Common Core Elementary Symposium Transitioning to the Common Core

1. Common Core Elementary Symposium Transitioning to the Common Core Mt. Diablo Unified School District October 30, 2013 Grades K-1 Presenters

2. Transitioning to the Common Core Today you’ll have an opportunity to: Build your understanding of the Common Core instructional shifts in ELA. Work together as grade level teams to grow and deepen your understanding of 21st Century Classrooms. Begin the development of an individual Action Plan for implementing the Common Core.

3. English Language Arts

4. Key Features of the CCSS • Aligned to college and work expectations • Clear, understandable and consistent • Rigorous content and application of knowledge through higher-order skills • Built upon strengths and lessons of current state standards • Benchmarked in relation to other top-performing countries

5. It’s a hairpin turn, not a curve!

6. SHIFT HAPPENS

7. Six Shifts in ELA Literacy

8. Why Common Core? What's the Same/Different? • 6 shifts in ELA • Read the “Shifts” document aloud in your team. • Use the attached graphic organizer to take notes.  • Review and discuss: • What will receive less emphasis? • What will receive more emphasis? • As a team, chart to share out with whole group.

9. The 21st Century/Common Core Classroom

10. What skills do 21st Century learners need to be successful in school and.... in the life in which they will live and work when they leave our schools?

11. 21st Century Skills • Knowledge of core content is no longer sufficient. • Even if all students mastered core academic subjects, they still would be underprepared to succeed in college and career. • Students need 21st Century Skills!

12. 21st Century Skills: The 4 C’s Communication Critical Thinking Creativity Collaboration

13. Rube Goldberg Machine video Take a look at this video of 7-year-old Audri then discuss which 21st Century skills he’s practicing. http://www.youtube.com/watch?v=0uDDEEHDf1Y

14. So what will classrooms need to look like to prepare students to think and problem solve like Audri?WHERE DO WE BEGIN?

15. We’re going to begin today by taking a trip to visit some Common Core classrooms…via video!Look specifically for ways to incorporate the 4 C’s into your classroom.

16. While we’re visiting Common Core classrooms…Look for things you’re doing that you want to CONTINUE…and NEW things that you want to try.

17. Jot those ideas down…By the end of this afternoon, you will have an individual Action Plan for implementing Common Core.

18. Teacher Common Core Action Plan • As you’re visiting classrooms via video, use this action plan to identify next steps for you in implementing the Common Core. Next steps might include: • Current instructional practices/materials that support the CCSS that you want to continue or strengthen (C) • New instructional practices/materials that you want to implement to support the CCSS (N)

19. Visit two NY Elementary Schools…Look for evidence of the 4 C’s in action!Video: Common Core State Standards: Elementary http://www.youtube.com/watch?v=1IPxt794-yU New York Elementary School using the 4 C’s

20. 4 C’s in Action! • With a partner, discuss evidence of the 4 C’s in action: • Communication • Critical Thinking • Creativity • Collaboration • Discuss how you currently integrate the 4’s into your teaching –or- describe ideas that you would like to try.

21. Look for strategies to try…http://www.youtube.com/watch?v=3fTCAicmUWY Math CCSS Video

22. With a partner discuss…Did you see any instructional or classroom management strategies that you might like to try? (jot down on planning sheet)

23. Discuss how teacher approaches teaching literacy through science… Literacy through science

24. With a different partner discuss…How does the teacher encourage close reading and the use of academic vocabulary?

25. DOK: The Power of Questions

26. Teachers are the Key “Teachers must be the primary driving force behind change. They are best positioned to understand the problems that students face and to generate possible solutions.”

27. Cognitive Demand • The kind and level of thinkingrequired of students to successfully engage with and solve a task • Ways in which students interact with content

28. DOK is NOT... • a taxonomy (Bloom’s) • the same as difficulty • about using “verbs”

29. It’s NOT about the verb... • The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy),but by the context in which the verb is used and the depth of thinking required.

30. Verbs do not automatically determine DOK level... • Verbs like explain or analyze have to be considered in context. • “Explain to me where you live” does not raise the DOK of a simple rote response. • Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting.

31. Same Verb—Three DOK Levels • DOK 1-Describe three characteristics of metamorphic rocks. (Requires simple recall) • DOK 2-Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) • DOK 3-Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)

32. DOK is about intended outcome, not difficulty • DOK is a reference to the complexity of mental processing that must occur to answer a question, perform a task, or generate a product. • Adding is a mental process. • Once someone learns the “rule” of how to add, 4 + 4 is DOK 1 and is also easy. • Adding 4,678,895 + 9,578,885 is still a DOK 1 but may be more “difficult.”

33. Webb’s 4 Levels of Cognitive Complexity Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking

34. DOK levels Video Notice how DOK progresses from level 1 to 4…

35. DOK Video: Take a look at your DOK chart to review the levels of questions in this example based on the Gettysburg Address. DOK Level 1: What date is Lincoln referring to as, "Four score and seven years ago?" DOK Level 2: What is the connection between the date "four score and seven years ago," and the argument Lincoln is trying to make? DOK Level 3: Lincoln's address lays out a thesis and an argument in support of equality.  Analyze his reasoning and the evidence he uses to support his point of view. DOK Level 4: Draw from additional related resources to write a resource paper that discusses the role war plays in nation building. DOK 2: Distinguish and construct

36. What’s the DOK Level? • Observe the piece of artwork. • Write 2 questions, at any DOK level. • Go to the next piece of artwork and read the questions. Determine and record the DOK level of each question. • Go to the next piece of artwork. Read the questions to see if you agree with the DOK level assigned by the previous team. Now write 2 additional questions, at any DOK level. • Repeat the cycle… DOK 2: Distinguish and construct

37. Teacher Common Core Action Plan • Take time to complete your Common Core Action Plan, including: • Current instructional practices/materials that support the CCSS that you want to continue or strengthen (C) • New instructional practices/materials that you want to implement to support the CCSS (N) • Also, think about where and how you will incorporate rigor into your instruction using your understanding of DOK.