How to haiku ccis2013 (1)

““HOW TO HAIKU”HOW TO HAIKU” CREATING CURRICULUMCREATING CURRICULUM

TO MEET THE COMMON CORE CHALLENGE TO MEET THE COMMON CORE CHALLENGE Presented by

Dr. Marilyn Brouette

Briones School

Martinez Unified School District

California Consortium of Independent Study

November 18, 2013

PURPOSE OF PRESENTATIONPURPOSE OF PRESENTATION

Present Brief Overview of Common CorePresent Brief Overview of Common Core

Explore Problem Based LearningExplore Problem Based Learning

“ “How to Haiku” How to Haiku”

Share Common Core Lesson IdeasShare Common Core Lesson Ideas

COMMON CORECOMMON CORETHE ESSENTIALSTHE ESSENTIALS

The Common Core standards are designed to The Common Core standards are designed to be be relevant to the real worldrelevant to the real world, reflecting the , reflecting the knowledge and skills that our young people knowledge and skills that our young people need for success. We will explore what need for success. We will explore what technology tools and resources can help you technology tools and resources can help you begin begin addressing these new standards in addressing these new standards in real and relevant waysreal and relevant ways..

Adapted from Common Core Standards InitiativeAdapted from Common Core Standards Initiative

Intent of Common CoreIntent of Common Core

The Standards guide schools to provide shared instruction in reading, writing, speaking, listening, and language. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Meet the Common Core ChallengeMeet the Common Core Challenge

Make disciplinary knowledge, practice, and culture Make disciplinary knowledge, practice, and culture visible to students through visible to students through autonomous learning autonomous learning activitiesactivities that include that include linking ideaslinking ideas, comparing , comparing alternatives, alternatives, reflecting on progressreflecting on progress, , critiquing ideascritiquing ideas with with guidance and support.guidance and support.

Structure courses to take advantage of the Structure courses to take advantage of the social nature social nature of learning of learning and and social contributions to learningsocial contributions to learning by by engaging studentsengaging students in in collaborative practicescollaborative practices and and providing for their mutual support as a helping providing for their mutual support as a helping community. community.

Create Create autonomous lifelong learnersautonomous lifelong learners who are who are college college and/or career readyand/or career ready..

STUDENTS WHO ARE COLLEGE STUDENTS WHO ARE COLLEGE AND CAREER READY…AND CAREER READY…

in in mathematicsmathematics::– care about being precise. care about being precise. – construct viable argumentsconstruct viable arguments. . – make sense of complex problems and make sense of complex problems and

persevere in solving them. persevere in solving them. – look for structurelook for structure. . – look for and express regularity in repeated look for and express regularity in repeated

reasoning. reasoning. – make strategic decisions about the make strategic decisions about the use of use of

technological toolstechnological tools. .

STUDENTS WHO ARE COLLEGE STUDENTS WHO ARE COLLEGE AND CAREER READY…AND CAREER READY…

in reading, writing, speaking and language:in reading, writing, speaking and language:– demonstrate independencedemonstrate independence– build strong content knowledgebuild strong content knowledge– respond to the varying demands of audience, respond to the varying demands of audience,

task, purpose, and disciplinetask, purpose, and discipline– comprehend as well as critiquecomprehend as well as critique– value evidencevalue evidence– use technology and digital media strategically and use technology and digital media strategically and

capablycapably– come to understand other perspectives and come to understand other perspectives and

culturescultures

Creating Rigor and RelevanceCreating Rigor and Relevance

The standard is the expectationThe standard is the expectation

The rigor comes from the skills students The rigor comes from the skills students learn.learn.

Technology provides a means for students Technology provides a means for students to express deeper levels of to express deeper levels of cognitioncognition

Key Concepts:Key Concepts: Math Math

Make sense of problems and persevere in Make sense of problems and persevere in solving.solving.Reason abstractly and quantitatively.Reason abstractly and quantitatively.Construct viable arguments and critique the Construct viable arguments and critique the reasoning of others.reasoning of others.Model with mathematics.Model with mathematics.Use appropriate tools strategically.Use appropriate tools strategically.Attend to precision.Attend to precision.Look for and make use of structure.Look for and make use of structure.Look for and express regularity in repeated Look for and express regularity in repeated reasoning.reasoning.

