Common Core: It’s All AboutQuality Learning & Instruction

Michigan ASCDCommon Core Leadership Series

Fall 2013

Martin Chaffee & Kristine Gullen

In the past decade, a host of research has suggestedthat the decisive determinant of whether students will

learn is not

school technology, nor building logistics,

nor administrative funding,

but the presence or absence of high-quality instruction.  

(P. Bambrick-Santoyo, 2012).

Common Core: It’s All AboutQuality Learning & Instruction

Michigan ASCDCommon Core Leadership Series

Fall 2013

Martin Chaffee & Kristine Gullen

Sometimes the first duty of intelligent men (and women) is

the restatement of the obvious.

George Orwell

To develop high performing leaders to implement the

Common Core State Standards

Purpose of our Day:

Objectives

Center work on deepening quality learning and instruction

Understand the Instructional Core – the interaction between the student and teacher in the presence of content

Learn tools and processes to support and strengthen work in implementing the Common Core State Standards in your district, schools and classrooms

For our time together...

Take responsibility for your own learning

Support the learning of your colleagues

If you need to take a call or have a side conversation, please step out

If you have a question, ask

Activator

Grab a couple sticky-notes

Individual Reflection – one idea on each sticky-note

Activator

Grab a couple sticky-notes

Individual Reflection – one idea on each sticky-note

“What are your fears and hopes about the Common Core?”

Activator

Grab a couple sticky-notes

Individual Reflection – one idea on each sticky-note

“What are your fears and hopes about the Common Core?”

Table Introductions

Create a T- Chart

Activator

Grab a couple sticky-notes

Individual Reflection – one idea on each sticky-note

“What are your fears and hopes about the Common Core?”

Table Introductions

Create a T- Chart Fears Hopes

Round Robin – shareCluster similar themes

Sharing Themes

What do you know about...

Common Core State Standards & Smarter

Balanced Assessments?

Pair Share

9.35

CCSS States and the Assessment Consortia

Balance Assessment Consortium

Partnership for Assessment of Readiness for College and Careers

(PARCC)

9.50

Key Players in CCSS Creation

National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths

Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability.

Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform

Timeline of the Common Core

Timeline of the Common Core

Timeline of the Common Core

Timeline of the Common Core

Legislative hearing on options to assess the CC

Finding our Focus

At the center of all we do is

quality learning & instruction

Create an operational definition of

quality learning & instruction

P3 T Paper Passing Purpose

Tool

Write – individually on the index card your definition / elements contained in Quality Learning & Instruction

“Quality Learning & Instruction is....”

P3T Paper Passing Purpose

Tool

Pass – your card to the person on your right

Read – their definition of “quality learning & instruction” underlining or circling any important word or phrase

Pass – the card to the next person on your right and repeat the process until your card has returned

P3T Paper Passing Purpose

Tool

Review – the collected words & phrases

Create - a shared table definition

Write – on the large paper your table definition of “quality learning & instruction” using these words & phrases

Quality Learning & Instruction is..

Polleverywhere.com / Wordle.net

What can be summarized or synthesized

from your compiled definition?

Applying your definition

Performance Task

Your definition of quality learning and

instruction

Break

10.35

The Instructional Core

http://www.uknow.gse.harvard.edu/leadership/leadership001a.html

TASK PREDICTS PEFORMANCE

TEACHER STUDENT

CONTENT

INFLUENCES

INTERACTIONINSTRUCTION

10.50

The Instructional Core•Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.

•Principle #2: If you change one element of the instructional core, you have to change the other two.

TASK PREDICTS PEFORMANCE

TEACHER STUDENT

CONTENT

INFLUENCES

INTERACTION

INSTRUCTION

What will be the greatest shift for your staff when it comes to the instructional

core?

What elements of quality learning &

instruction are contained in the

Say Something strategy?

Your definition of quality learning and

instruction

Role of Content:Standards vs. Curriculum

TEACHER STUDENT

CONTENTINFLUENCES

INTERACTION

INSTRUCTION

Strategy Harvest

Welcome

Purpose / Objectives

Norms

Activator – fears & hopes

Pair Share – CCSS & SBAC

Quality Learning & Instruction Lecture Burst Operational Definition / P3T Polleverywhere / Wordle Performance Task application

Instructional Core Overview Lecture Burst Video

Say Something

Role of Content

Morning Wrap Up Connect – Extend - Challenge

Lunch!

Connect-Extend-Challenge

Think individually – How do the ideas presented this morning connect to your current practice?

Think individually – How do the ideas presented this morning extend your thinking about your current practice?

Think individually – How do the ideas presented this morning challenge your thinking about your current practice?

11.20

Connect-Extend-Connect-Extend-ChallengeChallenge

With your table group, share your thoughts.

Lunch!

11.45

Grab a sticky note

Write down one word that describes your learning from this

morning?

Reconnector

12.30

Alphabetical Line-Up

What learning do you want to remember

from this morning?

