Module 3: Instruction

1. Implementing the standards cannot simply mean informing teachers about what the designers of the standards intended or providing them with videos of teachers teaching the standards well. If that is what it ends up meaning, we can expect very little . . . Mark Tucker 1

2. Module 3: Instruction • English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

3. Agenda • Math and ELA Standards Structure • Appendix A: What’s it all About? -Rigor and Relevance -Effective Instruction • English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects • Understanding the Areas of Emphasis • A Model for Successful Instruction • Model Lesson

4. Focus Question 1: What is your current understanding of the structure and organization of the Common Core State Standards?

5. Structure of Math Standards

6. Structure of ELA Standards

7. Common Core StandardsScavenger Hunt!

8. Scavenger Hunt • What color are the pages for the CCSS ELA College and Career Readiness Anchor Standards for Reading? _______________________ • On what pages will you find the Reading Standards for Literature K-5? ___________ • What color are the pages? ______________________ • On what pages can you find the Writing Standards for 6-12? _______________ • What grade level needs to have an internalized understanding and knowledge of green pages 7-9? ________________ • K-5 Writing Standards begin on what page? ______ End? _______ • K-5 Reading Standards for Informational Text begin on page? _______ End? ______ • Reading Standards for Literature 6-12 begin on page? _______ End? ______ • Reading Standards for Informational Text 6-12 begin on page? _______ End? _____ • What two other Standards are in the green pages? ___________________________ • Where do you find the other two standards for K-5? ___________________________ • How about for 6-12? ___________________________________________________ • What do you find on page 23? Summarize__________________________________________________________________________________________________________________________________________

9. Scavenger Hunt, cont.’ 14. How about on pages 24 and 25 (K-5 teachers) OR pages 48 and 49 (6-12 teachers)? Summarize _______________________________________________________________ _________________________________________________________________________ 15. What is the biggest “aha” for you from page 26? _______________________________ ________________________________________________________________________ 16. What is found on pages 50-53? ____________________________________________ 17. How about on pages 54-55? ______________________________________________ Debrief!

10. New standards — whether about student learning or educator performance — are notself-implementing. 10

11. What are the missing components for full implementation?Think-Pair-Share/Whip Around

12. Focus Question 2: This is the biggest educational reform to come about in history—where is your mindset in relation to these paradigm shifts? Teacher perspective? Administrator perspective?

13. (K + S + D + P) = R

14. Transformed Student Learning Transformed Classroom Instruction Transformed Professional Learning

15. Effective Instruction “A long line of students has established that the single most important school influence on student learning is the quality of the teacher.” as presented by Linda Darling-Hammond (2007) The quality of an education system cannot exceed the quality of its teachers [and principals]. - Barber and Mourshed

16. Celebrate Teachers! It is imperative for you, as teachers, to understand what an important impact YOU are in the success or failure of students. Be a quality teacher, everysingleday…

17. The BIG Ideas: Transforming… • Student Learning • Classroom Instruction • Professional Learning

18. Jigsaw Reading Assignments Reading ---Appendix A pp. 2-16 (choose just one annotated reading text: “Narrative of the Life of Frederick Douglass”, “The Grapes of Wrath”, OR “A Most Terrible Sea”) Reading Foundational Skills (K-5 teachers) ---Appendix A pp. 17-22 Writing ---Appendix A pp. 23-25 Speaking and Listening & Language ---Appendix A pp. 23-35

19. Rigor/Relevance Framework® International Center for Leadership in Education (n.d.)

20. Quadrant A Verbs name label define select identify list memorize recite locate record Products definition worksheet list quiz test workbook true-false reproduction recitation

21. Quadrant A: Acquisition Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. A Acquisition Application 3 International Center for Leadership in Education (n.d.) Comprehension 2 Awareness 1 1 Knowledge in one discipline 2 Apply knowledge in discipline

22. Quadrant B Verbs apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate Products scrapbook summary interpretation collection annotation explanation solution demonstration outline

23. Quadrant B: Application Students use acquired knowledge to solve problems, design solutions, and complete work. B Application Application 3 International Center for Leadership in Education (n.d.) Comprehension 2 Awareness 1 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

24. Quadrant C Verbs sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

25. Quadrant C: Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation 6 C Assimilation International Center for Leadership in Education (n.d.) Synthesis 5 Analysis 4 Application 3 1 Knowledge in one discipline 2 Apply Knowledge in one discipline

26. Quadrant D Verbs evaluate validate justify rate referee infer rank dramatize argue conclude Products evaluation newspaper estimation trial editorial radio program Play collage machine adaptation poem debate invention

27. Quadrant D: Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns,to find creative solutions and take action that furtherdevelops their skills and knowledge. Evaluation 6 D Adaptation International Center for Leadership in Education (n.d.) Synthesis 5 Analysis 4 Application 3 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

28. C D StudentThink StudentThink & Work High RIGOR A B Low StudentWork TeacherWork Low High RELEVANCE Rigor/Relevance Framework®Teacher/Student Roles International Center for Leadership in Education (n.d.)

29. Learning Pyramid PassiveLearning ActiveLearning adapted from Ntl Institute for Applied Behavioral Science (n.d.)

30. The Learning Pyramid Have a discussion with your table group around observations/comments you have about the Learning Pyramid in relation to effective instruction.

31. Focus Question 3: What is your level of confidence in discerning the complexity of text material or media for the purpose of developing a unit of study around it? Superficial/one dimensional? Rich, multi-layered; building toward readiness for College and Career?

32. Closing • Evaluation Feedback • Bring your textbooks next time • Develop a planning template • Thank you, thank you, thank you!