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SHIFTS IN MATHEMATICSSHIFTS IN MATHEMATICS

Shifts in Mathematics– Focus: 2-3 topics focused on deeply in each

grade – Coherence: Concepts logically connected

from one grade to the next and linked to other major topics within the grade

– Rigor: Fluency with arithmetic, application of knowledge to real world situations, and deep understanding of mathematical concepts

ORGANIZATIONORGANIZATION

Domains:Domains: overarching ideas that connect topics across the grades overarching ideas that connect topics across the grades

Clusters:Clusters: illustrate progression of increasing complexity from grade to grade illustrate progression of increasing complexity from grade to grade

Standards:Standards: define what students should know and be able to do at each grade define what students should know and be able to do at each grade levellevel

What do we teach?What do we teach?

Do we teach standards?Do we teach standards?

No, we teach content!No, we teach content!

We create habits of mind!We create habits of mind!

Standards are the expectation of student Standards are the expectation of student achievement. achievement.

Curriculum is the sequence of learning Curriculum is the sequence of learning progressions we want students to have.progressions we want students to have.

MATH: MATH: What is a performance task?What is a performance task?

A task is a problem or set of problems that focus student’s attention or set of problems that focuses student’s attention on a particular mathematical idea (content standard) and/or provides an opportunity to develop or use a particular math habit of mind.

www.illustrativemathproject.org

Habits of MindHabits of Mind

Sample Performance TaskSample Performance TaskAlgebra 1 Algebra 1 DomainDomain SSE: Seeing Structure in Expressions SSE: Seeing Structure in Expressions

ClusterCluster:: Write expressions in equivalent forms to solve problems. Write expressions in equivalent forms to solve problems.

Judy is working at a retail store over summer break. A customer buys a $50 shirt that is on sale for 20% off. Judy computes the discount, then adds sales tax of 10%, and tells the customer how much he owes. The customer insists that Judy first add the sales tax and then apply the discount. He is convinced that this way he will save more money because the discount amount will be larger.

THINK DEEP (RIGOR)THINK DEEP (RIGOR)

Is the customer right?Does your answer to part (a) depend on the numbers used or would it work for any percentage discount and any sales tax percentage? Find a convincing argument using algebraic expressions and/or diagrams for this more general scenario.

What’s the Purpose?What’s the Purpose?

This task is not about computing the final price of the shirt but about using the structure in the computation to make a general argument.

Using a real world application, the key underlying idea is that multiplication is commutative.

Real PurposeReal Purpose

To make students ready for life in a technological society.

To enable students togather, comprehend, evaluate and synthesize information

To inspire students to use digital media strategically and capably.

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Key Concepts: Key Concepts: ELAELA

ReadingReading: Text complexity and the growth : Text complexity and the growth of comprehension of comprehension

WritingWriting: Text types, responding to reading, : Text types, responding to reading, and research and research

Speaking and ListeningSpeaking and Listening: Flexible : Flexible communication and collaboration communication and collaboration

LanguageLanguage: Conventions, effective use, : Conventions, effective use, and vocabulary and vocabulary

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ELA SHIFTSELA SHIFTS

Shifts in ELA– Building knowledge through content-rich

nonfiction and informational texts in addition to literature

– Reading and writing grounded in evidence from the text

– Regular practice with complex text and its academic vocabulary

– These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers.

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Vocabulary to Deepen Cognition Vocabulary to Deepen Cognition

KNOWLEDGEKNOWLEDGE REASONINGREASONING DEMONSTRATIONDEMONSTRATION PRODUCTPRODUCT

ExplainExplain PredictPredict ObserveObserve DesignDesign

DescribeDescribe InferInfer PerformPerform ProduceProduce

IdentifyIdentify ClassifyClassify ComposeCompose MakeMake

DefineDefine CompareCompare ConductConduct WriteWrite

RecallRecall SummarizeSummarize SpeakSpeak DrawDraw

RecognizeRecognize AnalyzeAnalyze OperateOperate RepresentRepresent

SelectSelect EvaluateEvaluate InvestigateInvestigate DisplayDisplay

ListList GeneralizeGeneralize CollectCollect ModelModel

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ELA: WHAT IS PROBLEM BASED LEARNING?ELA: WHAT IS PROBLEM BASED LEARNING?

P.B.L. engages students by the design of P.B.L. engages students by the design of real world problemsreal world problems. The process of . The process of problem solving stimulates problem solving stimulates meaningful meaningful experiencesexperiences that build knowledge, that build knowledge, collaboration, collaboration, shared resourcesshared resources and and high high levels of engagementlevels of engagement..

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Creating a Problem Based ScenarioCreating a Problem Based Scenario

Most ImportantMost Important

Knowledge/skills Knowledge/skills to address in this to address in this problem/scenarioproblem/scenario

SpecificSpecific

Knowledge Knowledge and skills you and skills you want students want students to learnto learn

Observable Observable Behaviors Behaviors

Describe quality Describe quality and performance of and performance of student academic student academic behaviorsbehaviors

Work Work

Describe Describe product product student will student will produceproduce

Documenting Documenting ProcessProcess

How will How will students students document their document their learning and how learning and how will you assess will you assess their progress?their progress?

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Creating a Problem Based ScenarioCreating a Problem Based Scenario

Place/Role Place/Role

Where does the Where does the action take place action take place and what role and what role does the student does the student play?play?

Tasks Tasks

What tasks or What tasks or skills will the skills will the student student demonstrate?demonstrate?

Tools Tools

What What technology, technology, software, apps, software, apps, etc., will the etc., will the student use?student use?

ProcessProcess

What research What research and investigation and investigation does this does this problem require?problem require?

ProductProduct

What do you What do you expect the final expect the final outcome to be?outcome to be?

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CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or

concept, resolving conflicting information when possible.

SCENARIO: Minerals in the CongoSCENARIO: Minerals in the Congo Armed groups earn hundreds of millions of dollars every year by trading Armed groups earn hundreds of millions of dollars every year by trading

conflict minerals. These minerals are in all our electronics devices. conflict minerals. These minerals are in all our electronics devices. Government troops and militias fight to control the mines.Government troops and militias fight to control the mines.

What Are Conflict Minerals?What Are Conflict Minerals? Gold, tin, tantalum, tungsten (the "3 T's"), are mined in eastern Congo and Gold, tin, tantalum, tungsten (the "3 T's"), are mined in eastern Congo and

are in all consumer electronics products.are in all consumer electronics products. Locals in mining communities are forced to take part in the illicit mining Locals in mining communities are forced to take part in the illicit mining

economy. Money earned from the sale of conflict minerals is used for economy. Money earned from the sale of conflict minerals is used for personal profit and to further violent causes.personal profit and to further violent causes.

Minerals are smuggled out of Congo through neighboring countries, then Minerals are smuggled out of Congo through neighboring countries, then shipped to smelters around the world for refinement. Once minerals are shipped to smelters around the world for refinement. Once minerals are processed in this way, it’s difficult to trace their origin. Conflict minerals processed in this way, it’s difficult to trace their origin. Conflict minerals easily make their way to the U.S. and all over the world in consumer easily make their way to the U.S. and all over the world in consumer products.products.

Create a presentation to inform a group of concerned citizens about Create a presentation to inform a group of concerned citizens about conflict minerals. Your presentation must be based on research and conflict minerals. Your presentation must be based on research and include a plan of action to raise awareness of this issue.include a plan of action to raise awareness of this issue.

Problem Based Scenario: Content Focus - Earth Science/World History

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CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based

on explanations in the text.

Scenario:Scenario:

There has been a volcanic eruption of Mt. Diablo. From aerial There has been a volcanic eruption of Mt. Diablo. From aerial photos scientists can tell that there is still some wildlife left. The photos scientists can tell that there is still some wildlife left. The island was home to many species, and scientists fear that many of island was home to many species, and scientists fear that many of these species have died out.these species have died out.

