Twilight Training

October 1, 2013OUSD CCSS Transition Teams

Agenda

• 3:30 Welcome• 3:45 WHAT are the CCSS?

• CCSS Review - 3 min video• Graphic Representation of CCSS Organization

• 4:15 HOW do we teach the CCSS?• Shifts• Balanced Instructional Design• Pillars for 21st Century Learning

• 5:45 Next Steps• CCSS App

Today’s Goals

• Understand how the CCSS will influence classroom practice

• Establish awareness of the Balanced Instructional Design

• Identify the characteristics of 21st Century Learning skills to support a school focus area

WHAT ARE THE CCSS?

CCSS 101

http://www.youtube.com/watch?v=5s0rRk9sER0

CCSS Overview for Literacy in ELA & Technical Subjects

CCSS Overview for Literacy in ELA

California Common Core State StandardsLiteracy in History/ Social Studies, Science and Technical Subjects

CCSS Overview for Mathematics

WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?

Influences on Teaching & Learning

• CA “Shifts”• Balanced Instructional Design

CCSS Message

The Introduction to the Common Core State Standards (CCSS) for Mathematics states:“These Standards do not dictate curriculum or teaching methods” (p 5). The ELA Standards state: “The Standards define what all students are expected toknow and be able to do, not how teachers should teach..” (p 6)

ELA/Literacy: 3 shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Mathematics: 3 shifts

1. Focus: Narrowing strongly where the standards focus.

2. Coherence: Thinking across grades, and linking to major topics

3. Rigor: In major topics, pursuing conceptual understanding, procedural skill and fluency, and application

Balanced Instructional Design

A Balanced Instructional Design leverages the best known evidence of effective teaching and learning, valuing both student-led and teacher-led learning.

A Balanced Design leverages techniques based on learner needs and the complexity of the content, skills, and concepts as related to the learners’ prior knowledge.

Definition

• A balanced instructional design provides teachers and students practices to support both teacher-driven and student-driven instruction.

• Not all students respond the same to instructional techniques and different content may be better suited to different approaches.

The right instruction for the right student everyday.

Balanced Instructional Design

Sorting Activity

Teacher-led, direct instruction v.

Student-driven, inquiry-based

Balanced Instructional Design Teacher-led, direct instruction Student-driven, inquiry-based

Clear benchmarks to indicate if students are on track or not

  Opportunities for students to develop their own goals

Embedded assessments gauge progress in specific skills

  Performance tasks where students apply learning in new contexts

Timed or structured performances in the program assess mastery

  Immersion experiences or use of simulations for exploration

Guidelines for creating effective groups based on student needs

  Students present work to an authentic audience

Tiered approach to adjust groups based on results from assessments

  Students collaborating in groups to solve problems

Script or video to support modeling and teacher demonstrations

  Essential Questions or Driving Questions

Structured process/time for students to develop skills

  Student choice in the learning process, product, or content

Clearly defined correctives for the teacher to provide help to students

  Student-to-student feedback and/or peer review

Specific engagement strategies support teacher-directed lessons

  Students make connections and elaborate on the ideas of others

HOW WOULD A SCHOOL PICK A FOCUS?

Pillars of 21st Century Learning Skills

Shifts in the Applications of Learning

• Evidence from Text• Close Reading & Non-Fictional Text• Complex Text with Academic Language

Example - Using evidence from the text

https://www.teachingchannel.org/videos/analyzing-text-lesson

(primary)

http://vimeo.com/59148389 (secondary)

Shifts in the Applications of Learning

CLOSE Reading and TEXT Dependent Questions

OBJECTIVE1. Students will be able to defend their answers/learning by citing textual

evidence.GOAL1. By the end of the year, teachers will be able to: - identify complex text with rich academic vocabulary - engage students in close reading of that text using critical thinking

skills

Student Reflection

• Choice in Learning• Digital Portfolios• Authentic Audience• Student-to-Student Feedback

Example - reflecting on goals in a student-led conference

http://vimeo.com/53805554 (primary)

http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/videos/Nav101_conference.wmv (secondary)

Student ReflectionStudents Set personal goals and Self Evaluate OBJECTIVE1. Students will be able to create goals for themselves and

identify exemplary examples of their work that show evidence of meeting these goals.

GOAL1. By the end of the year, teachers will be able to: - create anchor papers, model products, rubrics, etc. that

demonstrate student learning expectations. - engage students in creation of portfolios which

demonstrate pride and perseverance in their learning as well as creativity and critical thinking.

Collaborative Inquiry

• Collaborating in Groups• Elaborating on the Ideas of Others• Depth of Knowledge• Questioning Text

Example - Elaborating on the Ideas of Others

Above and Beyond Partnership for 21st Century Skills

http://vimeo.com/49642794(primary)

https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction (secondary)

Collaborative Inquiry4Cs with Lesson Design OBJECTIVE1. Students will be able to communicate, collaborate, think

critically, and use creativity to solve real world problems.GOAL1. By the end of the year, teachers will be able to: - design a unit that engages students in the 4 C’s with a

balance of teacher directed and student directed learning.

- integrate effective questioning techniques that engage students is deep thought and constructive struggle to develop conceptual understandings.

Culture of Inquiry

• Enduring Understanding• Essential Question• Applications & Real World• Connections• Critical Attributes

Example - Real World Application

http://www.edutopia.org/kindergarten-project-based-learning-video

(primary)

https://www.teachingchannel.org/videos/real-world-geometry-lesson (6th grade)

Culture of InquiryFOCUS is Real world application OBJECTIVE1. Students will be able to articulate the purpose of

learning through on-going relevant dialogue ....GOAL1. By the end of the year, teachers will be able to - clearly understand and utilize enduring understanding

in 21st century learning - be able to develop high quality, relevant essential

questions that align to CA CCSS

Performance Tasks

• Rubrics, Products/Assessments• Student Choice• Learning Activities• Resources (Media, Arts, Music)• Technology• Digital Portfolio

Example - Teachers, secondary and elementary students describe performance tasks.

http://www.youtube.com/watch?v=Ox6_LWMrTNw

http://vimeo.com/67589580

Performance TasksInterdisciplinary task OBJECTIVE1. Students will be able to demonstrate interdisciplinary

integrated competencies through a performance task (assessment).

GOAL1. By the end of the year, teachers will be able to: - design performance based tasks that allow students to

use their unique creativity in demonstration of learning.

Next Steps

•Go back to the school site and continue dialogue with transition team and other staff on focus areas.

• Identify a focus area for your school by October 4.

• Professional development on October 29 or November 5 will address your focus area.