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Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little . . . Mark Tucker. 1.

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slide1
Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little . . .

Mark Tucker

1

slide2

Module 3: Instruction

  • English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
agenda
Agenda
  • Math and ELA Standards Structure
  • Appendix A: What’s it all About?

-Rigor and Relevance

-Effective Instruction

  • English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
    • Understanding the Areas of Emphasis
    • A Model for Successful Instruction
    • Model Lesson
focus question 1
Focus Question 1:

What is your current understanding of the structure and organization of the Common Core State Standards?

scavenger hunt
Scavenger Hunt
  • What color are the pages for the CCSS ELA College and Career Readiness Anchor Standards for Reading? _______________________
  • On what pages will you find the Reading Standards for Literature K-5? ___________
  • What color are the pages? ______________________
  • On what pages can you find the Writing Standards for 6-12? _______________
  • What grade level needs to have an internalized understanding and knowledge of green pages 7-9? ________________
  • K-5 Writing Standards begin on what page? ______ End? _______
  • K-5 Reading Standards for Informational Text begin on page? _______ End? ______
  • Reading Standards for Literature 6-12 begin on page? _______ End? ______
  • Reading Standards for Informational Text 6-12 begin on page? _______ End? _____
  • What two other Standards are in the green pages? ___________________________
  • Where do you find the other two standards for K-5? ___________________________
  • How about for 6-12? ___________________________________________________
  • What do you find on page 23? Summarize__________________________________________________________________________________________________________________________________________
scavenger hunt cont
Scavenger Hunt, cont.’

14. How about on pages 24 and 25 (K-5 teachers) OR pages 48 and 49 (6-12 teachers)? Summarize _______________________________________________________________

_________________________________________________________________________

15. What is the biggest “aha” for you from page 26? _______________________________

________________________________________________________________________

16. What is found on pages 50-53? ____________________________________________

17. How about on pages 54-55? ______________________________________________

Debrief!

slide10
New standards — whether about student learning or educator performance — are notself-implementing.

10

what are the missing components for full implementation think pair share whip around
What are the missing components for full implementation?Think-Pair-Share/Whip Around
focus question 2
Focus Question 2:

This is the biggest educational reform to come about in history—where is your mindset in relation to these paradigm shifts? Teacher perspective? Administrator perspective?

slide14

Transformed

Student Learning

Transformed

Classroom Instruction

Transformed

Professional Learning

effective instruction
Effective Instruction

“A long line of students has established that the single most important school influence on student learning is the quality of the teacher.”

as presented by Linda Darling-Hammond (2007)

The quality of an education system cannot exceed the quality of its teachers [and principals].

- Barber and Mourshed

celebrate teachers
Celebrate Teachers!

It is imperative for you, as teachers, to understand what an important impact YOU are in the success or failure of students. Be a quality teacher, everysingleday…

the big ideas
The BIG Ideas:

Transforming…

  • Student Learning
  • Classroom Instruction
  • Professional Learning
jigsaw reading assignments
Jigsaw Reading Assignments

Reading

---Appendix A pp. 2-16 (choose just one annotated reading text: “Narrative of the Life of Frederick Douglass”, “The Grapes of Wrath”, OR “A Most Terrible Sea”)

Reading Foundational Skills (K-5 teachers)

---Appendix A pp. 17-22

Writing

---Appendix A pp. 23-25

Speaking and Listening & Language

---Appendix A pp. 23-35

rigor relevance framework
Rigor/Relevance Framework®

International Center for Leadership in Education (n.d.)

quadrant a
Quadrant A

Verbs

name

label

define

select

identify

list

memorize

recite

locate

record

Products

definition

worksheet

list

quiz

test

workbook

true-false

reproduction

recitation

quadrant a acquisition
Quadrant A: Acquisition

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.

A

Acquisition

Application 3

International Center for Leadership in Education (n.d.)

Comprehension 2

Awareness 1

1

Knowledge in one discipline

2

Apply knowledge in discipline

quadrant b
Quadrant B

Verbs

apply

sequence

demonstrate

interview

construct

solve

calculate

dramatize

interpret

illustrate

Products

scrapbook

summary

interpretation

collection

annotation

explanation

solution

demonstration

outline

quadrant b application
Quadrant B: Application

Students use acquired knowledge to solve problems, design solutions, and complete work.

B

Application

Application 3

International Center for Leadership in Education (n.d.)

Comprehension 2

Awareness 1

3

Apply knowledge across disciplines

4

Apply to real-world predictable situation

5

Apply to real-world unpredictable situation

quadrant c
Quadrant C

Verbs

sequence

annotate

examine

report

criticize

paraphrase

calculate

expand

summarize

classify

diagram

Products

essay

abstract

blueprint

inventory

report

plan

chart

questionnaire

classification

diagram

discussion

collection

annotation

quadrant c assimilation
Quadrant C: Assimilation

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.

Evaluation 6

C

Assimilation

International Center for Leadership in Education (n.d.)

Synthesis 5

Analysis 4

Application 3

1

Knowledge in one discipline

2

Apply Knowledge in one discipline

quadrant d
Quadrant D

Verbs

evaluate

validate

justify

rate

referee

infer

rank

dramatize

argue

conclude

Products

evaluation

newspaper

estimation

trial

editorial

radio program

Play

collage

machine

adaptation

poem

debate

invention

quadrant d adaptation
Quadrant D: Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns,to find creative solutions and take action that furtherdevelops their skills and knowledge.

Evaluation 6

D

Adaptation

International Center for Leadership in Education (n.d.)

Synthesis 5

Analysis 4

Application 3

3

Apply knowledge across disciplines

4

Apply to real-world predictable situation

5

Apply to real-world unpredictable situation

rigor relevance framework teacher student roles

C

D

StudentThink

StudentThink & Work

High

RIGOR

A

B

Low

StudentWork

TeacherWork

Low

High

RELEVANCE

Rigor/Relevance Framework®Teacher/Student Roles

International Center for Leadership in Education (n.d.)

learning pyramid
Learning Pyramid

PassiveLearning

ActiveLearning

adapted from Ntl Institute for Applied Behavioral Science (n.d.)

the learning pyramid
The Learning Pyramid

Have a discussion with your table group around observations/comments you have about the Learning Pyramid in relation to effective instruction.

focus question 3
Focus Question 3:

What is your level of confidence in discerning the complexity of text material or media for the purpose of developing a unit of study around it?

Superficial/one dimensional?

Rich, multi-layered; building toward

readiness for College and Career?

closing
Closing
  • Evaluation Feedback
      • Bring your textbooks next time
            • Develop a planning template
  • Thank you, thank you, thank you!