It is important to find out what organisms are left. As a field scientist It is important to find out what organisms are left. As a field scientist with the Environmental Protection Agency, it is your job to plan the with the Environmental Protection Agency, it is your job to plan the search from Briones. You will need to produce resources for the search from Briones. You will need to produce resources for the field scientists on Mt. Diablo. You will be in charge of finding out field scientists on Mt. Diablo. You will be in charge of finding out which species of tree are left.which species of tree are left.

Create simple identification charts to distinguish between similar Create simple identification charts to distinguish between similar

organisms as a quick reference guide. Characteristics of organisms organisms as a quick reference guide. Characteristics of organisms which indicate the possible evolution of the organism must be used which indicate the possible evolution of the organism must be used to establish the correct identity of an organism.to establish the correct identity of an organism.

Problem Based Scenario: Content Focus - Biology

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Technology is integral to Common CoreTechnology is integral to Common Core

Students Students employ technology thoughtfullyemploy technology thoughtfully to to enhance their readingenhance their reading,, writing writing, , speakingspeaking, , listeninglistening, and , and languagelanguage use. They tailor their use. They tailor their searches online to searches online to acquire useful information acquire useful information efficientlyefficiently, and they , and they integrate what they learnintegrate what they learn using technology with what they learn offlineusing technology with what they learn offline. . They are familiar with the strengths and They are familiar with the strengths and limitations of various technological tools and limitations of various technological tools and mediums and can select and use those best mediums and can select and use those best suited to their communication goals.suited to their communication goals.

C.D.E.C.D.E.

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TEACH IN A DIGITAL FORMATTEACH IN A DIGITAL FORMAT

Make instruction relevant to students by

presenting it in their digital idiom.

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Teachers use technology as a tool toTeachers use technology as a tool to

Help students make effective decisions Help students make effective decisions and create new ideasand create new ideas

Help learners recognize when, how, Help learners recognize when, how, and why they learn new materialand why they learn new material

Help students diagnose personal goals, Help students diagnose personal goals, strengths, and limitations, and select strengths, and limitations, and select activities compatible with their goalsactivities compatible with their goals..

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Teachers use technology toTeachers use technology to

Provide students with opportunities for Provide students with opportunities for independent projects tailored to personal goals independent projects tailored to personal goals within an academic discipline.within an academic discipline.

Encourage students to take responsibility for Encourage students to take responsibility for their own learning -- set realistic goals for their own learning -- set realistic goals for themselves, monitor their own progress, reflect themselves, monitor their own progress, reflect on their understanding, and seek guidance from on their understanding, and seek guidance from peers as well as instructors.peers as well as instructors.

Create activities that permit students to practice Create activities that permit students to practice these skills.these skills.

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TECHNOLOGY BENEFITSTECHNOLOGY BENEFITS

Increase Student EngagementIncrease Student Engagement

Increase ParticipationIncrease Participation

Provide Access to ResourcesProvide Access to Resources

Improve Recall and ConfidenceImprove Recall and Confidence

Employ Higher Order Thinking SkillsEmploy Higher Order Thinking Skills

Improve CollaborationImprove Collaboration

Connect Students to Peers and ExpertsConnect Students to Peers and Experts

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What is Haiku?What is Haiku?

Haiku is a learning management system.Haiku is a learning management system.

Haiku can be purchased by your districtHaiku can be purchased by your district

Haiku can be used free by individual Haiku can be used free by individual teachers (2 GB and up to five classes)teachers (2 GB and up to five classes)

Haiku organizes online material and meets Haiku organizes online material and meets the common core challenge!the common core challenge!

www.haikulms.comwww.haikulms.com

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MEET THE CHALLENGEMEET THE CHALLENGE

The Haiku Discussion Forum provides a The Haiku Discussion Forum provides a highly effective avenue for social learning highly effective avenue for social learning where students can synthesize and where students can synthesize and analyze informational text in an interactive analyze informational text in an interactive environment.environment.

•CCSS.ELA-Literacy.SL.11-12.1d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

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HAIKU HAIKU DISCUSSION FORUMDISCUSSION FORUMRESPONDING TO INFORMATIONAL TEXTRESPONDING TO INFORMATIONAL TEXT

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CCSS.ELA-Literacy.SL.9-10.1c Propel conversations by posing and responding to questions that relate the current discussion to broader themes

or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions

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CCSS.ELA-Literacy.RI.11-12.4 Determine the meaning of words and Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, phrases as they are used in a text, including figurative, connotative,

and technical meanings; analyze how an author uses and refines the and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.meaning of a key term or terms over the course of a text.

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CCSS.ELA-Literacy.SL.11-12.1a Come to discussions prepared, having read Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to referring to evidence from texts and other research on the topic or issue to

stimulate a thoughtful, well-reasoned exchange of ideas.stimulate a thoughtful, well-reasoned exchange of ideas.

HAIKU DISCUSSION FORUMHAIKU DISCUSSION FORUM How has the "Race for Space" How has the "Race for Space"

transformed the USA, Russia and China transformed the USA, Russia and China from competitors to partners in the from competitors to partners in the development of communication and development of communication and technology?technology?

DiscussDiscuss:: From Competition to Cooperation From Competition to Cooperation

Content Focus – U.S. History

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HAIKU BASICSHAIKU BASICS

How to Create a ClassHow to Create a Class

How to Roster StudentsHow to Roster Students

How to Create SectionsHow to Create Sections

How to Add ContentHow to Add Content

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My classes shows all active and

inactive classes. A

new class is created in

this screen only. The class is

active only after it is

published.

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Students are added to classes by clicking on roster and searching for students with their district log-in _LNFN

_smithjoan

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Click on Add Student to

roster a student into a

class.

Create sections prior to clicking

roster if you teach different periods of the same subject.

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HOW TO ADD MY OWN CONTENTHOW TO ADD MY OWN CONTENT

1) Go to Classes 1) Go to Classes 2) Click on Name of Class e.g. Modern World2) Click on Name of Class e.g. Modern World3) Click on Manage Page3) Click on Manage Page4) Click on Page Lay-out4) Click on Page Lay-out5) Choose a Lay-out5) Choose a Lay-out6) Click on Add Content Box6) Click on Add Content Box7) 7) Pick a content format (e.g. You Tube, Pick a content format (e.g. You Tube, Image, Text, file, etc.)Image, Text, file, etc.)

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1) Go to My Classes

2) Click on Name of Class

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3) Click on Manage Page

4) Click on Page Layout

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4)Click on Page Lay-out

5) Choose a Page Lay-out

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6) Click on Add Content Block

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7) Pick a Content Format

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How to Embed a VideoHow to Embed a Video

On the web, go to You TubeOn the web, go to You Tube

Click on ShareClick on Share

Copy LinkCopy Link

On Haiku, go to Add Content BlockOn Haiku, go to Add Content Block

Pick You Tube formatPick You Tube format

Paste Link in Dialog BoxPaste Link in Dialog Box

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You Tube: Click Share/ Copy LinkYou Tube: Click Share/ Copy Link

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Paste You Tube Link in Box Below

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Haiku Interactive: “Connect”Haiku Interactive: “Connect”

Click connect to:Click connect to:

Make an announcementMake an announcement Check assignments in the drop boxCheck assignments in the drop box Create a Discussion ForumCreate a Discussion Forum Check for messages in your inboxCheck for messages in your inbox Create a wikiCreate a wiki View a wiki that has been createdView a wiki that has been created

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How to Create an AnnouncementHow to Create an Announcement

Click on connectClick on connect

Click on “create announcement”Click on “create announcement”

Type your textType your text

Click saveClick save

Announcements may be used to inform Announcements may be used to inform the class of a new assignment, discussion the class of a new assignment, discussion forum or any other topic.forum or any other topic.

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Click “always on top” if the announcement will appear at the top of the page.

Type in a date for the announcement to expire.

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How to Use Drop BoxHow to Use Drop Box

Click Click ConnectConnect

Click Click Drop boxDrop box

Click on Click on AssignmentAssignment to open, download to open, download and gradeand grade

Click on Click on Manage AssignmentManage Assignment to make to make comments to students.comments to students.

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Click on Connect to access the

drop box. Download

assignments students have “handed-in” to

grade and comments can be

emailed to students.

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How to Create a DiscussionHow to Create a Discussion

Click Click ConnectConnect

Click Click Add DiscussionAdd Discussion

Create a Discussion TitleCreate a Discussion Title

Select dates for the time the discussion forum is Select dates for the time the discussion forum is open.open.

Click Click grade book entrygrade book entry only if the discussion only if the discussion participation will be graded and appear in the participation will be graded and appear in the grade book.grade book.

Choose the page the discussion will appear.Choose the page the discussion will appear.

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Click Connect to create a discussion forum. Students can post a thread and

respond to the comments of others.

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Create a discussion title and choose the type of discussion. A group discussion

includes all members of the class.

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Click on anytime if discussion is

“forever” or select dates to

limit the time the discussion

forum is open.

Click create a grade book entry only if you want the grade in the

grade book.

Choose the page the discussion

will appear.

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How to Send MessagesHow to Send Messages

Click on ConnectClick on Connect

Click on inboxClick on inbox

Click write or replyClick write or reply

Type subject of emailType subject of email

Add name of recipientAdd name of recipient

Attach google document or fileAttach google document or file

Click sendClick send

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How to useHow to use

Check messages from your students or send them an email and attach files, if necessary.

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WIKI PROJECTSWIKI PROJECTS

Wiki projects are a tool for students to Wiki projects are a tool for students to collaborate and share content they have collaborate and share content they have created.created.

Wiki projects can also be used by you as the Wiki projects can also be used by you as the teacher to share activities, forums and teacher to share activities, forums and content.content.

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How to Create a WikiHow to Create a Wiki

Click on ConnectClick on Connect

Click on Wiki ProjectClick on Wiki Project

Click on Add Wiki ProjectClick on Add Wiki Project

Create Project TitleCreate Project Title

Type description of ProjectType description of Project

Click on class project, group project or Click on class project, group project or individual projectindividual project

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HOW TO CREATE A WIKIHOW TO CREATE A WIKI

Click ConnectClick Connect

Click Wiki ProjectsClick Wiki Projects

Click connect and then, click wiki projects. Click on Add Wiki project to create a web space that can be used to hold video, images, text, etc. Student can collaborate in one wiki or interact with one another in individual wikis

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Create a title for the wiki and type a

description of the project. A personal

project sets up individual wikis for each student that

can be viewed and/or commented on by

other students.

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Choose a due date for your wiki project

and choose a page from the

list of web pages you

have created.

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Haiku Interactive: “Assess”Haiku Interactive: “Assess”

Click Assess to:Click Assess to:

Create an activityCreate an activity

Create an assessmentCreate an assessment

Create an assignmentCreate an assignment

Add an attendance bookAdd an attendance book

Add a grade bookAdd a grade book

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THE ASSESSMENTS TABTHE ASSESSMENTS TAB

Click assessments to createClick assessments to create

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How to Create AssessmentsHow to Create Assessments

Click on AssessClick on AssessClick on Add AssessmentClick on Add AssessmentClick on ExamClick on ExamCreate Exam TitleCreate Exam TitleClick on Add to Grade bookClick on Add to Grade bookClick FinishClick FinishClick Add QuestionClick Add QuestionSelect type of question (multiple choice, etc)Select type of question (multiple choice, etc)Type question and answersType question and answersClick on correct answerClick on correct answerClick FinishClick FinishClick publishClick publish

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Click assessments to create a test.

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Click exam for a test or practice for an exercise.

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Create a title for the exam and click box to create a grade book entry.

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Add question to make a test question.

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Click on type of test question

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Type question and answers below. Click button of correct answer.

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Click Finish when done or Finish and Add Another to add

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