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OPEN ACCESS / B.Y.O.T IN A COMMON CORE AGE

Analytical Engine Designed by Charles Babbage 1834. OPEN ACCESS / B.Y.O.T IN A COMMON CORE AGE. Learning in a Technology and Information Rich World. INTRODUCTION CCSS TIMELINE, AND ELA. The Countdown. Assess CA students on CCSS 2014-2015 Field Testing the SBAC assessment program

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OPEN ACCESS / B.Y.O.T IN A COMMON CORE AGE

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  1. Analytical Engine Designed by Charles Babbage 1834 OPEN ACCESS / B.Y.O.TIN A COMMON CORE AGE

  2. Learning in a Technology and Information Rich World INTRODUCTIONCCSS TIMELINE, AND ELA

  3. The Countdown • Assess CA students on CCSS 2014-2015 • Field Testing the SBAC assessment program 2013-2014 • Pilot Testing for SBAC development 2012-2013 • Now 2011-2012

  4. Main Concepts of SBE-adopted CCSS • English/Language Arts • 32 Anchor Standards based on College and Career Readiness expectations, backwards mapped K-12 • Reading • Writing • Speaking/Listening • Language Conventions • Literacy in History/Social Studies, Science, and Technical Subjects

  5. Learning in a Technology and Information Rich World CURRICULAR COMPONENTS CCSS ELA

  6. Curricular Components • Anchor Standards for Writing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

  7. Curricular Components • Anchor Standards for Writing 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

  8. Curricular Components • Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

  9. Curricular Components • Anchor Standards for Speaking and Listening 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

  10. Curricular Components • Students will: • Find and evaluate written information from the internet. • Publish written information to the internet. • Find and evaluate multimedia information from the internet. • Publish multimedia information to the internet.

  11. Assessing Students on the CCSS • Bridge Standard Writing 6 • Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Writing 11-12.6 (College/Career Ready) • Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

  12. Assessing students on the CCSS • Writing 4.6 (Fourth Grade) • With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.

  13. Assessing students on the CCSS • SBAC Content Spec Appendices F • The 4th Grade ELA Shark Example Performance Task • Addresses: W4.1, W4.4, W4.6, W4.9, L4.1, L4.2, L4.3 • Total Time, 1-2 hours (in 2 phases) • Writing Type: Opinion Piece • Reading Texts: Informational, Dictionary/Glossary, Internet Sources

  14. Assessing students on the CCSS Task Summary: This task is to be completed over two phases. 1) Students prepare for writing by reading source materials, planning their essays, and doing a pre-write. 2) Students use fact sheets to decide on an option as well as explore supporting and opposing reasons. Students write an opinion piece to present their choice and reasons for it.

  15. Assessing students on the CCSS

  16. Assessing students on the CCSS 1) Students prepare for writing by reading source materials. • Students are given one web site, directed to another, and given the option of doing their own search. • Students also prewriting and plan their essay. Although students are not asked to peer edit, in this task, they are in other example tasks.

  17. Assessing students on the CCSS 2) Students use fact sheets to decide on an option as well as explore supporting and opposing reasons. Students write an opinion piece to present their choice and reasons for it. • Students are expected to be reasonably proficient with word processing skills and in communicate through writing

  18. Learning in a Technology and Information Rich World CONCLUSION

  19. Dr. Eric Mazur on B.Y.O.T.http://www.youtube.com/watch?v=oMTiEYUKvSc

  20. Conclusion Because of student needs based on CCSS learning expectations, consider: • Bandwidth and connectivity • Authentic student access to the internet • ASAI can be supported through Open Access and B.Y.O.T. policies

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