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Demys&fying CCSS and Its Impact on Teaching and Prac&ce
Vicki Gibson, Ph.D. www.gha-‐pd.com
Copyright2016©GHA All rights reserved. 1
Demystifying CCSS and Its Impact on Teaching And Practice
Vicki Gibson, Ph.D. !Author/Consultant !
Gibson Hasbrouck & Associates!!
essentials
KNOWLEDGE about OUTCOMES !
IMPACT on teaching and student practice !
ASSESSMENT – monitoring progress, mastery !
Performance outcome Needs to DO
Instructional outcome Needs to LEARN
Assessment outcome Needs to PASS
Outcomes are for teachers ���and students
Appropriate level of performance
Monitor/report progress!
Assess mastery!
Integrated performances
Integrate to teach and achieve outcomes in a Standard
(CCSS, 2010)
Assess for mastery IF indicated in Standard
Instructional and assessment challenge
(CCSS, 2010)
Engage effectively in a range of collaborative discussions (one-to-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts; building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared
b. Follow agreed upon rules for discussions
c. Ask questions, stay on topic, link their comments to remarks of others
d. Explain their own ideas and understanding
Gr. 3 Speaking and Listening Standard (SL.G3.1)
Demys&fying CCSS and Its Impact on Teaching and Prac&ce
Vicki Gibson, Ph.D. www.gha-‐pd.com
Copyright2016©GHA All rights reserved. 2
Achieving outcomes in Standards
TEACHING and PRACTICE
must be aligned with OUTCOMES
reflected in state standards
Verbs and nouns
Verbs identify INTENSITY of instruction
and student performance
Nouns identify key details
(CCSS, 2010)
Kindergarten!
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear
WK.8 With guidance and support from adults, recall information from experiences or gather information from provided resources to answer a question
Depth of Knowledge Levels
(Webb, 2005)
Depth of Knowledge Levels, ���Bloom’s Taxonomy, CCSS resources
KAREN HESS, https://education.ohio.gov/getattachment/Topics/Teaching/Educator-Evaluation-System/How-to-Design-and-Select-Quality-Assessments/Webbs-DOK-Flip-Chart.pdf.aspx
LevelsofThinkinginBloom’sTaxonomyandWebb’sDepthofKnowledge
Bloom’s–OldVersion(1956) Bloom’s‐NewVersion(1990’s) Webb’sDOK(2002)
Bloom'ssixmajorcategorieswerechangedfromnountoverb
formsinthenewversionwhichwasdevelopedinthe1990’sand
releasedin2001.Theknowledgelevelwasrenamedas
remembering.Comprehensionwasretitledunderstanding,and
synthesiswasrenamedascreating.Inaddition,thetoptwolevels
ofBloom’schangedpositionintherevisedversion.
Bloom’sTaxonomy RevisedBloom’sTaxonomy
Knowledge Remembering
Recallappropriateinformation.
Comprehension Understanding
Graspthemeaningofmaterial.
Application ApplyingUselearnedmaterialinnewandconcretesituations.
Analysis AnalyzingBreakdownmaterialintocomponentpartssothatits
organizationalstructuremaybeunderstood.
Synthesis EvaluatingPutpartstogethertoforma
newwhole.
Makejudgmentsbasedoncriteriaand
standards.
Evaluation Creating(PreviouslySynthesis)Judgevalueofmaterial
foragivenpurpose.
Putelementstogethertoforma
coherentorfunctionalwhole;
reorganizingelementsintoanew
patternorstructurethrough
generating,planning,orproducing.
NormanL.WebbofWisconsinCenterforEducationalResearchgeneratedDOKlevelsto
aidinalignmentanalysisofcurriculum,objectives,standards,andassessments.
Webb’sDepthofKnowledge&CorrespondingVerbs*Someverbscouldbeclassifiedatdifferentlevelsdependingonapplication.
RecallandReproductionCorrelatestoBloom’s2LowestLevelsRecallafact,information,orprocedure.
arrange,calculate,define,draw,identify,list,label,illustrate,match,measure,memorize,
quote,recognize,repeat,recall,recite,state,tabulate,use,tellwho‐what‐when‐where‐
why
Skill/ConceptEngagesmentalprocessbeyondhabitualresponseusinginformationorconceptual
knowledge.Requirestwoormoresteps.
