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www.jackson-consulting.com :: (888) 586-4862 :: Jill Jackson :: [email protected]
Don’t Throw the Baby Out with the Bathwater! Making the Teachers’ Work the Center of the Common Core
Session #1: Getting Our CCSS Sea Legs
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A BIG Welcome!
I am so excited that we’re
working together!We are here to serve you, so anything that we can
do help and support, we’ll do!
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Rules of the Game!
• Please mute your microphone unless you want to talk/interject
• Raise hand and I will “call” on you – and unmute your microphone
• You can take your hand down after you’ve spoken by clicking on it
• If you want to “ask” me a question – at the bottom right hand of
the web-ex screen, there is a “Chat” button – you can type it and
direct it to me or all of the participants
• BE BOLD! The purpose of having this class live is so that we can
DISCUSS, GET CLARIFICATION, ASK QUESTIONS AND ENGAGE!
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Before and After This Class
• Before each class you will receive a notice from us regarding your
class materials - you will be sent the link that leads to our private
resource page
• Within two business days of the class, your links will be available
at the above link. If you’re using these classes to provide PD for
your staff, you’ll be ready to roll!
• As you think about the content (or present it to your staff!), jot
down any questions that you’ll have – we will answer them on
the next call!
• You will be given a “NEXT STEP” or two following each class…I
encourage you to complete these next steps because they will be
so valuable to APPLYING this work to your school or district!
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Here’s Where We’re Headed
Our Sessions!
Class 1 Understanding the Why/How of the Standards and Jumping into the
CCSS Document
Class 2 It’s Not About the Task, It’s About the Complexity of the Task
Class 3 Learning the Nuances of the Reading Information Text Standards
Class 4 Learning the Nuances of the Reading Literature Standards
Class 5 Learning the Nuances of the Speaking and Listening and Writing
Standards
Class 6 Learning the Nuances of The Reading Foundational Skills Standards
Class 7 Learn What They Know and What They Need: Designing Simple
Benchmarks That Align with the Common Core
Class 8 Putting It All Together – Lesson Planning and the Common Core – It’s
Not Just about “Covering” the Standards, It’s About Orchestrating Them
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Here’s Where We’re Headed
Our Sessions!
Class 1 Understanding the Why/How of the Standards and Jumping into the
CCSS Document
Class 2 It’s Not About the Task, It’s About the Complexity of the Task
Class 3 Learning the Nuances of the Reading Information Text Standards
Class 4 Learning the Nuances of the Reading Literature Standards
Class 5 Learning the Nuances of the Speaking and Listening and Writing
Standards
Class 6 Learning the Nuances of The Reading Foundational Skills Standards
Class 7 Learn What They Know and What They Need: Designing Simple
Benchmarks That Align with the Common Core
Class 8 Putting It All Together – Lesson Planning and the Common Core – It’s
Not Just about “Covering” the Standards, It’s About Orchestrating
Them
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Our Agenda for Class #1
�Welcome!
�Overview and Purpose of the Our Work Together
�The BIG IDEAS of the Common Core
�Your Roll Out Plan…Do You Have One?
�Understanding How Complexity Underlies All of the Standards
�How This Links Into the Classroom
�Q & A
�Your Homework (yes it’s true!)
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What we must avoid…
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“…new names for old practices”-
syndrome!
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Unless we change LESSON DESIGN, we
will likely fall into that trap.
So…let’s get started!
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1. Change the content
2. Change the instruction
3. Change the relationship between the students and
the content and the instruction
Richard Elmore
CCSS Success Will Depend on This
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The current gap with the Common Core:
So much information, so little on-the-
ground information for teachers to use
TOMORROW
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How Big a Change Is It Really?
� 50- 60 % is the “same old stuff”
� 20% requires tinkering
� 20% brand new stuff
So what does this mean for our current
curriculum and instructional materials?
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Top 5 Big Ideas of the CCSS
11 What and how
22 Timeline
33 Six shifts
44 Complexity is key
55 Assessment items
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Six Shifts in ELA/Literacy Practice
1. Balancing Informational and Literary Text
2. Building Knowledge in the Disciplines
3. Staircase of Complexity
4. Text-Based Answers
5. Writing From Sources
6. Academic Vocabulary
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Do You Have a Roll-Out Plan?
Spring 2015 is coming…have you examined and designed:
What professional
development is needed
Define vision for each
phase of implementation
What products need to
be developed
Build in benchmarks and
measuring tools for each
phase
What’s been done What the teacher roll-
out will be by month
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Example of CCSS Roll-Out Process
Step 1: Outline What’s Been Done Step 2: Create Staff Roll-Out/Work
Dates
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Example of CCSS Roll-Out Process
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Example of CCSS Roll-Out Process
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They KEY is to do this roll-out work in
house so that you’re building capacity
while you’re building the plan.
This is a NEW phase of program and
curriculum implementation!
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The “New” Bloom’s Taxonomy
Bloom's Taxonomy is a multi-tiered model of classifying thinking
according to six cognitive levels of complexity. Throughout the
years, the levels have often been depicted as a stairway, leading
many teachers to encourage their students to climb to a higher
(level of) thought.
The lowest three levels are: remembering, understanding, and
applying. The highest three levels are: analyzing, evaluating, and
creating. The taxonomy is hierarchical; [in that] each level is
subsumed by the higher levels. In other words, a student
functioning at the 'application' level has also mastered the
material at the 'knowledge' and 'comprehension' levels.
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Our Temperature Gauge
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Depth of Knowledge 1
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Depth of Knowledge 2
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Blooms and Complexity
It’s not necessarily about the task.
It’s about the COMPLEXITY of the task. Students are studying a new piece of text.
I ask them to state the main idea and supporting details.
vs.
Grade
4
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Task Complexity – Smarter Balanced
Grade
6
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Here’s an example of why complexity
matters…
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Task Complexity and the Standards
It’s not necessarily about the task/standard.
It’s about the COMPLEXITY of the
task/standard.
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Our Big Challenge with the CCSS?
Our biggest challenge is altering our system so that we
function and engage at higher levels of complexity
around the instructional work.
As we teach our students to evaluate, synthesize and
create, so must we.
The real shift is that we’re working in the gray area, not
just black and white.
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Reaching Into the Classroom
General Behavior
(Bloom’s/DOK)
General Learning
Specific Behavior
(What the kids will
do – linked to
Bloom’s/DOK
columns)
Specific Learning
(What they will
learn/master)
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What?
So now what?
Now what?
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Your Next Steps…Yeah, the Homework!
• Go back and talk about your big ideas to someone around you!
• Ask yourself the questions on the slide “Do You Have a Roll-Out Plan?” and take this slide to your team to get started on right now
• Follow the steps on the example roll-out picture slides…are you there yet? Who do you need to pull together to start analyzing this?
• Read all the way through the standards from K-12, standard by standard, noting the changes in complexity as you read
• Read Appendix B as important “priming the pump” work for Session 2
• Keep track of your questions, needs for clarification and such as you go through the next couple of weeks! We’ll start with a Q & A right at the top of Class #2!