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sheldon reynolds

Education Week: Advocates Worry Implementation Could Derail Common Core - 2 views

www.edweek.org/...29cs-overview.h31.html

professional_development Common Core teaching instruction implementation

shared by sheldon reynolds on 24 Apr 12 - No Cached
  • standards face what experts say is their biggest challenge yet: faithful translation from expectations on paper to instruction in classrooms.
  • Whether opponents' nightmares come true, or advocates' hopes are borne out, will depend largely on how the standards are put into practice.
  • "It's a huge, heavy lift if we are serious about teachers teaching it, kids learning it, curricula reflecting it, tests aligned with it, and kids passing those tests."
  • ...12 more annotations...
  • U.S. Secretary of Education Arne Duncan, have repeatedly said that states are free to choose whether to embrace or reject common standards and tests.
  • Math teachers face having to teach skills to which they're unaccustomed, since some concepts have been moved to lower grades in the new standards
  • ocus longer and more deeply on fewer concepts and to emphasize conceptual understanding and practical applications of math
  • demand better analysis and argumentation skills, and they involve teachers from all subjects in teaching the literacy skills of their disciplines
  • More than most states' own standards, they insist on students building content knowledge and reading skill from independently tackling informational texts. They
  • Professional development remains a central area of concern as the standards are implemented, and many in the field say the success of the initiative rests on it.
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      Perhaps the most important piece to get this off the ground. Feeling reassured about focusing on this
  • Most current teachers have read the standards for their grade level, think highly of them, and are willing to teach them, but few understand the profound changes in teaching that they will require
  • A majority of the teachers indicate that they think the new common-core standards are pretty much the same as what they have been doing," Mr. Schmidt said in an email. "The difficulty I foresee is that, in spite of this openness toward their implementation, the data suggests that most teachers do not recognize how difficult that process will be.
  • Educators' judgments about whether the tests truly reflect the standards will be crucial to sustaining the standards over the long term, said Mr. Jennings of the Center on Education Policy.
  • "Because of their experience with NCLB, teachers want to know, what are the tests going to require? Will the tests back up what they are supposed to do with the new standards? If they don't, then the entire effort is lost."
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      I agree, especially dangerous for us, since we teach different already because of Montessori
sheldon reynolds

Education Week: Concern Abounds Over Teachers' Preparedness for Standards - 1 views

www.edweek.org/...29cs-teacher.h31.html

professional_development Common Core standards shifts

shared by sheldon reynolds on 24 Apr 12 - No Cached
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      This is the challenge, how do we get our PD to look like what will be expected of the students???
  • To gauge changes in student growth across the year, as part of the new evaluation system, the district has settled on growth in academic vocabulary as an indicator. In every grade and content area, teams of teachers have come up with those words and related concepts all students must master by the end of the year.
  • "Many states are moving away from the 'train the trainer' model and trying to have more direct communications with teachers, because the message either gets diluted or changed otherwise," said Carrie Heath Phillips, the program director for the Council of Chief State School Officers' common-standards efforts.
  • ...11 more annotations...
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      Exactly where we're at now, we need to make sure we don't fall into this trap
    • Katy Vance
      Katy Vance on 24 Apr 12
       
      I like the idea of trying to model the Common Core shift through our professional development... I just honestly don't know what that will look like.
  • Cognitively Guided Instruction that district officials say aligns well with the common standards' math expectations.
  • A quiet, sub-rosa fear is brewing among supporters of the Common Core State Standards Initiative: that the standards will die the slow death of poor implementation in K-12 classrooms.
  • And we don't want to just bring superficial understanding of these standards, but to deepen the understanding, so we have an opportunity to deliver instruction in a way we haven't before."
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      nice wording on the shift for math
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      Is there a possibilty we coulod model it through teachers working with student data? (Please remember I am not a math teacher!)
  • No matter which framework was used, teachers received relatively low scores on their ability to engage students in "analysis and problem-solving," to use "investigation/problem-based approaches," to create "relevance to history, current events," or to foster "student participation in making meaning and reasoning," according to a report from the foundation.
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      I feel like this is where we need to talk about instruction just liek we need to talk about content... offering some professional development on inquiry absed learning and project based learning would be helpful.
  • Mr. Wu, the UC-Berkeley professor, contends that current math teachers and curricula focus almost exclusively on procedures and algorithms, an approach he refers to as "textbook mathematics."
  • Anecdotal evidence from a Bill & Melinda Gates Foundation study suggests that teachers already struggle to help students engage in the higher-order, cognitively demanding tasks emphasized by the standards, such as the ability to synthesize, analyze, and apply information.
  • But the common core emphasizes understanding of the logical, structural concepts underpinning mathematics—the idea being that understanding how and why algorithms work is as important as crunching numbers.
  • 'Let's just take some time to think about the mathematics and set the teaching strategies aside for a moment,' " Mr. Thomas said. "It's imperative we don't send people out the door with just strategies, tips, and tricks to teach fractions. We have to make sure they understand fractions deeply."
    • Katy Vance
      Katy Vance on 24 Apr 12
       
      CONTENT CONTENT CONTENT
  • "Teachers will teach as they were taught, and if they are going to incorporate these ideas in their teaching, they need to experience them as students," said Thomas R. Guskey, a professor of educational psychology at the University of Kentucky's college of education, in Lexington. "The PD will have to model very clearly the kinds of activities we want teachers to carry forward and use in their classrooms."
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      "The PD will have to model very clearly the kinds of activities we want teachers to carry forward and use in their classrooms." - This is interesting. How can we create activities for the summer that make teachers feel like we are making them do work while still modeling this kind of instruction....
    • sheldon reynolds
      sheldon reynolds on 27 Apr 12
       
      I agree they need something tangible to take away, we'l get to this point when we understand how things will look different
sheldon reynolds

The State of State Standards-and the Common Core-in 2010 - 1 views

www.edexcellence.net/...d-the-common-core-in-2010.html

common core standards

shared by sheldon reynolds on 14 Jun 12 - No Cached
  • North Carolina
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Interesting take on our former standards, take a glance
  • In 33 of those states, the Common Core bested both ELA and math standards. Yet California, Indiana and the District of Columbia had ELA standards clearly superior to those of the Common Core
  • Colorado
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Their rating on these stds compared to what I know about both states is pretty accurate
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      I agree with what I'm reading here about North Carolina, I have always felt that our curriculum standards were vague and unsupported. It has always seemed like a big, black hole of confusion and although I like teacher freedom to chose activities, the traditional standard course of study goals left too much room for interpretation, or should I say misinterpretation.
Kirsten Edwards

http://www.corestandards.org/assets/CCSSI_ELA Standards.pdf - 1 views

www.corestandards.org/assets/CCSSI_ELA Standards.pdf

common core reading writing science social studies

shared by Kirsten Edwards on 19 Jun 12 - No Cached
  • Kirsten Edwards on 19 Jun 12
     
    These are the common core standards for literacy in social studies, science, and technical subjects.
  • Kirsten Edwards on 19 Jun 12
     
    Perhaps it was me just being oblivious, but I was unaware until one of my PD sessions today that there were unique standards (i.e. another standards document) for reading and writing within social studies, science, and technical subjects (the presenter today from DPI grouped all electives under this heading, such as art and health). If you were/are in the same boat as me, I highly suggest you look through this document and see what you are responsible for teaching.
Katy Vance

Essential Standards Social Studies - Eighth Grade - 0 views

www.ncpublicschools.org/...8.pdf

SocialStudies eighth_grade standards north_carolina history united_states curriculum

shared by Katy Vance on 26 Apr 12 - No Cached
  • Katy Vance on 26 Apr 12
     
    formulate historical questions, gather data from a variety of sources, evaluate and interpret data and support interpretations with historical evidence war, slavery, states' rights and citizenship and immigration policies the founding fathers, the Regulators, the Greensboro Four, and participants of the Wilmington Race Riots, 1898 debate, compromise, and negotiation westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island technology and other innovations affected individuals and groups in North Carolina and the United States physical features, culture, political organization and ethnic make-up environmental disasters, infrastructure development, coastal restoration and alternative sources of energy economic depressions and recessions credit, savings, investing, borrowing and giving limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights the Mecklenburg Resolves, the Halifax Resolves, the Declaration of Independence, the Articles of Confederation, the Bill of Rights and the principles outlined in the US Constitution and North Carolina Constitutions of 1776, 1868 and 1971 Federalists and anti-Federalists, education, immigration and healthcare enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying voting rights and access to education, housing and employment human and civil rights issues Columbian exchange, slavery and the decline of the American Indian populations Moravians, Scots-Irish, Highland Scots, Latino, Hmong, African, and American Indian women, religious groups, and ethnic minorities such as American Indians, African Americans, and European immigrants
Katy Vance

Essential Standards - 6th Grade Social Studies - 0 views

www.ncpublicschools.org/...6.pdf

SocialStudies sixth curriculum standards

shared by Katy Vance on 26 Apr 12 - No Cached
  • Katy Vance on 26 Apr 12
     
    Mongol Invasion, The Crusades, the Peopling of the Americas and Alexander the Great agricultural technology, weaponry, transportation and communication Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi migration patterns and population and resource distribution patterns invention of tools, domestication of plants and animals, farming techniques and creation of dwellings physical features, culture, political organization and ethnic make-up scarcity of resources, conquests, desire for wealth, disease and trade location near rivers and natural barriers, trading practices and spread of culture competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks democracy, absolute monarchy and constitutional monarchy divine right, equality, liberty, citizen participation and integration of religious principles need for and changing nature of codified system of laws and punishment principles beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies
sheldon reynolds

Common Core Standards Call for Uncommon Shifts in Practices | K-12 Education Blog - 0 views

blogs.sungard.com/...r-uncommon-shifts-in-practices

common core state standards

shared by sheldon reynolds on 23 Apr 12 - No Cached
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      I like how they mentioned the importance of focusing on developing the curiosity, investigations and innovative thinking.  Some of our students are going to be REALLY challenged by this!
    • carissa june
      carissa june on 23 Apr 12
       
      I like the mention of integrating technology use for the teachers as a means for professional development!
  • Teachers will have to learn new strategies for helping all students reach to a higher level of thinking.  There will be more work on interpreting, explaining, reasoning with evidence, drawing conclusions, summarizing, and evaluating. Lessons will have to be designed that address ways for teachers to develop the curiosity, investigations, and innovative thinking that the common core standards call for.  Use of technology as a way to stimulate students’ thinking will be an important aspect of new lesson designs.
    • sheldon reynolds
      sheldon reynolds on 23 Apr 12
       
      PD level of progression: content(curriculum)>teaching(instruction)>assessment
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      True, we have to be experts in our subject area before we can ask students to dive into an inquiry based lesson.  Or do we?!?  : o) 
  • ...2 more annotations...
  • here will need to be more ways to use technology to encourage social, online learning
  • Teachers will need to document and construct their curriculum, lessons, and assessments.  There will need to be a library of practices that have been vetted for quality and accessible to teachers.
  • sheldon reynolds on 23 Apr 12
     
    overview of what to focus on for CC
sheldon reynolds

Education Week: Teachers Embedding Standards in Basal-Reader Questions - 0 views

www.edweek.org/...30basal.h31.html

literacy shifts common core

shared by sheldon reynolds on 30 Apr 12 - No Cached
  • which demand that students hone their skills at understanding and analyzing a variety of texts. To do that, teachers must help them delve more deeply into what they read.
  • The two groups recognized that in order to reflect the standards’ expectations, teachers must begin asking different kinds of questions than most of those suggested in the teacher’s editions of the popular basal readers.
  • Student Achievement Partners, has already created and posted on its website a guide to crafting text-dependent questions.
    • sheldon reynolds
      sheldon reynolds on 30 Apr 12
       
      I'm curious to see if this aligns with the Literacy Design Collaborative (LDC) that the Gates foundation is putting together.
  • ...10 more annotations...
  • The new Basal Alignment Project aims to build a free, online repository that will include a bank of teacher-written questions and tasks that are more “text-dependent” than those suggested by the publishers; that is, they require students to dig back into their readings to respond to the questions.
  • He reminded the participants that the common standards “virtually eliminate text-to-self connections,” meaning they aim to focus students on figuring out what the text means, rather than how they feel about it. This, he said, is a more solid preparation for college and jobs.
  • That said, students’ own experiences can play a valuable role in understanding the text after the second or third reading, Mr. Liben said. The point, he said, is to keep focused on the text itself when students first encounter it so they can “develop the muscles” of figuring out its meaning.
  • “But if you change the focus from ‘your’ experience to Charlie’s experience, they wouldn’t be text-to-self questions. They would be more text-dependent.”
  • Using guidelines created by Student Achievement Partners, educators worked on writing new questions that reflected the standards and on thinking differently about how they would prepare for class discussions. The guidelines encouraged them to read each selection and write a synopsis, clearly stating its main themes, then reread it and create text-dependent questions.
  • “Remember when we were all doing experiential stuff to bring kids in? Well, the pendulum swung way too much that way,” said Sue Doherty Fetsch, a consultant from Anchorage. “Experiential stuff isn’t all bad. You just can’t do it to the level we’ve been doing it.”
  • he process of reviewing practice and revising questions is “wonderful,” but for it to work well it should unfold among groups of teachers, talking and brainstorming together.
  • Mr. Liben responded that it’s important to provide targeted supports to students who need it, taking care not to substitute summaries and personal reflections for comprehending what the text says.
  • “It’s critical that teachers internalize this and understand what text-dependent questions are at this level,
  • For example, in earlier editions, a question for the Charlie McButton poem asked how students think Charlie will respond to his mother’s suggestions about how to have fun during a blackout. The revised question now reads: “How does Charlie react to his mom’s suggestions? Cite examples from the text to support your answer.”
Katy Vance

Education Update:It's Complicated:It's Complicated - 0 views

www.ascd.org/...It's-Complicated.aspx

commoncore reading language_arts shift instruction

shared by Katy Vance on 01 May 12 - No Cached
  • Another phenomenon that may also need reining in is overemphasis on students' personal impressions of complex texts. So-called "text-to-self" questions are absent from the standards, reflecting a push away from personal meaning making and toward more rigorous, evidentiary analysis. "The mantra of a good middle or high school English class is, 'Where is that in the text?'" says Wiggins.
    • Katy Vance
      Katy Vance on 01 May 12
       
      Oh HELLO Carissa!
  • Reading Between the Lines: What the ACT Reveals about College Readiness in Reading
  • "students who can master the skills necessary to read and understand complex texts are more likely to be college ready than those who cannot."
  • ...14 more annotations...
  • measuring complexity to make sure texts assigned are appropriately complex, and putting students on target to handle more difficult reading
  • "staying true to the demands of the standards, without overscaffolding, and in heterogeneous classrooms where teachers may have students reading three levels below proficiency."
  • For example, he says, you can teach students to notice and understand the function of text structures like headings, bullets, bold type, sidebars, and chapter organization. Also, story maps and character analysis charts can help make the invisible visible and give kids a concrete structure for understanding abstract ideas.
    • Katy Vance
      Katy Vance on 01 May 12
       
      Here are some specific suggestions-how often do we do this beyond just the textbook?
  • "The shift we're trying to get people to make is that strategies serve kids when they need to use them to better understand the text, as opposed to the text serving the strategy."
  • the Gettysburg Address is only three paragraphs
  • In the heterogeneous 9th and 10th grade New York City classes that piloted these lessons, David says students stuck with the content over several days of instruction. They even seemed to enjoy the challenge. One student remarked, "This is interesting. We usually just read the text once, and then make a whole bunch of assumptions.
  • Although strategies are important for students to understand and use, experts caution teachers to be mindful of how much time they spend teaching strategies versus teaching the actual texts
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Yet another subtle shift, what is the exact percentage?  Who determines the specific amount?
    • Katy Vance
      Katy Vance on 02 May 12
       
      And it is sad that often the selection of the text is to teach the strategy rather than the selection of the strategy to unravel the text.
  • Good readers ask questions of the text; that's a strategy you can teach, model, and encourage, says McTighe.
  • "The standards are supposed to be 80 percent of what you teach; it would be absurd to say you don't ever want to connect a text to kids' lives and experiences. But it should be after you have mined from the text every insight and understanding you can." He explains that there are several good reasons text-to-self questions do not appear in the standards:
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      What makes up the other 10-20%
  • but the close reading or Socratic approach required by complex texts is a bumpy road, marked by dissonance, ambiguity, and hard work,
  • The ultimate goal of education is transfer, but to get there is a long haul, and it requires a gradual release of teacher responsibility, lots of practice and feedback, internalizing ideas and strategies and then using them," he says.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Our PD has to match this as well!
  • A perspective chart: a graphic organizer that helps students identify multiple viewpoints in a historical text and ask questions such as, Whose story is this? Is this the full story? What's missing?
  • Equity: When you go outside the text to students' experiences, you privilege those students who happen to have those experiences or have practiced having these types of personal meaning making discussions in their home setting. That's usually students from more affluent households. If you focus on just what's in the text everyone has read and studied, you have more of a level playing field
    • Katy Vance
      Katy Vance on 02 May 12
       
      I LOVE this insight. LOVE it LOVE it LOVE it.
    • Katy Vance
      Katy Vance on 02 May 12
       
      It reminds me of our discussions about one of our students and their inability to function appropriately in the museum.  experience... exposure.... empowerment... it's all entangled.
  • carissa june on 01 May 12
     
    text to self answers...
Kirsten Edwards

Making the Case for Standards-Based Grading - 1 views

www.diigo.com/...essentialeducator.org

standards-based grading

shared by Kirsten Edwards on 08 Jul 12 - No Cached
  • Kirsten Edwards on 08 Jul 12
     
    An article that describes what standards-based grading is and its purpose.
Katy Vance

Mathematics | American Association of School Librarians (AASL) - 0 views

www.ala.org/...math

mathematics librarian collaboration instruction technology shifts common core

shared by Katy Vance on 07 Jun 12 - No Cached
  • Katy Vance on 07 Jun 12
     
    These crosswalks demonstrate ways for school librarians to partner with math teachers to address AASL standards and Common core standards.
Katy Vance

Defining "Deep Reading" and "Text-Dependent Questions" « Turn On Your Brain - 0 views

turnonyourbrain.wordpress.com/...g-and-text-dependent-questions

shared by Katy Vance on 02 May 12 - No Cached
  • Looking back on this lesson with my common core lenses, I took all the joy out of reading from my students.  Because I unlocked all the secrets of The Butter Battle Book for them and did all the work of dissecting the piece as part of my lesson planning
  • You may have heard some of the controversy recently surrounding David Coleman, primary writer of the English language arts standards statements, and his seemingly anti-pre-reading, during-reading, and post-reading comprehension strategies.  What Coleman and the common core standards want us to do is stop frontloading so much information because what we research and dig up to tell our students in an attempt to build context for a reading is information they can dig up on their own while we guide and facilitate their reading.  Oftentimes, in doing pre-reading activities, we give away all the answers, such was the case in my Butter Battle lesson, unfortunately.  When we ask students to complete anticipation guides in which we address the themes of a text, we are doing the work of finding the themes for them.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      I think the line through the common core lense, is important to reference.  Its not saying that we did all along was wrong, its saying that with CC things need to be done differently.
  • ...23 more annotations...
  • asks students to “read like a detective” (NYSED) where they are looking closely for details.
  • When he took his daughters to baseball games as children, they missed all the intricacies of the game such as the signals sent from the coach to the player on first base or secret signs passed around by the players:
  • Deep reading forces students to dig further into the text by asking them to re-read, re-visit, and search for the hidden intricacies of the text
  • A text-dependent question forces students to go back to the text.  It is a question they could not answer if they did not read, and even if they did read, they will still need to refer back to the text to answer the question.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      We need to model the PD to match this.
  • Good text-dependent questions, according to the guide, cause students to do at least one of the following tasks:
  • achievethecore.org, created by the Student Achievement Partners
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      we need to add this site to the google page.
  • While asking these kinds of questions requires planning in advance–I know I would have a challenging time making them up on the spot!–it is a different kind of planning than we are used to because instead of preparing to give away all the information, we are planning to ask probing questions that guide students in uncovering the information.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Another subtle shift, we'll need to address this in our PLCs
  • If students are being asked to “read like detectives,” they are being asked to “write like investigative reporters,” which means building their own arguments in response to texts
  • The common core standards ask us to change the kinds of questions we ask and to require our students to do more work on their own.
    • Katy Vance
      Katy Vance on 02 May 12
       
      It is interesting, because in a lot of ways I feel that they are not only talking about how the question is not forcing students to return to the text, but it is also indicating that this question was looking for answers that the student already HAD!
  • Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words
    • Katy Vance
      Katy Vance on 02 May 12
       
      This reminds me of poetry cLASSES I had in college, where we would debate language choice for an hour!
  • Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another
    • Katy Vance
      Katy Vance on 02 May 12
       
      http://visuwords.com/ Visuwords would be a great digital resource for this approach, allowing students to be introduced to new vocabulary while at the same time forcing them to make decisions about the meaning of words and choice of words.
  • Consider what the text leaves uncertain or unstated
    • Katy Vance
      Katy Vance on 02 May 12
       
      A lot of the time I feel I select texts for what they answer and not for what they leave UN-answered.
  • They ask us to let our students unravel the mysteries of reading.
    • Katy Vance
      Katy Vance on 02 May 12
       
      This makes me wonder what traditional strategies for analyzing might not be appropriate anymore in the world of Common Core.
  • I would present them with the whole Thanksgiving turkey and have them dig in on their own.  I would then guide their learning by pre-planning questions that make them dig deeper and deeper into the levels of meaning:  How does the use of the phrase “kinks in his soul” define the view the Yooks have of the Zooks?  What causes VanItch to “look quite sickly”?  What is Dr. Seuss saying through the growing intensity of the weapons?  Why does Dr. Seuss end the book with the “Big-Boy Boomeroo” standoff?
    • Katy Vance
      Katy Vance on 02 May 12
       
      I would really like to see the text, because these questions seem great for dealing with the words, but how do they allow students to dissect the hidden meanings?
    • Katy Vance
      Katy Vance on 02 May 12
       
      This question was selected for the answers, not for the exploration of the text!
  • “How did the characters represent the countries
  • involved in the Cold War?” they could answer without having to look back in the text.  In fact, because we had already discussed the Cold War and how the countries behaved, they could probably answer that question without having read The Butter Battle at all!  Again, my question itself did all of the work for the students; I left them no responsibility for dissecting the text.
  • doing due diligence to pre-reading activities
  • expectations
  • Defining
  • Dependent
  • astray
Katy Vance

Using the Joy Luck Club to Teach Core Standards and 21st Century Literacies - 1 views

www.ncte.org/...EJ1015Joy.pdf

language_arts English literacy common_core exemplars ncte

shared by Katy Vance on 09 May 12 - No Cached
  • Katy Vance on 09 May 12
     
    This is an example of how to teach Common Core Literacy Standards through the Joy Luck Club.
Kirsten Edwards

Educational Leadership:Best of Educational Leadership 2006-2007:Improving the Way We Gr... - 1 views

www.ascd.org/...-the-Way-We-Grade-Science.aspx

shared by Kirsten Edwards on 08 Jul 12 - No Cached
  • When the researchers looked to see what kinds of feedback caused this decline in performance, they found that it was feedback that focused on the person, rather than on the task. When feedback focused on what the person needed to improve and on how he or she could go about making such improvements, learning improved considerably.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Need to provide feedback to students that provides them with information about how to improve...Good job is not enough.
  • In most classrooms, if students forget something that they have previously been assessed on, they get to keep the grade. When students understand that it's what they know by the end of the marking period that counts, they are forced to engage with the material at a much deeper level.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Requires students to know knowledge at a deeper level and requires teachers to spiral information throughout the year.
  • When assessment is dynamic, however, all students can improve. They come to see ability as incremental instead of fixed; they learn that smart is not something you are—it's something you become.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Allows students to improve over time...it is ok for students to learn at different rates.
  • ...3 more annotations...
  • The final grade for the marking period is based on the aggregate level of proficiency displayed in the 10 content standards. “Green lights” are worth 2 points, “yellow lights” are worth 1 point, and “red lights” are worth 0 points. Consequently, the highest score for the marking period is 20 points (10 content standards × 2 points), or 100 percent. To receive an A, students need to master at least 90 percent of the required content, earning a minimum of 18 points. A student can achieve this with 10 greens (20 points), 9 greens and 1 yellow (19 points), 9 greens and 1 red (18 points), or 8 greens and 2 yellows (18 points). A grade of B reflects 80 percent mastery (a minimum of 16 points), and a C reflects 70 percent mastery (a minimum of 14 points). Students can achieve these points through various configurations of “lights.”
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      One method of translating standards-based grading into a traditional grading scale
  • At the end of the unit, students take a test to verify their level of mastery in each identified content/skill area. If students do better than expected, the teacher updates their achievement profile with this “latest and best” evidence.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      It is ok if it takes you longer to learn a concept than your peers.
  • understood that they were expected to improve as a result of instruction and not expected to arrive at school already knowing the content.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Creating life-long learners
sheldon reynolds

Education Week: Common-Core Work Must Include Teacher Development - 1 views

www.edweek.org/...19hirsh.h31.html

common core professional_development

shared by sheldon reynolds on 16 May 12 - No Cached
  • Yet a fundamental contradiction underlies the progress: While we are promoting radical change in creating a coherent national framework for what students should know and the way they learn, we have not yet committed to offering teachers the deep learning they will need to transform the way they work.
  • oo many plans for supporting the transition to the common core read more like communication plans than serious road maps for preparing educators to teach the standards.
  • "What made you think you could transform teacher practice and student learning with traditional models of professional development?"
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Exactly why we need to do our own PLN, it has to model what's expected of the students
  • ...9 more annotations...
  • we will not achieve the outcomes we expect and need without comprehensive professional learning for educators that supports the new standards. The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      I think the emphasis on the shifts will be even more important than the stds
  • teachers will need to employ instructional strategies
  • They will need subject-area expertise well beyond basic content knowledge and pedagogy to create dynamic, engaging, high-level learning experiences for students.
  • their leaders will need to champion professional learning in their buildings and back the teachers who coach and support each other.
  • Administrators and teachers working together plan, execute, and assess professional learning.
  • It is collective and collaborative within and across buildings, so the quality of instruction improves consistently from classroom to classroom and from school to school. It includes time for teachers to learn from each other, examine research and effective practices, and problem-solve. It demands leadership from teachers as coaches and mentors, while continuing to tap the knowledge of outside experts and resources.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      This is basically a blueprint for the dual focus of our PLCs
  • Learning Forward,
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Need to find out more about this group
  • Sandler Foundation
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      find out more about this group as well
  • It is through this combination of commitment to the standards and comprehensive change in professional learning that we hope to see the promise of the common core come to life.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Powerful statement I need to be sure to include this in blogs/presentations
carissa june

'Talking pineapple' question on standardized test baffles students - The Answer Sheet -... - 0 views

www.washingtonpost.com/...gIQA8i01VT_blog.html

professional_development research test

shared by carissa june on 25 Apr 12 - No Cached
  • carissa june on 25 Apr 12
     
    "The whole push for test-based school reform makes about as much sense as a talking pineapple."  Take everything with a "grain of salt"-what can we surmise as the "good" stuff and the overkill?
  • Katy Vance on 26 Apr 12
     
    My favorite reflection on this text was Ken Jenning's breakdown on the essay... hilarious!
Katy Vance

EpicRomeoandJuliet - home - 0 views

epicromeoandjuliet.wikispaces.com

blog innovation technology language arts 21stcenturylearning wiki drama

shared by Katy Vance on 29 Apr 12 - No Cached
  • Katy Vance on 29 Apr 12
     
    I would be interested to examine this project against the CC standards for reading literature.  We didn't really touch on drama this year, and a student produced performance of a paly would be pretty amazing.
Katy Vance

As the CC spreads, opposition, challenges, reality checks « Nonfiction Matters - 1 views

blog.schoollibraryjournal.com/...tion-challenges-reality-checks

Common Core shifts instruction language_arts nonfiction

shared by Katy Vance on 29 Apr 12 - No Cached
    • Katy Vance
      Katy Vance on 29 Apr 12
       
      This is something we did not do nearly enough of this year- reading REAL Non-fiction.  Not the short prepped by Edhelper kind, but excerpts from longer non-fiction pieces and reading extended non-fiction.  Non-fiction is essential.
  • Katy Vance on 29 Apr 12
     
    But part of the "standardization" fear I suspect is linked to the shift to NF - from teachers who don't know NF, or think of it as textbooks or, as they see it "dry facts," or just don't want to be told what to teach. Some have argued that NF, especially NF that students are being asked to critique, and to read for evidence and POV, is too hard for their kids, or struggling readers, or ELL, or special needs, etc. And - here I, many of you who read this blog agree - there are those spooked by the early emphasis on NF "short texts" fear that engagement in reading is replaced by so much scaffolding that the operation is a success but the patient dies.
  • carissa june on 04 May 12
     
    Non fiction is "scary" to me because I feel as if it is boring. I also worry about the scaffolding necessary for reading non fiction. Not just reminding students to stop and talk to the text, but literally chunking the material and writing in the text-"STOP. Think about what you read. Summarize it."
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