teaching with the Common Core in MindWarm the RoomTurn and Share with a neighbor What Do You Think It Means To Teach with The CC in Mind?2Lets StartRead the Statement.What do you think? Commit.Stand and Wave your Agree or Disagree slip.Explain your Thinking (to someone near you).

Agree/DisagreeThe soft side of middle school has diminished national academic rigor.Engaging activities lead to learning.

Mining the Good From the Common CoreBeing Critical Leaders in the CCSS InitiativeDevelopmentally AppropriateChallengingEmpoweringEquitableAMLE, This We Believe: Keys to Educating Young AdolescentsThe Middle Level Call6Again, I see this as a reference to let audience know this resource exists; many will already be familiar with it, so we need not dwell on it.Turning Points 2000Give Authentic and Meaningful Work

Use Ongoing and Multiple Forms of Assessment

Emphasize Critical Thinking

Sustain Focus on Essential Questions and Learning GoalsJackson & Davis, 2000. (Turning points 2000)

3 of the ideas from TP 20007American students must be fully prepared to compete successfully in a global economy. The recently released Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5 continues to warn that the United States is quickly losing its competitive edge in the world. (McNulty & Gloeckler, 2011)Some of theThinking Behind the The Common Core8The Common Core CallShifting the Cognitive Load To Students

Literacy Across All Disciplines

Active and Reflective ThinkingCommon Core: Students need ability to.gather, comprehend, evaluate, synthesize, and report on information and ideas, conduct original research to answer questions or solve problems, analyze and create a high volume and extensive range of print and non-print texts in media forms old and new. Common Core ELA p. 4

NLCB left us bereft of thinking students.Even teachers were not allowed to think.

1121st Century SkillsThink, Innovate and Work CreativelyReason EffectivelySolve Problems and Make Sound JudgmentsCollaborate with OthersCommunicate ClearlyBe Self-Directed

All verbs! Others have argued these areas are under addressed.12Being adaptable in a flat world, knowing how to learn how to learn, will be one of the most important assets any worker can have. T. Friedman13And Friedman sums up this way:Can I figure out what to doI dont know what to do?

when

Student in Soundings, Mark SpringerOUR GOAL----we fall short. Students too often come to love the chains they wear.14What Does This Mean For Our Classrooms?What real shifts are needed?The Real ShiftsPowerful Learning16RESEARCH FLASHIf students believe that intelligence is something you can get and not something you already have, they learn more.(Dweck, 2011)17EMPOWERMENTPutting Students in the Drivers Seat

John DeweyIt is hardly too much to say that in traditional education so much stress is laid upon the presentation to the child of ready-made materials, and the child to bear responsibility for reciting upon this ready-made material, that there is only accidental occasion for developing motive and reflective attention. (School & Society, 1956)Ha---Dewey again was right. No surprise there.19In which mode of transportation would you best be able to retrace a trip?Consider Why?The Driving Metaphor Of Empowerment

In the Drivers seat23How Can We Put Students In The Drivers Seat?GrapplePerseverePolishRefineCreateExplainDefendPersuadeArgueActions for Students to be doing25The Perilous Sage on the Stage

Not really? Curriculum Coverage is the Greatest Roadblock to UnderstandingHoward Gardner

Move from this style.

Teachers, teachers, teachers, when will they learn. I have the attention span of a raisin Research data, (Doda & Knowles, 2006)Learning is a consequence of experience. people become responsible and independent not from having someone tell them that they should be responsible or independent, but from having experienced authentic responsibility and independence. (Angelo V. Boy and Gerald Pine, 1971)WHY??28TEACHERSHAREDControl Continuum Example: Text StudyTeacher Assigns Reading andAsks QuestionsTeacherAssigns Reading, but StudentsAsk QuestionsStudent-Led DiscussionGroupsTEACHERSHAREDControl Continuum Example: Worksheets to Think-sheetsTeacher Determines Questions For WorksheetStudentsChoose From Teachers List of AcceptableQuestionsStudents Use Open-Ended Think SheetsExhibit A

What Kind Of Learning Experiences Support These Skills?Problems to SolveProducts to CreateIssues to InvestigateProcesses to Use to InventArguments to Defend

Active & Reflective Thinking

Inquiry: Layers of Knowledge3. Now What We Know!2. What We Now Know1.What we knowForm teams of 4-5 students.Each team has a large sheet of chart paper and each student has a different colored marker.The teacher poses a brainstorming prompt to the class. (Pre & post assessment)Students take turns contributing responses to the prompt.Students should note their name by their contributions.There is a set time limit depending on the complexity of the prompt.The teacher acts as the facilitator of the whole class discussion as teams offer their responses. The teacher will record the answers on the board or chart paper.

