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Twilight Training

Twilight Training. October 1, 2013 OUSD CCSS Transition Teams. Agenda. 3:30 Welcome 3:45 WHAT are the CCSS? CCSS Review - 3 min video Graphic Representation of CCSS Organization 4:15 HOW do we teach the CCSS? Shifts Balanced Instructional Design Pillars for 21 st Century Learning

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Twilight Training

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  1. Twilight Training October 1, 2013 OUSD CCSS Transition Teams

  2. Agenda • 3:30 Welcome • 3:45 WHAT are the CCSS? • CCSS Review - 3 min video • Graphic Representation of CCSS Organization • 4:15 HOW do we teach the CCSS? • Shifts • Balanced Instructional Design • Pillars for 21st Century Learning • 5:45 Next Steps • CCSS App

  3. Today’s Goals • Understand how the CCSS will influence classroom practice • Establish awareness of the Balanced Instructional Design • Identify the characteristics of 21st Century Learning skills to support a school focus area

  4. WHAT are the CCSS?

  5. CCSS 101 http://www.youtube.com/watch?v=5s0rRk9sER0

  6. CCSS Overview for Literacy in ELA & Technical Subjects

  7. CCSS Overview for Literacy in ELA

  8. California Common Core State Standards Literacy in History/ Social Studies, Science and Technical Subjects

  9. CCSS Overview for Mathematics

  10. WHAT are the IMPLICATIONS FOR TEACHING AND LEARNING?

  11. Influences on Teaching & Learning • CA “Shifts” • Balanced Instructional Design

  12. CCSS Message The Introduction to the Common Core State Standards (CCSS) for Mathematics states: “These Standards do not dictate curriculum or teaching methods” (p 5). The ELA Standards state: “The Standards define what all students are expected to know and be able to do, not how teachers should teach..” (p 6)

  13. ELA/Literacy: 3 shifts • Building knowledge through content-rich nonfiction • Reading, writing, and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

  14. Mathematics: 3 shifts • Focus: Narrowing strongly where the standards focus. • Coherence: Thinking across grades, and linking to major topics • Rigor: In major topics, pursuing conceptual understanding, procedural skill and fluency, and application

  15. Balanced Instructional Design A Balanced Instructional Design leverages the best known evidence of effective teaching and learning, valuing both student-led and teacher-led learning. A Balanced Design leverages techniques based on learner needs and the complexity of the content, skills, and concepts as related to the learners’ prior knowledge.

  16. Definition • Abalanced instructional design provides teachers and students practices to support both teacher-driven and student-driven instruction. • Not all students respond the same to instructional techniques and different content may be better suited to different approaches. The right instruction for the right student everyday.

  17. Balanced Instructional Design Sorting Activity Teacher-led, direct instruction v. Student-driven, inquiry-based

  18. Balanced Instructional Design

  19. HOW WOULD A SCHOOL PICK A FOCUS?

  20. Pillars of 21st Century Learning Skills

  21. Shifts in the Applications of Learning • Evidence from Text • Close Reading & Non-Fictional Text • Complex Text with Academic Language

  22. Example - Using evidence from the text https://www.teachingchannel.org/videos/analyzing-text-lesson(primary) http://vimeo.com/59148389 (secondary)

  23. Shifts in the Applications of Learning CLOSE Reading and TEXT Dependent Questions OBJECTIVE 1. Students will be able to defend their answers/learning by citing textual evidence. GOAL 1. By the end of the year, teachers will be able to: - identify complex text with rich academic vocabulary - engage students in close reading of that text using critical thinking skills

  24. Student Reflection • Choice in Learning • Digital Portfolios • Authentic Audience • Student-to-Student Feedback

  25. Example - reflecting on goals in a student-led conference http://vimeo.com/53805554(primary) http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/videos/Nav101_conference.wmv (secondary)

  26. Student Reflection Students Set personal goals and Self Evaluate OBJECTIVE 1. Students will be able to create goals for themselves and identify exemplary examples of their work that show evidence of meeting these goals. GOAL 1. By the end of the year, teachers will be able to: - create anchor papers, model products, rubrics, etc. that demonstrate student learning expectations. - engage students in creation of portfolios which demonstrate pride and perseverance in their learning as well as creativity and critical thinking.

  27. Collaborative Inquiry • Collaborating in Groups • Elaborating on the Ideas of Others • Depth of Knowledge • Questioning Text

  28. Example - Elaborating on the Ideas of Others Above and Beyond Partnership for 21st Century Skills http://vimeo.com/49642794 (primary) https://www.teachingchannel.org/videos/inquiry-based-teaching-discussing-non-fiction (secondary)

  29. Collaborative Inquiry 4Cs with Lesson Design OBJECTIVE 1. Students will be able to communicate, collaborate, think critically, and use creativity to solve real world problems. GOAL 1. By the end of the year, teachers will be able to: - design a unit that engages students in the 4 C’s with a balance of teacher directed and student directed learning. - integrate effective questioning techniques that engage students is deep thought and constructive struggle to develop conceptual understandings.

  30. Culture of Inquiry • Enduring Understanding • Essential Question • Applications & Real World • Connections • Critical Attributes

  31. Example - Real World Application http://www.edutopia.org/kindergarten-project-based-learning-video (primary) https://www.teachingchannel.org/videos/real-world-geometry-lesson (6th grade)

  32. Culture of Inquiry FOCUS is Real world application OBJECTIVE 1. Students will be able to articulate the purpose of learning through on-going relevant dialogue .... GOAL 1. By the end of the year, teachers will be able to - clearly understand and utilize enduring understanding in 21st century learning - be able to develop high quality, relevant essential questions that align to CA CCSS

  33. Performance Tasks • Rubrics, Products/Assessments • Student Choice • Learning Activities • Resources (Media, Arts, Music) • Technology • Digital Portfolio

  34. Example - Teachers, secondary and elementary students describe performance tasks. http://www.youtube.com/watch?v=Ox6_LWMrTNw http://vimeo.com/67589580

  35. Performance Tasks Interdisciplinary task OBJECTIVE 1. Students will be able to demonstrate interdisciplinary integrated competencies through a performance task (assessment). GOAL 1. By the end of the year, teachers will be able to: - design performance based tasks that allow students to use their unique creativity in demonstration of learning.

  36. Next Steps • Go back to the school site and continue dialogue with transition team and other staff on focus areas. • Identify a focus area for your school by October 4. • Professional development on October 29 or November 5 will address your focus area.

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