Common Core Aligned Instructional Bundles:CTE and Academic Project Integration
December 20th 2011
Melissa H. SilbermanDeputy Executive DirectorOffice of Post Secondary Readiness
Agenda
December 20th 2011
Outcomes
Instructional Shifts for the Common Core
Six Shifts in ELA/Literacy
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity Text-Based Answers Writing From Sources Academic Vocabulary
Six Shifts in Math
Focus Coherence Fluency Deep
understanding Applications Dual Intensity
www.engageNY.org
Project Based Learning
Buck Institute for Education http://pbl-online.org/
Project Planning Form
What is an Instructional Bundle? Culminating performance tasks Guidance around use of Universal Design for
Learning (UDL) with specific task support for ELL’s and SWD’s
Rubrics and/or scoring guides Annotated student work Unit outlines Supports for helping students access
complex texts Additional assessment and learning activities
(e.g. initial, formative assessments)
Instructional Bundle Template
Project TimelinePhase - 1 December 2011 through
February 2012
End of January 2012
March 1st 2012
Define instructional strategy and set goals:-Intro activities-Selection of performance tasks and units-Identify students-Adapt and refine taskPost outline to Wiki
Instructional Bundle Submission
Phase - 2 April 2012 Implement instructional Strategy:-Teach unit/performance task-Teachers observe each others lessons collect notes-Gather and analyze student work
Phase - 3 May 2012 Monitor and revise: examine student work/data, examine teacher work:-Next steps-Adapt performance task and bundle to reflect new understanding
June 2012 Summer 2012 (tentative)
June 15th 2012 Revised bundle submitted to DOESummer Institute
Depth of Knowledge (DOK) As developed by Norman Webb Different from Bloom which focuses
on “type” of thinking (analyzing, comprehending, evaluating)
DOK – how deeply do you have to know the content to be successful?
DOK is not about difficulty it’s about complexity
Level Definition ExamplesDOK 1 – Recall and reproduction
Recall a fact, term, principle, concept or perform a routine procedure.
Recall elements and details of a story; Conduct basic math calculations; Label locations on a map; Measure length; Describe features of a place or people.
DOK 2 – Basic applications of skills/concepts
Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points on way, organize display/data, interpret/use simple graphs
Identify and summarize the major events in a narrative; use context clues to identify meaning of unfamiliar words; Solve multi-step problems; Describe cause/effect of events; Identify patterns; Organize, represent and interpret data.
DOK 3 – Strategic Thinking Requires reasoning, developing a plan or sequence of steps to approach a problem, requires decision making and justification, abstract, complex, or non-routine, more than one possible answer
Supports ideas with details and examples; Uses appropriate voice to the purpose and audience; Identify research questions and design investigations; Develop a scientific model for a complex situation
DOK – 4 Extended Thinking An investigation or application to real world; requires time to research, problem solve and process problem or task; non routine manipulations, across disciplines/content areas
Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions; Apply mathematical models; Analyze and synthesize information from multiple sources
Depth of Knowledge (DOK)
DOK Chart
COUNCIL OF CHIEF STATE SCHOOL OFFICERS (CCSSO)
&NATIONAL GOVERNORS ASSOCIATION
CENTER FOR BEST PRACTICES(NGA CENTER)
JUNE 2010
Standards Development Process
College and career readiness standards developed in summer 2009
Based on the college and career readiness standards, K-12 learning progressions developed
Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public
Final Common Core State Standards released on June 2, 2010
What are the Common Core State Standards?
Aligned with college and work expectations
Focused and coherent
Include rigorous content and application of knowledge through high-order skills
Build upon strengths and lessons of current state standards
Internationally benchmarked so that all students are prepared to succeed in our global economy and society
Based on evidence and research
State led – coordinated by NGA Center and CCSSO
Intentional Design Limitations
What the Standards do NOT define: How teachers should teach All that can or should be taught The nature of advanced work beyond the core The interventions needed for students well below grade
level The full range of support for English language learners and
students with special needs Everything needed to be college and career ready
Why is This Important? Currently, every state has its own set of academic
standards, meaning public education students in each state are learning to different levels
All students must be prepared to compete with not only their American peers in the next state, but with students from around the world
More Information
www.corestandards.org
http://www.edutopia.org/common-core-state-standards-resources
http://schools.nyc.gov/Academics/CommonCoreLibrary/SeeStudentWork/default.htm
https://cteccls2012.wikispaces.com/