The Instructional Implications of California Common

Core Standards

December 13, 2012Stephanie Pierce

Review our next steps Keep our next steps in mind throughout the

morning. What might I take from this presentation into

the school?

Next Steps

What were your initial impressions of the PowerPoint?

What did you notice about their district?

What are our core principles?

Core Principles

21st Century InstructionEngaged Students

Attitudes/Citizenship

Adapted from Susan Beers, ASCD 2012

Content

3R squared 4 c’s

Life/CareerSkills

Technology

Common Core State Standards (CCSS)

has identified the WHAT!

Content

Did you know even Lady Gaga made the shift?

Common Core This Way!

http://www.youtube.com/watch?v=BwND8J2SvGE

Lady Gaga

When you think about the rigor of CCSS and 21st Century Teaching and Learning, what keeps you up at night? Write your thoughts on a index card.

Reflection

“Instructional leadership” is only impactful to the degree that it influences…Content = the curriculum, level of work in the classroom,Instruction = the knowledge and skills of

teachers, what they doStudent Engagement = the level of active

learning by students.

Elmore

Whip around your table and each person say one word that describes a 21st Century student.

Student

“We need to become “Ministers of Disturbance!” We want our schools to be

better, but almost no one wants them to be different- EXCEPT the students.”

Tony Wagner (2008)

Read the description of Mr. Manderfield’s Classroom.

Use the log to record your findings from this article.

Jot down notes of your findings from this article.

Compare your findings with a colleague.

Mr. Manderfield’s Classroom

Four C’s Three R’s squared Engaged, Motivated Students Life and Career Skills Use of Technology

Instructional Impact

What can leaders do to increase rigor in instruction and assessment?

Essential Question

In your own words, write down what you think is rigor.

http://www.youtube.com/watch?v=Y2Bemw5DQNg

What is academic Rigor?

Academic rigor is helping kids learn to think for themselves…Academic rigor has four main components: student know how to create their own meaning out of what they learn, they organize information so they create mental models, they integrate individual skills into whole sets of processes, and they apply what they’ve learned to new or novel situations.

-Robyn Jackson, ASCD Education Update August 2012

Rigor Definition

Now take another look at your original definition what would you change (add or delete) to your working definition.

Highlight the action verbs in her definition.

Reflection

Rigor is not a Four Letter Wordby Barbara Blackburn, 2012

http://www.youtube.com/watch?v=z7FpqXDfpBQ

Take a moment and review your definition. From this definition, would you further change your definition?

21st Century InstructionEngaged Students

Attitudes/Citizenship

Adapted from Susan Beers, ASCD 2012

Content

3R squared 4 c’s

Life/CareerSkills

Technology

High Energy (Movement) Missing Information (Curiosity) Mild Controversy and Competition The Self-System (Autonomy) Mild Pressure (good anxiety)

Robert Marzano, 2011

Engagement Strategies

http://www.youtube.com/watch?v=7KMM387HNQk

We must take Students Above and Beyond

It Still Works!

When teachers SEE learning through the eyes of the students and when students SEE themselves as their own teachers. John Hattie

The Impact of VISIBLE Learning

800 meta-analyses of 50,000 research articles

150,000 effect sizes 240,000 million students

Hattie, 2009 Visible Learning

Mega Meta Analysis!

A visible learner: Clearly understands what they are learning, Knows where they are in the learning

progression, And can articulate their personal learning

goals.

What is a Visible Learner?

Think critically as you read through the list of influence factors from Hattie’s research. Rank each – high, medium, low – regarding the positive impact that the action, strategy, or attitude has on student achievement. You may collaborate and communicate with the table group!

Your turn…

Of these strategies, what is happening at your school currently?

Which one of these instructional practices are you willing to focus on with your staff as a next step?

Choose one to think about a goal area for improving instruction across your school!

Instructional Focus

ObjectivesParticipants will...Develop an understanding of rigor in the

context of instruction and in the context of assessment; and

Begin to develop understanding of the Standards for Mathematical Practice; and

Explore a sample performance task and discuss how it reflects the instructional shift of rigor, rigor in terms of assessment, and the Standards for Mathematical Practice; and

Engage in collaborative discussions regarding next steps.

Fieldtrip - 6th GradePerformance Task

Complete the task Think about:

What “mathematics” are you engaged with; and

What “else” are you applying to complete the task

Webb’s Depth of Knowledge A measure of rigor in terms of cognitive complexity; the

complexity of mental processing that must occur to complete a task

Levels name four different ways students interact with content1. Recall2. Skills and Concepts3. Strategic Thinking4. Extended Thinking

Each level is dependent on how deeply students understand the content

Is grade level, course, and time dependent Does NOT necessarily indicate degree of “difficulty”

SBAC and Rigor

Hess’ Rigor Matrix Measures the rigor of a task Combines Bloom’s Revised Taxonomy and

Webb’s Depth of Knowledge Defines rigor in terms of what we asking

students to do with what depth of knowledge

Task and Rigor Matrix

Revisit the “Fieldtrip” task Determine the Depth of Knowledge level each

individual problem Determine the Depth of Knowledge level of the

task as a whole Identify where the task as a whole falls on

Hess’ Rigor Matrix

Fieldtrip and Rigor

Introduction to theInstructional Shifts

The Instructional Shifts… Focus strongly where the Standards

focus; Coherence: think across grades, and link

to major topics* within the grades; Rigor: in major topics* pursue:

conceptual understanding, procedural skill and fluency, and application

with equal intensity

Introduction to theInstructional Shifts

Revisit the Fieldtrip task Find evidence of conceptual understanding,

fluency, and application What kind of instruction will be needed to

prepare students for these types of learning expectations?

Lead into SMPs

Look at the rubric for the Fieldtrip Task Two sets of standards under CCSS

Content Standards Standards for Mathematical Practice

Content is not enough!

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning

of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Standards for Mathematical Practice

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.”

Introduction to the Common Core Standards for Mathematics

You have cards at your table with numbers. Read over your number and jot down you

thoughts on the chart. Discuss at your table what you wrote

Standards for Math Practice

Chat Activity

With your table groups take turns sharing how your specific Standard for Mathematical Practice is evident while completing the Taking a Field Trip task.

Reflection

• What are 2 or 3 things that stand out from this session?

• What are implications for your school as you transition to Common Core?

Draft Initial Achievement Level Descriptors Released for Public ReviewFour ALD

Deep CommandSufficient CommandPartial CommandMinimumal Command

http://www.smarterbalanced.org/

SBAC