Implementing the Common Core

1. Welcome Implementing the Common Core Marcia Torgrude mtorgrude@tie.net

2. Common Core Refresher • Person facing screen – gives clues • Person facing away – guesses the word or phrase

3. Common Core • Reasoning • Tools • Abstract • Precision • Structure

4. Common Core • Standards of Mathematical Practice • Persevere • Questioning • Concrete • Modeling

5. Outcomes • Build an understanding of Depth of Knowledge and how that leads to specific learning targets. • Create student friendly learning targets for your lesson. • Build an understanding of Webb Leveling • Assign Webb levels to your learning targets. • Experience activities that promote higher order thinking skills • Embed specific activities into your lesson to promote higher order thinking skills

6. Building a Learning Plan • Select a lesson as a grade level team. • Describe the learning. • What Common Core Standards are you working on?

7. Step 1 – Common Core Standards

8. Learning TargetsWhat does assessment have to do with learning targets?

9. Thinking About Assessment 80 percent of assessments given in classrooms are geared toward low-level thinking. Decisions about assessment happen about every three to four minutes. What do assessments tell us? How are we using assessments?

10. Summative and Formative Assessment Assessment of Learning(Summative Assessment): How much have students learned at a particular point in time? Assessment for Learning(Formative Assessment): How can we use assessments to help students learn more?

11. Assessment of Learning The purpose is: • to measure student achievement at a particular point in time for reporting and accountability; • to sort students in rank order; and • to maximize student learning through standardized tests.

12. Assessment for Learning The purpose is: • to promote further improvement of student learning during the learning process and • to involve students in the ongoing assessment of their own achievement.

13. Assessment for Learning Results are used primarily by students, educators, and parents. Results are used for: • helping students see and hit the target(s) • identifying student needs.

14. A Balanced Assessment System This includes: • a variety of assessments of and for learning; • timely and understandable information; • helping individuals make informed instructional decisions; and • maximizing student success.

15. Step 2 - Learning Targets • Let the students know what we want them to learn prior to them learning the content. • Become our assessments during the lesson and at the end.

16. Learning Targets . . . • should be directed toward the standard(s) you want students to learn. • should always be posted and easy to find. • should be very focused. • should represent the heart of the discipline and be worth the instructional and assessment time devoted to them. • should target higher-level thinking.

17. Learning Targets What do you want your students to know, understand, and be able to do by the end of a unit or lesson?

18. Know Understand Do • KUD is a way to plan and organize any Learning Plan to meet the needs of all learners.  It is an essential starting point in differentiation.  In the differentiated classroom, the teacher may vary the Knows and Dos, but the Understands are the constant fulcrum for all students.   (Tomlinson, 2008) • KUD will become our learning targets

19. KUD

20. KUD Activity • Take 5 minutes to read through the overview • Assign K, U, or D to each of the statements in the Know, Understand or Do? Document. • Discuss at your table. • Whole group share and discussion.

21. SD Standards and KUD http://sdccteachers.k12.sd.us/

22. KUD for your lesson • As a team determine the Know, Understand, and Do for your lesson • Jigsaw - Form a group of K, 1, 2 • Share your plan and KUD • What big aha’s came from this discussion?

23. Step 3 - Webb Leveling

24. Webb Leveling

25. Examples of Webb Levels ELA Examples: • List three presidents. • List three presidents who have impacted our nation the most in your lifetime. • How might you alter the impact of these presidents? Math Examples: • Solve 999+0 • Make a conjecture about the number zero. • Prove that this conjecture about the number zero is true with all numbers.

26. Webb Level List three presidents List three presidents that have impacted our nation in your lifetime and why. How might you alter the impact?

27. Webb Level Method Activity • Directions Part One: Individually, determine where each of the following standards fall on Webb (acquire, use, and extend) • Directions Part Two: Individually, determine where each of the following standards fall on Webb leveling (Level 1, Level 2, Level 3, Level 4) • Discuss as a team • Whole Group Share

28. Webb Leveling on your Lesson • Determine as a team the Webb levels of your Do’s • Acquire , Use, Extend • Level 1, Level 2, Level 3, Level 4 • If you have no level 3 or 4, how could you change those Do’s to extend the thinking of the students?

29. Step 4 - Activities, Plans, and Practices • Find 2 other people not in your group • High 5 and stay there until all groups are formed • Number off – 1, 2, 3 • #1 – Talk about an activity you use with your students to extend their thinking to a higher level. • #2 – Retell #1’s activity and add another idea to raise the level of thinking • #3 – Retell #2’s idea, then share questions you might ask students during this activity.

30. Level of Questioning Teachers tend to ask questions in the “recall” category of Webb Level 1, 80-90% of the time. What impact does this have on student learning? Who is doing the questioning?

31. Highlight questions – Green – I use regularly; Red – I need to start using!

32. Highlight questions – Green – I use regularly; Red – I need to start using!

33. Your Questions and Activities • Your curriculum provides a variety of excellent activities to build student understanding and extend their thinking. • As a team write the higher order questions you will be asking your students during this lesson? • Write the activities aligned to those questions that will help students extend their thinking. • How does your curriculum connect to the standards (and SMP if math)? • We won’t be able to determine the formative assessments today, but that could be a goal for you in the future.

34. Take Aways • I am reaffirmed because I already….. • The big idea I will work on is…. • I still need help with……