Exploring the Real Meaning of CCRS: Shifts in Classroom Practice

1. Exploring the Real Meaning of CCRS: Shifts in Classroom Practice Secondary Powerful Conversations Network September 27, 2012

2. Learning Targets 1. To increase our understanding of the meaning of the CCRS for classroom practice, including their implications for teachers and for students 2. To reflect on what we know and what we’d like to know about CCRS and about what’s happening in our school to support teacher transition to the new standards • To engage in the first steps of the collaborative design of an exemplary lesson, including the unwrapping of standards, identification of key concepts, and the formulation of essential questions

3. Learning Targets, cont’d 4. To integrate the Mathematical Practices into unit and lesson designs focused on particular content standards; and/or to integrate literacy standards into the unit and lesson designs for core content areas 5. To reflect and plan with my school team and make decision about how to continue work with our faculty 6. To co-create a community of practice with colleagues across the state

4. Design for PCN Year(see p. 3 of Activity Packet) • Content Focus—Rigorous Curriculum Design resulting in an exemplary unit based upon selected a CCRS • Interim Work—Transfer of your learning, including content and processes, to your school faculty • School Team Planning –Thinking together about how you as a school leadership team can support teacher learning about and increased responsibility for CCRS

5. Guidelines for Group Interactions • Be open to and respect all points of view. • Listen with an open mind and expect to learn from one another. • Accept responsibility for active and equitable participation • Allow think time – before and after someone speaks. • Check for understanding. Before you counter an idea, be sure you fully understand what has been said. • Welcome questions.

6. Activity 1:What Do We Know and Want to Know? What? Think-Puzzle-Explore Why? To connect to prior knowledge and stimulate curiosity about the topic under study How? Select one of the learning targets, identify what you think you know and any questions you have about it. (p. 4, Activity Packet)

7. CCRS—A “Second Order Change” • Less is more—shift away from content coverage • Complex cognitive development is as important as content learning • Teachers as designers of rigorous lessons • Students as self-regulated learners who both learn to think and think to learn

8. Activity 2: Analysis of a Reading Related to CCRS—Affirm, Challenge, Extend WHAT? Reading and analysis of a piece entitled “Nine Ways the Common Core Will Change Classroom Practice” WHY? To consult an authoritative source to extend thinking about implementation of CCRS HOW? Individually read and reflect; as a school team, decide whether each of the nine affirms, challenges, or extends your thinking (p. 5 of Activity Packet)

9. Fishbowl Dialogue About “Big Shifts” Protocol • SDE mathematics and literacy specialists will engage in dialogue with one another about what they perceive to be the “big shifts” associated with implementation of CCRS • PCN members will listen actively—record big ideas and questions

10. Activity 3: Sharing Our Progress, Exploring Issues & Challenge WHAT? Open Space Technology WHY? To afford participant choice and facilitate collaborative sharing and problem-solving about CCRS HOW? Individually or as a school team, reflect using questions beneath Part I of Activity Sheet 3, p. 8 of Activity Packet; post ideas for conversation, if desired; join in topic of choice

12. Activity 4: Where Do We Need to Focus? WHAT? School team dialogues WHY? To reflect about where you are as a school in transition to CCRS HOW? Individually read the three “situations” to explore possibilities for faculty learning and planning; as a school team, decide which of the situations best describes where you school needs to focus right now

13. The Power of SharingA Common Language • Clear, precise communications • One building block of a collaborative team • Helps focus on important concepts and processes

14. Word Wall and wallwisher.com • Word Wall—focus on key concepts and processes that we’ll be using today and in future sessions • wallwisher.com—a tool we’ll use for formative assessment: to encourage table teams to activate prior knowledge and experience and to help community assess where we are in the process of developing a common language

15. Protocol for Activating and Sharing Prior Understandings • Assign Roles: In your table team, designate a facilitator to lead conversation and a wallwisher “poster” to enter team understandings on a wallwisher note. • Engage in Team Conversation to agree upon a shared definition/understanding of term under consideration. The wallwisher “poster” will type this on sticky note for display on screen. • Watch other team definitions appear on screen; compare and contrast them to your own. Continue to talk as table team.

16. Protocol for Activating and Sharing Prior Understandings 4. Review Ainsworth’s Definition or Description when cued by facilitators to compare it to your own. 5. Reach final agreement on shared definition/description/understanding, incorporating ideas from Ainsworth to your original definition as appropriate. 6. Talk about the importance of this term to your work as directed beneath #5 on Activity Sheet 5.

17. Power Standard • Team talk to activate prior • knowledge • 2. Sharing of agreed-upon definition • on wallwisher.com • 3. Observing and talking about other • teams’ definitions

18. Unwrapping of Standards • Team talk to activate prior knowledge • 2. Sharing of agreed-upon definition on • wallwisher.com • 3. Observing and talking about other • teams’ definitions

19. Essential Question • Team talk to activate prior knowledge • 2. Sharing of agreed-upon definition on • wallwisher.com • 3. Observing and talking about other • teams’ definitions

20. Formative Assessment—A Process, Not an Instrument Essential Question: What makes an assessment formative?

21. Which of the following has the potential to serve as a formative assessment? • Embedded Daily Assessments—Examples: Questions, Exit Passes, Student Work Samples • Teacher-Developed (collaboratively, when possible) Quizzes, Tests, Exams—Examples: Daily Quiz, End-of-Unit Test, Semester Exam • Common diagnostic and Benchmark Assessments (oftentimes commercially developed)—Examples: Global Scholar, ACT Explore and Plan (See p. 12 of Activity Packet for elaboration)

22. Activity 6: Reviewing Chapter 11 of Rigorous Curriculum Design WHAT? Jigsaw Cooperative Learning and Sentence-Phrase-Word WHY? To identify big ideas in reading prior to applying these in collaborative design work HOW? Each table team member takes colored index card to receive assigned reading. Individually read to identify Sentence, Phrase, & Word to share in expert group. Share back with table team after expert dialogue.

23. Activity 7: Work in Role-Alike Groups Teacher Team Purpose: To think with colleagues about beginning the design of a unit of study that is aligned with CCR Mathematics Content Standards and incorporates appropriate Mathematical Practice Standards (or aligned with CCR ELA Standards and/or Literacy Standards) Principal Team Purpose: To share ideas, problem-solve, and collaboratively plan for supporting changes in classroom practice aligned with shifts embedded in CCRS

24. Activity 7: Design Work in Collaborative Teams • Create a content-alike team (subject and grade-level) by moving to appropriate table. Teams should have 4-7 members. • Using directions on Activity Sheet 7, organize team—naming a facilitator and a team recorder/reporter who will be responsible for sending team products to team members and ABPC. • Use appropriate team protocol to pursue your work.

25. Design Template for Teacher Teams • Use this as a tool to guide your conversation. • Do not feel bound by this document—the point is NOT just to complete the form! The purpose is to have powerful conversations about re-designing units and accompanying lessons to reflect CCRS.

26. Principal Dialogue Groups • Move to one of the “A,” “B” or “C” tables to correspond with your team’s choice of a “situation” in Activity 4. • Use page 20 to guide your dialogue—BUT do not feel that you must answer each question. Focus questions are to help you focus and pace your dialogue.

27. Activity 8: School Team Planning • Highlights of Today’s Learning to Share with Whole Faculty • Planning for Transfer of Collaborative Team Work to One or More Grade Level Team in Our School • Identification of Questions/Requests to leave with ABPC

28. Reflection and Feedback • Please complete the reflection and feedback form on p. 22 of Activity Packet—including the comments for each item. • This is your exit ticket! • We will use your feedback to plan next QM. Thank you! Safe travels. See you next time!