Replace Reading & AnsweringWith Structured Student Led DiscussionsDiscussionRolesPassage MasterIllustratorConnectorDiscussion DirectorWhat are READING Circles?Simply defined, Reading Circles are small, peer-led discussion groups whose members have chosen or been asked to read the same article, CHAPTER, book, or novel. 37Listed below are the expectations for behavior we agreed upon as a literature circle team. We know that RESPECT is very important:*You must have three to five clearly defined expectations.Team Signatures *Developed by Janie FitzgeraldOur Literature Circle Code of ConductKeep it going all year in all waysPractice, reflect debrief.38Fishbowl: Socratic SeminarVERY empoweringStudents called to take a stand, defend themselves think39Socratic SeminarCreate and/or review norms for discussionsRead a common text/videoPair up for sharing passages, ideas, preparationUse Fishbowl FormatRun Seminar

Discovery Stations? A series of related learning stations which engage students in brief investigations on a question or topic. John Brown: A Villain or A Hero?John Brown FACTSImages of John BrownThe Southern NewspaperHis Speech in CourtA Letter from A ComradeHis Life at HomeTeach The Social SkillsListeningSpeakingBehaviorThinkingResearch.

Teacher-Chris Opitz, Anchorage, Alaska,Edutopia.orgClearly define what these look like.43Study The Big StuffLean on Big Ideas, Big Questions, Interdisciplinary Themes, Social ProblemsContent needs a cause44

What were after is the child in pursuit of knowledge, and not knowledge in pursuit of the child. George Bernard ShawFrom Topics to QuestionsWhat makes people get sick?How can we make machines that are more effective: faster, stronger?What makes a great team?

RON BERGER, SHUTESBURG, MA.Show me something I cant Google.Common Core advances high level knowledge associated with the real world48Mine the MapSEPTOCTNOVDECJANFEBMARAPRMAYSCICellsMATHGraphsSOC STDSAM. REV.LANG ARTSEtcOutsiders49

USE ESSENTIAL QUESTIONS?Are we still the nation we set out to be?Is geography destiny?What is a healthy lifestyle?Is global warming really our fault?Who is a real hero/heroine?Is it possible to know the truth?Who should have the power in a society?506th Grade Unit QuestionsWhy do I look like my grandmother? Father? Brother?Will I ever be famous? When will I die? Will I get sick?Why do people live where they do?Why do people say New Yorkers are just different?Is it true that people are really all very much alike?Why do people so alike act so different?

UNITWhat Makes Us Who We Are?TravelBrochure5 Themes ofGeographyMapsSOCIALSTUDIESStats ofClassGraphsMATHVolcanoes,EarthquakesLifeStoriesLANGUAGEARTSCharacter,SettingResearchProcessWritingSkillsResearchProjectSCIENCEContinentalDrift, PlatesPlaceProjectsStory of aContinentFossilsFocus on Big ThemesWhat makes us who we are?Choices and ConsequencesAre we at the mercy of our genes?How have humans overcome huge obstacles?

LITERACY

Common Core StanceMore NonfictionReading & Writing Across SubjectsVocabulary Taught Well

Message To KidsWe are not born readers. We become readers.What Do Skilled Readers Do? BEFORE: Anticipate ~ Get ready to enter textDURING: Participate ~ Get into the textAFTER: Reflect ~ Review, Use, Evaluate

BEFORE

To help students connect to what they know, anticipate content with curiosity and interest, and gain confidence, and focus.4 CornersHistory is best taught in chronological order.If we share power with students, they will not perform as well on state tests.Every child wants to learn.

Anticipation GuideBefore ReadingAfter ReadingTRUE or FALSE

Is the primary cause of Climate Change human activity?Ben: China is a big contributorMargie: Carbon emissions are the primary issueDave: The earth is heating upKara: Trees are helpful to the earth.