With an ‘Alphabetical Partner’ share

Role of the Teacher

TEACHER STUDENT

CONTENT

INFLUENCES

INTERACTION

INSTRUCTION

12.45

Paint Strips Creating level 1 & 2 DOK

Level 1

Level 1

Level 2

Complexity

Complexity

Create – a definition

Create – a summary

Create – a hypothesis

Create – an analysis

Returning to our Cereal Box Performance

Task

Again grab your paint strip write a question at either

level 3 or 4

Level 1

Level 2

Level 3

Level 4

As a leaders, what might you do to support teachers in increasing rigor in

their lesson design and instruction?

Lansing 11.22.13

As a leaders, what might you do to support teachers in increasing rigor in

their lesson design and instruction?

Provide teachers with performance tasks and sample items at all levels of DOK

Build more collaboration within the schedule they already have – how do we get more people involved?

Design questions and resources, lesson and see if the kids learned what we expected? Are we asking the right questions?

Observational rounds (data collection) to look at the level of questions that are being asked in the classroom – generated by both the teachers and students?

Conversations with educators – intentionality of planning questions that will be posed

Give wait time to make discussions more powerful

Look at samples of level 3 and 4 questions

In your own practice, do a self-reflection of what levels of instruction and question

In department / level have teachers offer support and collaboration in crafting questions

Lansing 11.22.13

What might you do to increase rigor in

lesson design and instruction?

Break!

1.30

Video – I Pick C

http://www.youtube.com/watch?v=dY2mRM4i6tY

1.40

Role of the Student

TEACHER STUDENT

CONTENT

INFLUENCES

INTERACTION

INSTRUCTION

3-2-1Bridge

Focus Read:

‘Releasing Responsibility’

Fischer, D. & Frey, N. (2008). ‘Releasing Responsibility’ Educational Leadership, 66(3),

32-37.

Micro Lab ProtocolMicro Lab ProtocolReflect – individually on the article

Regroup – in trios

Identify – Persons A, B & C

Micro Lab ProtocolMicro Lab ProtocolRound 1

Person A – Share your thoughts (1 minute)

No interruptions

SILENCE (30 seconds)

timer

Micro Lab ProtocolMicro Lab ProtocolRound 2

Person B – Share your thoughts (1 minute)

No interruptions

SILENCE (30 seconds)

timer

Micro Lab ProtocolMicro Lab ProtocolRound 3

Person C – Share your thoughts (1 minute)

No interruptions

SILENCE (30 seconds)

timer

Micro Lab ProtocolMicro Lab ProtocolRound 4

Share – as a triad your thoughts (5 minutes)Reference the comments made during each RoundAsk clarifying questionsWhat connections did you make?

timer

Micro Lab ProtocolMicro Lab Protocol

Round 5 Table Group Dialogue

3-2-1Bridge

What might you do to support the

gradual release of responsibility?

As a leader, what might you do to support your teachers in the gradual release of

responsibility?

As a leader, what might you do to support your teachers in the gradual release of

responsibility?

Attend the workshop with Doug Fisher on Oct 29, 2014

Have conversations that will help define what this means and looks like? Be very intentional in the planning, using PLCs.

Skills, tools, planning as to why this is a good idea – why it is important for students. We have to support teachers in taking this risk.

Modeling as a leader at staff meetings – PLC

In department meetings using that opportunity for model – we are great at setting the environment for kids, yet do we do it for the adults in our buildings?

Strategy Harvest

Welcome

Purpose / Objectives

Norms

Activator – fears & hopes

Pair Share – CCSS & SBAC

Quality Learning & Instruction Lecture Burst Operational Definition / P3T Polleverywhere / Wordle Performance Task application

Instructional Core Overview Lecture Burst Video

Say Something

Role of Content

Morning Wrap Up Connect – Extend - Challenge

Lunch!

Reconnector Alphabetical Line Up Pair Share

Role of Teacher Lecture Burst – DOK

Paint Sample - Create Questions (DOK 1 & 2)

Cereal box Performance Task Paint Sample - Create Questions

(DOK 3 & 4) Debrief

Role of Student Video 3-2-1 Bridge Article Read MicroLab 3-2-1 Bridge Debrief

Strategy Harvest Planning Review of Purpose / Objectives Planning Time

Planning – what will you take back from

today

Objectives

Center work on deepening quality learning and instruction

Understand the Instructional Core – the interaction between the student and teacher in the presence of content

Learn tools and processes to support and strengthen work in implementing the Common Core State Standards in your district, schools and classrooms

Marty Chaffee&

Kristine Gullen

Thank you!

Resources Bambrick-Santoyo, P. (2012). Leverage Leadership: A Practical

Guide to Building Exceptional Schools, Jossey-Bass.

City, E.A.; Elmore, R.F.; Fiarman, S.E. & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, Harvard Education Press.

Langford, D. (2010). Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc.

Lipton, L. & Wellman, B. (2011). Groups at Work: Strategies and Structures for Professional Learning, Mira Via.

Ritchhart, R.; Church, M. and Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass.