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Transitioning to Common Core
One Step At A Time
“Identify Problems – Look for Solutions”
“Wouldn’t it be nice if…?”
New Initiatives
More work!More time!
More meetings!
Why are New Initiatives a Problem?
There is never enough time.
There is never enough funding.
There is never adequate guidance.
And now, there are simply too many projects to manage efficiently and effectively.
DiscussionDiscussion Process offers the Opportunity to
Reflect and Share
Elbow Partner (Paired-Reflection)Table Talk (Consensus)
Group-Team (Shared Belief-Requires a Reporter)
Partner-Outside-Your-Team (Quick-Break)
Establishing Common Routines
Call back signals…
• “Focus on Me Please”• Silent “Five”
Discussion Topics
The collective consequences of too much, too soon, too fast…
What questions do you have…
School Improvement - Random
School Improvement
Vision, Mission, Purpose -Focused
School Improvement
Synergy – Focus Together!
School Transformation
Synergy Defined
• Cooperative interaction among groups, especially among the acquired subsidiaries or merged parts of a corporation, that creates an enhanced combined effect.
• A mutually advantageous conjunction or compatibility of distinct business participants or elements (as resources or efforts)
The Question?• Do I focus my energy on teaching to
the test?
• Do I focus on teaching real-life application aligned to the world of work?
Don’t be successful at
the wrong thing?http://www.youtube.com/watch?v=gBfHofVAy0c&feature=related
Narrow Your Focus
Integration of Effective Teaching Strategiesand Brain-based Strategies
Literacy Strategies for Every Content Area
Building Academic Vocabulary Before-During-After Reading Guides Graphic Organizers Note-taking Formal and Informal Writing
Assignments Cooperative Learning
"The illiterate of the future are not those that cannot read or write. They are those that can not learn, unlearn, relearn."
-Alvin Toffler (Futurist/Author)
Learning Goal Today
Develop a COMMON vocabulary,
COMMON purpose, COMMON
vision to communicate and
collaborate efficiently and
effectively as highly functioning,
state- and district-wide teams.
Big Idea for CCSS
Sustained rigorous curriculum which is aligned to standards, assessment, and instruction requires highly functioning, inter-disciplinary, district-wide teams.
Before-During-After Reading Guides/Strategies
KWL – StrategyKnow What to Know Learned
Combination Notes
TOPIC1) Write informal notes here Use this portion to: draw examples, make
connections (aha!) thoughts, collect questions
Write your conclusions or summarize here
Look Deeper
Define Rigorous
Google it…
Rigorous by Definition
According to American Heritage Dictionary http://education.yahoo.com/reference/dictionary/entry/rigorous
Rigorous: ADJECTIVE
1.Characterized by or acting with rigor: a rigorous program to restore physical fitness.
2.Full of rigors; harsh: a rigorous climate.
3.Rigidly accurate; precise. See Synonyms at burdensome.
SREB – TCTW National Forum January 2010
Rigor Defined
Rigor refers to a level of difficulty and the ways in which students apply their knowledge through higher-order thinking skills.
…the reaching for a higher level of quality in both effort and outcome.
Larry Ainsworth
Rigorous Curriculum Design, 2010
Rigorous Curriculum
A rigorous curriculum is an inclusive set of intentionally aligned components – clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies – organized into sequenced units of study.
Larry Ainsworth
Rigorous Curriculum Design, 2010
Address the Components of Rigor
Explore the synergy of: Higher Order Thinking
Problem-Solving Depth of Knowledge Rigor, Relevance, &
Relationship
Analyze and Evaluate Rigor
Criteria for Complex Teaching and Learning Matrix
adapted from:
Benjamin Bloom's TaxonomyNorman Webb's Depth of Knowledge
William Daggett's Rigor, Relevance, & Relationship
L. W. Trowbridge’s Five E Teaching/Learning Cycle
Rigorous Curriculum
A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade- or course-specific standards within a particular content area.