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62Word SplashEngagementCreativityTransferYoung AdolescentsCollaborationInvestigationLearningApplyingPerseveranceDURINGTo help the reader become immersed in the text.Replace Worksheets With Think SheetsTEXT: __________________________

What it saysI think.So what?Power NotesPropertyParallelogramRectangleRhombusSquareDiagonals bisect each otherDiagonals are congruentDiagonals form two pairs of congruent trianglesDiagonals form four congruent trianglesDiagonals are perpendicular to each otherFrayer ModelWord or ConceptDefinitionCharacteristicsExamplesNon-examples67Marking Text!! Interesting/Important

? Confusing/Curious

+ I want to recall this

Student A" talks for 1 minute without stopping about the topicStudent B listens and encourages AThe roles reverse. Read onThe students will take turns talking about all they know about a certain topic.

Read, Jot and Say Something69

70Peer AssessmentsSelf-Assessments

Assessment for LearningPractical StrategiesProducts and Performances

What does it mean to really understand ?Ability to Explain Ability to InterpretAbility to ApplyAbility to Have PerspectiveAbility to Relate; to EmpathizeAbility to Self-Assess; to know how we understand or fail to understand something(UBD,Wiggins and McTighe, 1998)73Sample Performance TasksA. Family Meals: Students work in cooperative groups to evaluate the eating habits of a hypothetical family whose diet is not healthy and make recommendations for a diet that will improve the Nutritional value of their meals.

B. Nutrition Brochure: Students create an illustrated brochure to teach younger children about the importance of good nutrition for healthful living and the problems associated with poor eating. This task is completed individually and is evaluated with a criterion list.

Free Choice GridNumber Sense and OperationsCreate a rap that explains one (or all) of the properties that we learned in this chapter. Write the musical piece down and present it to the class.Develop a computational exercise where you physically show us how to complete a certain concept that you learned in this chapter.Design a crossword puzzle using the vocabulary and definitions from this chapterORA mural using the vocabulary and definitions.Choose a concept that you have learned in this chapter. Describe how you use this math in your daily life. Then illustrate your writing.Free ChoiceYou must have your idea approved by a math teacher before you start your work. Create a cartoon that shows two characters explaining or debating the order of operations.When in nature do you use large numbers? Connect place value or estimation of large numbers to our universe.Create a flow chart that describes the steps required for computing one of the concepts that you learned in this chapter.What if math concepts or numbers could talk? Pretend that you are Oprah Winfrey. Interview one of the key concepts we learned in this chapter.Directions: Choose one of the activities listed below and plan to turn in your work on the date listed above.Parent/Student Signatures: ______________________________________Summative AssessmentsRAFTSkits or Commercials or SpeechesTableauxBrochures, Web Sites, Power Points etc.Written Pieces (eg; Editorials, etc)Found PoemsNews Broadcasts

Many possibile options76R.A.F.T.ROLE

AUDIENCE

FORMAT

TOPIC77

The Right Classroom Culture:Foundation for SuccessSharing How Our Classrooms Run

What kind of Classroom/Team do wehope to create?

How We Will Live TogetherHow We Manage Our LearningHow We Will Assess Growth/Progress

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Mrs. Mutner liked to go over a few of her rules on the first day of classI am the boss!!WHAT ROLES CAN STUDENTS PLAY?Keeper of the Log BookRoom ArrangementsAnnouncements and Reminder BoardsReturning PapersTechnology Trouble-Shooter

Whats your idea of a perfect classroom?

WATERSHED CORE VALUESEveryone will strive to be:CARINGCOOPERATIVECURIOUSCONFIDENTMOTIVATEDRESPONSIBLESOUNDINGS MID-YEAR ASSESSMENT YEAR______Name: __________________________Please give an example to illustrate how you have lived up to each of our affirmations:Confident:Responsible:Curious:Caring:Motivated:The Real ShiftsPowerful Learning86

87Teaching with the Common Core in MindNancy Doda, Ph.D.,www.teacher-to-teacher.comResources for 3233Username=AMLE12Passcode=dodaSession 323388

RoleAudienceFormatTopic

Southern orphan living under a train depot

President Lincoln at the White HousePersonal journal or diary entryReconstruction of the United States

A southern colonel who has returned to the South to find his plantation burned to the groundCivil War veterans gathered at a grave to honor a friendPersonal MonologueWhy the South tried to secede from the Union

A northern industrialistChildren 10 yrs. after the Civil War endedA set of drawings or sketchesThe abolitionists

Harriet TubmanA news reported doing a storyA speechAbraham Lincolns presidency

We cannot expect children to accept ready-made values and truths all the way through school, and then suddenly make choices in adulthood. Likewise, we cannot expect them to be manipulated with reward and punishment in school, and to have the courage of a Martin Luther King....

Constance Kamii (1991)