apply,categorize,determinecauseandeffect,classify,collectanddisplay,compare,
distinguish,estimate,graph,identifypatterns,infer,interpret,makeobservations,modify,
organize,predict,relate,sketch,show,solve,summarize,usecontextclues
StrategicThinkingRequiresreasoning,developingplanorasequenceofsteps,somecomplexity,morethan
onepossibleanswer,higherlevelofthinkingthanprevious2levels.apprise,assess,citeevidence,critique,developalogicalargument,differentiate,draw
conclusions,explainphenomenaintermsofconcepts,formulate,hypothesize,investigate,
revise,useconceptstosolvenon‐routineproblems
ExtendedThinkingCorrelatestoBloom’s2HighestLevels
Requiresinvestigation,complexreasoning,planning,developing,andthinking‐probably
overanextendedperiodoftime.*Longertimeperiodisnotanapplicablefactorifworkis
simplyrepetitiveand/ordoesnotrequirehigher‐orderthinking.
analyze,applyconcepts,compose,connect,create,critique,defend,design,evaluate,
judge,propose,prove,support,synthesize
DebbiePerkins,2008
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions - Reading
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, recognize, or locate basic facts, details, events, or ideas explicit in texts
o Read words orally in connected text with fluency & accuracy
o Define terms
Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion), predict, compare/contrast, match like ideas, explain, construct models
o Identify or describe literary elements (characters, setting, sequence, etc.)
o Select appropriate words when intended meaning/definition is clearly evident
o Describe/explain who, what, where, when, or how
o Specify, explain, show relationships; explain why, cause-effect
o Give non-examples/examples o Summarize results, concepts, ideas o Make basic inferences or logical
predictions from data or texts o Identify main ideas or accurate
generalizations of texts o Locate information to support explicit-
implicit central ideas
o Explain, generalize, or connect ideas using supporting evidence (quote, example, text reference)
o Identify/ make inferences about explicit or implicit themes
o Describe how word choice, point of view, or bias may affect the readers’ interpretation of a text
o Explain how concepts or ideas specifically relate to other content domains or concepts
o Develop generalizations of the results obtained or strategies used and apply them to new problem situations
Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task
o Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning of words
o Use context to identify the meaning of words/phrases
o Obtain and interpret information using text features
o Apply a concept in a new context o Illustrate how multiple themes (historical, geographic, social) may be interrelated
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view)
o Identify whether specific information is contained in graphic representations (e.g., map, chart, table, graph, T-chart, diagram) or text features (e.g., headings, subheadings, captions)
o Categorize/compare literary elements, terms, facts, details, events
o Identify use of literary devices o Analyze format, organization, &
internal text structure (signal words, transitions, semantic cues) of different texts
o Distinguish: relevant-irrelevant information; fact/opinion
o Identify characteristic text features; distinguish between texts, genres
o Analyze information within data sets or texts
o Analyze interrelationships among concepts, issues, problems
o Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text
o Use reasoning, planning, and evidence to support inferences
o Analyze multiple sources of evidence, or multiple works by the same author, or across genres, time periods, themes
o Analyze complex/abstract themes, perspectives, concepts
o Gather, analyze, and organize multiple information sources
o Analyze discourse styles
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
o Cite evidence and develop a logical argument for conjectures
o Describe, compare, and contrast solution methods
o Verify reasonableness of results o Critique conclusions drawn
o Evaluate relevancy, accuracy, & completeness of information from multiple sources
o Draw & justify conclusions o Apply understanding in a novel
way, provide argument or justification for the application
Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, produce
o Generate conjectures or hypotheses based on observations or prior knowledge and experience
o Synthesize information within one source or text
o Develop a complex model for a given situation
o Develop an alternative solution
o Synthesize information across multiple sources or texts
o Articulate a new voice, alternate theme, new knowledge or perspective
DOK Question Stems
DOK 1 • Can you recall______? • When did ____ happen? • Who was ____? • How can you recognize____? • What is____? • How can you find the meaning of____? • Can you recall____? • Can you select____? • How would you write___? • What might you include on a list
about___? • Who discovered___? • What is the formula for___? • Can you identify___? • How would you describe___?
DOK 2 • Can you explain how ____ affected ____? • How would you apply what you learned
to develop ____? • How would you compare ____?
Contrast_____? • How would you classify____? • How are____alike? Different? • How would you classify the type of____? • What can you say about____? • How would you summarize____? • How would you summarize___? • What steps are needed to edit___? • When would you use an outline to ___? • How would you estimate___? • How could you organize___? • What would you use to classify___? • What do you notice about___?
DOK 3 • How is ____ related to ____? • What conclusions can you draw _____? • How would you adapt____to create a
different____? • How would you test____? • Can you predict the outcome if____? • What is the best answer? Why? • What conclusion can be drawn from
these three texts? • What is your interpretation of this text?
Support your rationale. • How would you describe the sequence
of____? • What facts would you select to
support____? • Can you elaborate on the reason____? • What would happen if___? • Can you formulate a theory for___? • How would you test___? • Can you elaborate on the reason___?
DOK 4 • Write a thesis, drawing conclusions from
multiple sources. • Design and conduct an experiment.
Gather information to develop alternative explanations for the results of an experiment.
• Write a research paper on a topic. • Apply information from one text to
another text to develop a persuasive argument.
• What information can you gather to support your idea about___?
• DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument.
• DOK 4 requires time for extended thinking.
From Depth of Knowledge – Descriptors, Examples and Question Stems for Increasing Depth of Knowledge in the Classroom Developed by
Dr. Norman Webb and Flip Chart developed by Myra Collins
Question stems
OREGON, http://www.ode.state.or.us/teachlearn/subjects/socialscience/standards/depthofknowledgechart.pdf
CCSS Big Sheets
Download from website: www.gha-pd.comELA, Grades K-12!Math, Grades K-5!
Directions for use
Demys&fying CCSS and Its Impact on Teaching and Prac&ce
Vicki Gibson, Ph.D. www.gha-‐pd.com
Copyright2016©GHA All rights reserved. 3
Download CCSS BIG SHEETS and Directions ELA, Grades K-‐12 and Math, Grades K-‐5
www.gha-‐pd.com
CCSS Big Sheets
Cumulative progressive design
The cumulative DESIGN follows
learning progressions
Introduction
Collaborativepractice
Mastery
Learning progressions
• LISTENING COMPREHENSION, receptive language
• Silent period
• EXPRESSIVE LANGUAGE, VOCABULARY DEVELOPMENT labeling, phrases, sentences
• ORAL LANGUAGE EXPRESSIVE FLUENCY
• READING (sounds, words, phrases, sentences, paragraphs, connected text in books)
• WRITING (letters, words, sentences), highest form of language
(August & Shanahan, 2008; Beck, McKeown & Kucan, 2002; Berne, 2002; Jensen, 2010; Heritage, 2010; Hess, 2010; Kame’enui, Carnine, Dixon, Simmons & Coyne, 2002; Pinnell & Jaggar, 1991; Snow, Burns & Griffin, 1998; Vaughn, Linan-Thompson, & Hickman, 2003)
Outcomes-based instruction
Integrate, differentiate
Practice collaboratively
Monitor and sustain gains
Professional development
Booklets
Gibson Hasbrouck & Associates www.gha-pd.com
Getting Started with Differentiating Instruction, Vicki Gibson, Ph.D.
Copyright©GHA2014. All Rights Reserved, www.gha-pd.com
Create a Management System
1. Arrange furniture to create work areas for Teaching Table, collaborative and independent practice.
2. Develop daily schedule with time periods for whole and small group activities. 3. Create a bulletin board used as a Business Center that includes a daily
schedule, job chart, rotation chart, and lists of assigned work partners. 4. Develop a Rotation Chart that visually communicates how to participate. 5. Create Job Chart, assign weekly jobs and teach students how to participate. 6. Create Do/Done Folders for paper management during class activities. 7. Create individual student mailboxes (hanging file folders). 8. Organize supplies for small group activities at point of use.
Organize for Instruction
1. Observe students and collect data to determine capabilities and needs. 2. Use data to plan instruction and pacing and select materials and activities. 3. Preview lesson materials and determine how to enhance comprehension. 4. Use data to assign group memberships and assigned reading partners. 5. Plan purposeful collaborative practice activities that reflect prior instruction.
Enhance instructional Effectiveness
1. Provide student-focused instruction in small groups at Teaching Table. 2. Model and provide repeated practice with constructive feedback. 3. Teach vocabulary word meanings, linking to background knowledge to big ideas. 4. Encourage collaborative discussions to enhance oral language development. 5. Differentiate instruction and provide feedback to enhance comprehension. 6. Use graphic organizers to chunk information, review, and extend learning.
Monitor Progress
1. Monitor students’ response to instruction and needs for clarification. 2. Record your observations on mailing labels and file labels in students’ mailbox. 3. Use data to assign productive work for collaborative, guided practice activities. 4. Assign sufficient collaborative practice before students work independently. 5. Use data to assign independent practice, incorporating rough drafts/revisions. 6. Adjust instruction, curriculum, group memberships and pacing as needed. 7. Collect and date work samples and file in mailboxes to monitor progress. 8. Report and communicate progress to establish consistent expectations.
Tips for Successful Implementation
1. Teach students how to listen attentively and use respectful communications. 2. Model, teach, and practice behavioral expectations for collaboration. 3. Clearly communicate instructional expectations using student contracts. 4. Encourage responsible, accountable decision-making and self-regulation. 5. Praise compliance, efforts and achievements, and document successes.
Getting Started
Thanks for participating
Vicki Gibson, Ph.D. !Author, WondersMcGraw Hill [email protected] www.gha-pd.com