Larry Ainsworth
Rigorous Curriculum Design, 2010
Analyze and Evaluate Rigor
Criteria for Complex Teaching and Learning Matrix
adapted from:
Benjamin Bloom's TaxonomyNorman Webb's Depth of Knowledge
William Daggett's Rigor, Relevance, & Relationship
L. W. Trowbridge’s Five E Teaching/Learning Cycle
Knowledge and Critical Thinking
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
BenjaminBloom Revised
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
DOK 4Extended Thinking
DOK 3Short-Term Strategic
Thinking
DOK 2Skills & Concepts
DOK 1Recall & Reproduction
Norman WebbDepth of Knowledge
(DOK)
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
DOK 4Extended Thinking
0%
DOK 3Strategic Thinking
15%
DOK 2Skills & Concepts
60%
DOK 1Recall & Reproduction
25%
Norman WebbDepth of Knowledge
(DOK)
3-5 Grade OCCT
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
DOK 4Extended Thinking
0%
DOK 3Short-term
Strategic Thinking
25%
DOK 2Skills & Concepts
60%
DOK 1Recall & Reproduction
15%
Norman WebbDepth of Knowledge
(DOK)
6-8 Grade OCCT
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
William Daggett
Rigor/Relevance
Framework
1
Knowledge in one discipline
2
Apply knowledge
in one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world
predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
Create 6
Quadrant C
Assimilation
Quadrant D
Adaption
Evaluate 5
Analyze 4
Apply 3
Quadrant A
Application
Quadrant B
Application
Understand 2
Remember 1
William Daggett
Rigor/Relevance
Framework
1
Knowledge in one discipline
2
Apply knowledge
in one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world
predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
Create 6
Requires Student to THINK In Complex Ways
(analyze, compare, create, and evaluate)
Requires Student to THINK and WORK
(student-centered learning work is inter-disciplinary )
Evaluate 5
Analyze 4
Apply 3
Focus On Teacher
Doing The WORK
(Teacher creates and grades learning activities-student is a
passive learner)
Emphasis on STUDENT Doing Real-World WORK
(takes time for students to complete work)
Understand 2
Remember 1
William Daggett
Rigor/Relevance
Framework
1
Knowledge in one discipline
2
Apply knowledge
in one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world
predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
Create 6
ELABORATE/EVALUATE
Analyze Data/Draw Conclusions
EVALUATE/EXTEND
Accept or Reject your Hypothesis
Recommendation beyond the experiment
Evaluate 5
Analyze 4
Apply 3
ENGAGE/EXPLORE
Observation/Hypothesis
EXPLAIN/ELABORATE
Design and Carry out your Experiment
Understand 2
Remember 1
L.W. Trowbridge,
5E’s Model:
Engage
Explore
Explain
Elaborate
Evaluate
1
Knowledge in one discipline
2
Apply knowledge in
one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
Create 6 Quadrant C
Assimilation
DOK 3
ELABORATE/EVALUATE
Analyze Data/Draw Conclusions
Requires Student to Think In Complex Ways (analyze, compare, create, and evaluate)
Quadrant D
Adaptation
DOK 4
EVALUATE/EXTEND
Accept or Reject your Hypothesis
Recommendation beyond the experiment
Requires Student to Think and Work (student-centered learning:
interdisciplinary)
Evaluate 5
Analyze 4
Apply 3 Quadrant A
Application
DOK 1
ENGAGE/EXPLORE
Observation/Hypothesis
Focus On Teacher Doing The Work
Quadrant B
Application
DOK 2
EXPLAIN/ELABORATE
Design and Carry out your Experiment
Emphasis on Student Doing Real-World Work (takes time for students to complete
work)
Understand 2
Remember 1
Adapted from:
*Bloom Revised
*Webb DOK
*Daggett Rigor & Relevance
*Trowbridge 5Es Model
1
Knowledge in one discipline
2
Apply knowledge in
one discipline
3
Apply knowledge
across disciplines
4
Apply knowledge
in real-world predictable situations
5
Apply knowledge in
real-world unpredictable
situations
ApplicationPROBLEM SOLVING SKILLS
Effective Instructional Strategies
• Brainstorm• Cooperative Learning• Demonstration• Discourse• Guided Practice• Inquiry• Instructional Technology• Lecture• Memorization
• Note-taking/Graphic Organizers
• Presentations/Exhibition• Problem-based Learning• Project Design• Research• Simulation/Role-playing• Socratic Seminar• Teacher Questioning• Work-based Learning
Effective Instructional Strategies
The Power of Vocabulary
For Educators and Students
Learner Responsibility
FIDELITY OF IMPLEMENTATION
“The definition of insanity is doing the same thing over and over again expecting different results.” –Albert Einstein
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