Instructional Shifts for Making “ Fewer, Clearer, and Higher ” A Reality Session 31

1. Instructional Shifts for Making “Fewer, Clearer, and Higher” A RealitySession 31 Susan Gendron Senior Fellow, International Center Model Schools Conference 2012

2. What’s different about CCSS? These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. — CCSS (2010, p.5)

3. Adapted from “Key Design Considerations” (page 4 of the Standards) Shared Responsibility for Students’ Literacy Development • “The Standards insist that instruction in reading, speaking, listening, and language be a shared responsibility within the school” (p. 4). • “This division reflects the unique time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (p. 4).

4. Increasing Sophistication Reading Anchor Standard #9 Integration of Knowledge and Ideas Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Grades 11-CCR Integration of Knowledge and Ideas 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Kindergarten Integration of Knowledge and Ideas • 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

5. Six Shifts in ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary

6. Shift 1 Balancing Literature and Informational Text

7. Reading Framework

8. Teaching ChannelSarah Brown Wessilinghttp://www.teachingchannel.org/videos/pinwheel-discussions-texts-in-conversation

10. Shift #2 Building Knowledge in the Disciplines

11. Why Literacy in History/Social Studies, Science and Technical? • Students are consistently unable to meet the demands of reading text within a particular discipline. • Reading within a discipline is different than reading literature. • The ability to read within the discipline is important to citizenship. • Being literate across a broad range of disciplines is required to be considered College and Career Ready.

12. How is reading history/social studies different from other types of reading? • History is interpretive. • History is an argument in favor of a particular narrative. • Who the author is matters. (sourcing) • The author’s purpose matters. (bias and perspective) • A single text is problematic. (corroboration)

13. How is reading science and technical reading different from other types of reading? • Focus is on claims and counter claims • Precise details, complex details and processes • Analyze results by comparing • Determining what question is being raised • Navigate text, graphs, tables, charts • Evaluate basis for claims

14. Shift #3 Staircase of Text Complexity

15. Text Complexity and Common Core • Teachers must understand what is complex text • Teachers need to assist students in reading complex text • Scaffolded instruction for every learners

16. Overview of Text Complexity • Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

17. Text Difficulty is not the issue • Instruction is • Teachers can scaffold and support students, which will determine the amount of their learning and literacy independence • Text Complexity Raising Rigor in Reading Doug Fisher, Nancy Frey and Diane Lapp

18. Shift #4 Text Based Answers

19. High-quality, Text-dependent Questions & Tasks “Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.”

20. Text Based Questions Only answered with reference to the text Ask student to focus on unique qualities of the text Require students to draw evidence from the text May ask students to follow logic of the author’s argument Students return to text to check their interpretation

21. Shift #5 Writing from Sources

22. CCSS Emphasis in Writing • Three types of writing • Writing Process • Quality of student writing • Writing across the content areas • Research • Citing evidence from text within writing

23. Three types • Argument/Persuasive • Explanatory/Informational • Narrative

24. Explanatory/Informational • Report • Analytical description • Research report • Science lab report • How-to • Fact sheet • Directions

25. Narrative • Fiction • Fantasy • Story • Biography • Personal narrative

26. Argument/Persuasive • Persuasive letter • Review • Personal essay • Historical • Literary • Claims/counter claims – Science • editorial

27. NAEP 2011 Writing Framework

28. Shift #6 Academic Vocabulary

29. Tier I - words of everyday speech Tier II - general academic words, typically found in text, ways to communicate simple ideas Tier III - domain-specific words (informational text) Language Progressive Skills

30. Speaking and Listening • Not a shift, but of increased importance • Comprehension and collaboration • Presentation • Integration of diverse media • Varied audiences • Tone

31. STANDARDS FOR MATHEMATICS JUNE 2010

32. Mathematics Instructional Shifts 1. Focus 2. Coherence 3. Fluency 4. Deep Understanding 5. Application 6. Dual Intensity

33. Focus – Shift # 1 • Key ideas, understandings, and skills are identified • Deep learning of concepts is stressed • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.

34. Coherence – Shift #2 Articulated progressions of topics and performances that are developmental and connected to other progressions Conceptual understanding and procedural skills emphasized equally NCTM states coherence also means that instruction, assessment, and curriculum are aligned

35. Shift #3 Fluency

36. Rigor -Require fluency, application, and deep understanding • Conceptual understanding – solving short conceptual problems, applying math in new situations, and speaking about their understanding • Procedural skill and fluency - speed and accuracy in calculation. • Application - “real world” situations

37. Reasoning • Invite Exploration of important mathematical concepts • Allow students to solidify and make connections • Make connections and develop coherent framework for mathematical ideas • Problem formulation, problem solving and mathematical reasoning

38. Reasoning • More than one solution • Development of all students’ disposition to do math

39. Mathematically proficient students • Make conjectures • Build logical progressions to explore the truth of their conjectures • Justify and communicate their conclusions • Respond to arguments

40. Which number does not belong? Why? 4 16 36 48 64 81 Instead of asking which numbers are odd? From: Math for All: Differentiating Instruction, Grades 3-5, Dacey and Lynch

41. Procedural Fluency • Knowledgeable about procedures • Know when and how to use them • Skill in performing procedures flexibly, accurately, efficiently and with understanding

42. Shift #4 Deep Understanding

43. Cognitively-Guided Instruction Process

44. Mathematics/Standards for Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

45. Shift #5 Application

46. Modeling Identify the problem Formulate a model Analyze and perform operations Interpret results Validate the conclusion Report on the conclusion

47. Shift #6 Dual Intensity

49. How can an administrator support teachers in implementation? • Professional development • 2, ½ days of DESK Academy in November and March • Teachers share examples as part of faculty meetings • Conversations about resources teachers are using • Conversations about how teachers are engaging students • Early out/Late Start—more time for common planning and collaboration

50. Support continued… • Reduce or eliminate “something”; don’t do anything “new”; focus on the implementation of the new core • EAS Process • Require professional goals to be centered on implementing the new core • Teachers as “guide on the side” not “sage on the stage”.