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NCTC july 2013

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  1. NCTC july2013 Sara English Theresewetherington Vercilyataylor Tracyarnold Wandajones

  2. Standards Clearer and Higher: Why the students need the Common Core •

  3. K-12 CURRICULUM AND INSTRUCTION/NC STANDARD COURSE OF STUDY • MISSION :: Our mission is to provide leadership and support to educators across the State of North Carolina to build and reinforce the Common Core State Standards and North Carolina Essential Standards, to implement the North Carolina State Board of Education goals, and to inform, clarify and disseminate state and federal policies and laws. • VISION :: To help ensure that every student graduates from high school ready for a post-secondary education or career.

  4. STANDARDS AREA • • Arts Education • Driver Education Program • English as a Second Language • English Language Arts • Guidance • Healthful Living • Information and Technology Skills • Mathematics • World Languages • Science • Social Studies • Career Technical Education


  6. What, When? • With a partner, place the • standards in an order to be taught • for one school year.

  7. Scope & Sequence • Scope-The breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student’s school life). All that you do in a given period. • Sequence-The order in which content is presented to learners over time. The order in which you do it. ACT Department of Education and Training. (2009). Scope and Sequence. Retrieved from

  8. Greater Value? “Fence posts and supporting rails - Without both, there is no fence!” Ainsworth, Larry. Power Standards: Identifying the Standards That Matter Most. Lead + Learn Press, Englewood, CO, 2003

  9. NC Department of Public Instruction. (n.d). Common Core State Standards for Mathematics: Grade Level Emphases. Retrieved from

  10. Test Specifications NC Department of Public Instruction—Division of Accountability Services. (2012). Language Arts NC Assessment Specifications Summary, READY EOG Assessments, Grades 3–8. Retrieved from NC Department of Public Instruction—Division of Accountability Services. (2012). Mathematics NC Assessment Specifications Summary, READY EOG Assessments, Grades 3–8. Retrieved from

  11. Prioritize Understand that prioritizing Power Standards does not mean eliminating the rest of the standards

  12. Pacing Guides

  13. Weekly Pacing

  14. Assessment • Measuring what students are learning or have learned • Can be formal (End-of-Grade test) or informal (quiz)

  15. Two types of assessment

  16. Revised Bloom’s Taxonomy • Developed in the 1950s by a group of educational psychologists, chaired by Benjamin Bloom • A framework of educational objectives, or levels of student work, from the lowest level of cognitive thinking to the highest • Revised in the 1990s to reflect 21st century skills in the classroom

  17. Levels of RBT

  18. Another way to look at it . . .

  19. Academic Rigor • Pushing students (and yourself) beyond what comes easily • Productive struggle • Shift from teacher-centered learning to student centered learning • Students are doing the thinking and the work in the classroom; are engaged in relevant learning tasks • Does NOT always = harder work • Deeper understanding of the major concepts and ability to • Generalize learning into various contexts

  20. What Rigor Is and Isn’t . . .

  21. Differentiated Instruction(Defined) “Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.” Carol Ann Tomlinson

  22. What is Differentiation? Differentiation is classroom practice that looks eyeball to eyeball with the reality that kids differ, and the most effective teachers do whatever it takes to hook the whole range of kids on learning. -Tomlinson (2001)

  23. Key Principles of a Differentiated Classroom • The teacher is clear about what matters in subject matter. • The teacher understands, appreciates, and builds upon student differences. • Assessment and instruction are inseparable. • The teacher adjusts content, process, and product in response to student readiness, interests, and learning profile. • All students participate in respectful work. • Students and teachers are collaborators in learning. • Goals of a differentiated classroom are maximum growth and individual success. • Flexibility is the hallmark of a differentiated classroom.

  24. Differentiation Is a teacher’s response to learner’s needs Guided by general principles of differentiation Meaningfultasks Flexiblegrouping Continualassessment Teachers can differentiate through BuildingCommunity QualityCurriculum Content Product Affect/Environment Process According to students’ Readiness Interest Learning Profile Through a variety of instructional strategies such as: Graphic Organizers, Scaffolding, Cubing, Tic-Tac-Toe, Learning Contracts, Tiering, Learning/Interest Centers, Independent Studies, Projects…

  25. At its most basic level, differentiating instruction means “shaking up” what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.

  26. Components of a Lesson Plan • Focus and Review (Establish prior knowledge) • Statement of Objectives (Explain to students what they will • learn) • Teacher Input (Present tasks, information, and guidance) • Guided Practice (Elicit performance, provide assessment • and give feedback) • Independent Practice (Seatwork and Homework/Retention and transfer) • Closure (Recap/Plan for maintenance)

  27. Focus & Review • Hook the student • Grab their attention (Be excited, if you are excited, the students will be also!!!) • Ask questions? • Present a picture that causes the student to wonder

  28. Statement of Objectives • Post/and discuss the objectives or standards in kid friendly terms • Let the students know what you will be covering during the lesson • Create an agenda • Go over essential questions • I can statements (What should the students be able to do at the end of the lesson?)

  29. Teacher Input • Building background knowledge • Lecture part of the lesson • This shouldn’t be very long to hold students attention • Use technology to engage students during this part of the lesson • Use pictures and virtual field trips to build the background for students • Present the “big idea” • Ask the “essential questions”

  30. Guided Practice • This is the part of the lesson that the students complete with guidance from the teacher. • Whole group activity • Small group work • Think, pair, share • Teacher is the facilitator

  31. Independent Practice • After the teaching is done, what can the student do independently? • Use independent practice to guide you in future lessons. • What do I teach next based on what the students can do independently? • Do I need to re-teach? • Do I need to re-teach in a different way?

  32. Closure • Bring the lesson to a close • Ask questions to check for understanding of concepts and materials • Review the big ideas of the lesson • Use the closure as a guide to where to start tomorrow • Put all the pieces together to make connections

  33. What Does a Good Lesson Plan Look Like? • All the components of the six step plan • Differentiated and meets the needs of all students • Rigor and relevance • Is constructed with the end in mind assessment • Is engaging and exciting for students

  34. Review • Standards • Pacing • Scope and Sequence • Assessment • Revised Blooms • Rigor and Relevance • Differentiation • Lesson Plans “Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson