(Re)Discovering Learning Theory for the Common Core Standards

1. (Re)Discovering Learning Theory for the Common Core Standards Robin Perry and Darrell Blanks Fresno Pacific University Exemplary Practice in Educational Leadership Conference: Leading World Class Learning for Our Valley Schools January 29, 2013

2. Session objectives • Recognize relationships between the implementation of the Common Core Standards and Models of Teaching • Engage in conversations about the implications of the implementation of the Common Core Standards

3. Set up… • Please make groups of 4-5 people. • Introduce yourselves and then discuss the predominate method(s) of instruction used in your schools. • As evenly as possible, divide the group into those who will do a little math and those who will do a little reading.

4. Sample SmarterBalanced Assessment ItemsGrade 7 Reading (pg. 1) Stimulus Text: The following text is from a biography of Harriet Beecher Stowe. She wrote one of the first books against slavery called Uncle Tom’s Cabin. This part of her biography tells about her older sister Catherine, who had a strong influence on Harriet. Read the text and answer the question that follows. Item Prompt: Explain the meaning and purpose of the metaphor in the final sentence of the text. Use details from the text to support your response. Math (pg. 2) All books in a store are being discounted by 30%. Part A Let x represent the regular price of any book in the store. Write an expression that can be used to find the sale price of any book in the store. Part B Jerome bought a book on sale at the store. The sale price of the book was $8.96. Write and solve an equation to determine the regular price of the book to the nearest cent. Oregon Department of Education: http://www.ode.state.or.us/search/page/?id=3747

5. What are your thoughts/Feelings about the Item?

6. Math item Response 3-point response: The student is able to create both an expression and equation related to sale and regular prices of a book, and solve the equation correctly. Sample Top-Score Response: Part A: x – 0.30x or 0.70x Part B: The regular price of the book was $12.80. x – 0.30x = 8.96 0.70x = 8.96 x = 12.80 3

7. Ela item Response Scoring Notes: • Students explain the meaning and purpose of the metaphor that compares Catherine’s personality to a river and explain how it conveys that her serious nature was tempered with humor. • The metaphor suggests that Catherine had a strength hidden below the surface or where people could not easily see it. • The author uses a metaphor comparing Catherine’s personality to a river in the passage to show her strength and serious nature. “little ripples of fun were continually playing on the surface of that current of intense thought and feeling in which her deep, earnest nature flowed.” • The author uses the words, “playing on the surface,” to imply that Catherine’s sense of humor was fun, like a child playing in the water on a riverbank. Score Point 2 Sample: The author uses a metaphor comparing Catherine’s personality to a river in the passage, “little ripples of fun were continually playing on the surface of that current of intense thought and feeling in which her deep, earnest nature flowed.” Although Catherine was a serious person who had a lot of deep feelings and a good life, when she states, “Don't remember much about it myself,” it shows that she has a sense of humor because no one remembers much about being born. Score Point 1 Sample: The author uses a metaphor comparing Catherine’s personality to a river in the passage: “little ripples 3

8. Reflection on Thinking • Respond to the question: What type of thinking is required of students as they respond to this item? • Share your response with your content partner(s) • Discuss your responses with the other content group. • Prepare to share. 1/2

9. Item Design Webb’s Depth of Knowledge 4 Retrieved from http://barbarabray.net/tag/depth-of-knowledge/

10. ITEM DESIGN Common Core Claims 4

11. And of course… Common Core Content Standards

12. 5 * See guide - http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf ^ See resources - http://www.cde.ca.gov/re/cc/

13. 5 * See guide - http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf ^ See resources - http://www.cde.ca.gov/re/cc/

14. Preliminary Summative Assessment Blueprint Tar get Sampling M athematics Grade 7 Constructed Selected Response response (minimum Performance Tasks Min/max (minimum number number of scored (minimum number number of Claim DOK of scored items) items) of scored items) items Concepts and Procedures 1,2 9 5 0 20 /28 Problem Solving 1,2,3 0 2 9 9 Modeling and D ata analysis 1,2,3,4 0 4 Communicating Reasoning 2,3,4 0 8 3 8 Language Arts Grade 7 Component Claim C ontent Category DOK Min. Selected Min. Constructed Min/Max Response Response items Literary 1,2,3,4 3 1 4/6 Reading In formational 1,2,3,4 3 1 8/10 Purpose/Focus/Organization 1,2 CAT - Computer Writing Evidence/Elaboration 2 2 1 7/10 Adaptive Test ing Conventions 1 Speaking/Listening Listening 1,2,3 3 2 8/10 Research Research 3,4 1 0 5/6 Purpose/Focus/Organization 1,2,3,4 Writing Evidence/Elaboration 3,4 1 (Essay) 1 PT - Performance Task Conventions 1 Research Research 3,4 3 3 Adapted from Smarter Balanced Assessment Consortium: Preliminary Test Blueprints November 28, 2012 6

15. What types of instruction will enable students to think this way?Think about that questionTurn to the person next to you and share your thoughtsBe ready to share what you and your partner discussed. 7

16. Models of Teachingfrom Learning to teach, Arends 7

17. Models of Teachingfrom Learning to teach, Arends 7

18. Skillful Teacher:Repertoire and matching….

19. The Process - ELA 8

20. The Process - MATH 8

21. The Process – Your Turn 8

22. what are the implications for:Teacher preparation?On going teacher development? 9

23. Q&A/Evaluation Contact Us: Robin Perry, robin.perry@fresno.edu, 453-5589 Darrell Blanks, darrell.blanks@fresno.edu, 453-3679 Presentation materials and resources: http://blanksclassfpu.weebly.com/