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Around the History of the World in 90 Days

Around the History of the World in 90 Days. Differentiating Common Core Activities in PLTs. Today’s Objectives: P.W.B.A.T…. Explain the positive impact of common core in the social studies classroom Recognize the value of collaboration Implement two or more new formative assessment strategies

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Around the History of the World in 90 Days

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  1. Around the History of the World in 90 Days DifferentiatingCommon Core Activities in PLTs

  2. Today’s Objectives: P.W.B.A.T… • Explain the positive impact of common core in the social studies classroom • Recognize the value of collaboration • Implement two or more new formative assessment strategies • Create a differentiated common core lesson through collaboration

  3. Introductions • Name • School • Years of experience • Subject(s) you teach

  4. Common Core StandardsEnglish Language Arts and MathematicsGCS 3 • June 2, 2010 Let’s review……

  5. Rationale • EquityStudents expectations the same regardless of where they live • College and Career ReadinessStudents need to be more than proficient • Comparability State results will be comparable through common assessments • Sharing of ResourcesThe ability to share instructional materials across state lines can improve practice • Economies of ScalePossible savings due to sharing of resources and assessments • Student MobilityStudents moving into and out of states will have the same standards

  6. Rationale • EquityStudents expectations the same regardless of where they live • College and Career ReadinessStudents need to be more than proficient • Comparability State results will be comparable through common assessments • Sharing of ResourcesThe ability to share instructional materials across state lines can improve practice • Economies of ScalePossible savings due to sharing of resources and assessments • Student MobilityStudents moving into and out of states will have the same standards

  7. ELA Standards Advances • Text complexity • Balance of literature and informational texts • Direct link to college and work readiness • Literacy standards for science and social studies • Clear vertical progressions across grades

  8. ELA Standards Advances • Text complexity • Balance of literature and informational texts • Direct link to college and work readiness • Literacy standards for science and social studies • Clear vertical progressions across grades

  9. ELA Standards Advances • Text complexity • Balance of literature and informational texts • Direct link to college and work readiness • Literacy standards for science and social studies • Clear vertical progressions across grades

  10. ELA Standards Advances • Text complexity • Balance of literature and informational texts • Direct link to college and work readiness • Literacy standards for science and social studies • Clear vertical progressions across grades

  11. ELA Standards Advances • Text complexity • Balance of literature and informational texts • Direct link to college and work readiness • Literacy standards for science and social studies • Clear vertical progressions across grades

  12. Revised Bloom Taxonomy Cognitive Process Types of Knowledge

  13. Where to begin: How to determine differentiation needs • Reading level • Retention/recall ability • Vocabulary • Life experiences • Motivational level • Interest level Write-Around Activity • Brainstorm a list of activities you have used to determine abilities and interests • After one minute, pass your index card to the right. • Read the list. Add to the list. Star (*) ideas that you want to inquire about. • Repeat until your card returns to you. • Table talk • Pictograph • Personal Timeline • Free Write

  14. You are not alone! Collaboration • PLTs • Case managers • LEP teachers • Staff PLT Examples: Vocabulary Assessments Shared Folder Delicious Reflection – Opinion Journal

  15. Differentiating Common Core Lessons Example Lesson • Disability Awareness Common Core Activity

  16. John Locke – Book 2, Chapter 11 Excerpt 12. Idiots and madmen. How far idiots are concerned in the want or weakness of any, or all of the foregoing faculties, an exact observation of their several ways of faultering would no doubt discover. For those who either perceive but dully, or retain the ideas that come into their minds but ill, who cannot readily excite or compound them, will have little matter to think on. Those who cannot distinguish, compare, and abstract, would hardly be able to understand and make use of language, or judge or reason to any tolerable degree; but only a little and imperfectly about things present, and very familiar to their senses. And indeed any of the forementioned faculties, if wanting, or out of order, produce suitable defects in men's understandings and knowledge.

  17. Stacey Clifford’s LOCKE, EQUALITY AND COGNITIVE DISABILITY What are the differences, for Locke, between changelingsand idiots? Unfortunately, I find it nearly impossible to know for certain what in fact distinguished these groups. But we know that they shared a common defect of the mind that renderedthem both incapable of abstraction, language and personal identity. Retracing Locke’smyriad uses of idiots–to disprove innate ideas, to elucidatekey human faculties, and to draw the bounds of human membership–we might say that idiots are changelings: while they never fully materialize in Lock’s text, their shape constantly shifts change dependent on the task at hand. Indeed, because they never fully emerge enables their shape-shifting status. Hence, although Locke relegatesidiots to the periphery of moral existence, their function is central to Locke’s enterprise.

  18. Differentiating Common Core Lessons Example Lesson • Renaissance Common Core Activity

  19. Examples of Renaissance Art, Architecture and Sculptures

  20. Focus Activity #1ABC Brainstorming Using the alphabet handout, list up to ten products created using your assigned fuel A: Ethanol B: Petroleum C: Oil D: Coal

  21. A: Ethanol • http://www.ethanol.org/index.php?id=39

  22. B: Petroleum

  23. C: Oil

  24. E: Coal

  25. Focus Activity #2Conversation Questions Pg. 73 Texts and Lessons for Content Reading • Underline interesting phrases or comments • Look for up to three quotes or passages to underline • For each quote or passage, jot down “fat” questions to discuss at your table

  26. Fat Question Examples • How could that… • What is your opinion on… • How did you react when… • Why do you think… • Why is this… • How do you feel about… • What reasons would you give for… • How does _____ relate to your own experiences? • Explain… • Give me some examples of… • Why do you think _____ did that? • What does _____ make you think about?

  27. Your Turn! • Resources: a. Essential Standards for Goal 8 b. Reading and Writing Standards for Literacy c. Activity template d. Examples of modified activities e. Variety of texts Ccsiworldhistoryin90days.weebly.com 2. Group Instructions: a. Write an essential question b. Plan the activity using the template c. Include differentiated versions of texts and questions for diverse learners. 3. Present to the whole group.

  28. Wrap it up! • Turn and talk activity • Plus/Delta TODAY’S OBJECTIVES: • Explain the positive impact of common core in the social studies classroom • Recognize the value of collaboration • Implement two or more new formative assessment strategies • Create a differentiated common core lesson through collaboration

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