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Instruction & Assessments

Instruction & Assessments. Staff Development Day Wednesday, August 27, 2014 Adrian J. Ayala. A Day in the Life…. English Language Arts Social Studies Science Math ALL subjects: worksheets. RESULT..?. 25-30% 20—50% 7% Solution…?.

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Instruction & Assessments

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  1. Instruction & Assessments Staff Development Day Wednesday, August 27, 2014 Adrian J. Ayala

  2. A Day in the Life… • English Language Arts • Social Studies • Science • Math • ALL subjects: worksheets

  3. RESULT..? • 25-30% • 20—50% • 7% Solution…?

  4. Which of the following is most effective in student learning?(re: test scores; college/career success) • Technology in every classroom • Common, content-rich curriculum • Math/Literacy Programs • Differentiated instruction • Small class size • Check for understanding • Various & small/school-within-a-school “Academies” • 90-120 minutes of purposeful reading & writing per day • “Turnaround” strategies (new faculty; school design etc.) • Cognitive/concept mapping; graphic representations

  5. Let’s hear Lathrop’s opinion

  6. Which are the most three effective strategies in student learning? • Technology in every classroom • Common, content-rich curriculum • Math/Literacy Programs • Differentiated instruction • Small class size • Check for understanding • Various & small/school-within-a-school “Academies” • 90-120 minutes of purposeful reading & writing per day • “Turnaround” strategies (new faculty; school design etc.) • Cognitive/concept mapping; graphic representations

  7. ”First Things”: What & Why REASONABLE IMPLEMENTATION OF: 1. Guaranteed Curriculum 2. Authentic, College-prep Literacy 3. Effective Lessons ONCE FULLY MASTERED, we may judiciously pilot truly evidence-based innovations

  8. “GUARANTEED & VIABLE CURRICULUM” • NUMBER ONE factor (Marzano) • Coherent, content-rich curriculum-- learned primarily through reading/writing(Hirsch; Willingham; Liben) • “viable” curriculum creates more time for reading; writing; talking @ content = gains in test scores, college preparation • Topics/texts taught in (approximately) the same sequence (by week; unit; month and grading period) around mostly common texts & writing assignments

  9. Do “we” now ensure that a • coherent, • “guaranteed”, • literacy-rich curriculum actually gets taught? We = district, county, region, and/or the state of CA

  10. Does Lathrop Intermediate School now ensure that a • coherent, • “guaranteed”, • literacy-rich curriculum actually gets learned?

  11. GUARANTEED, CONTENT-RICH CURRICULUM? Nation-wide BRUTAL FACTS: • ROSENHOLTZ: instructional leaders provide a “self-selected jumble” of standards • BERLINER/WALBERG: wild variation among instructional leaders; no alignment with agreed-upon curriculum/standards • GOODLAD; LITTLE; SIZER; ALLINGTON; CALKINS: “curricular chaos" in core subject areas. i.e. little/no authentic literacy

  12. Common Core “Instructional Shifts”: Literacy Across the Curriculum • 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

  13. CURRICULUM/LITERACY COHERENT SEQUENCE OF CORE CONTENT learned via reading, writing & discussion—using complex texts/vocabulary--in these modes: • draw inferences and conclusions • analyze conflicting source documents • solve complex problems with no obvious answer • support ARGUMENTS with evidence 3-5 page papers in every course & “far more books, articles & essays” in the curriculum College Knowledge by David Conley

  14. US HISTORY

  15. Planning & Collaboration Shifts • Why are we teaching this chosen standard with text(s)? • How do we know that the students have learned the standard(s)? • What evidence will show that students have learned it?

  16. “If we could institute only one change to make students more college ready, it should be to increase the amount and quality of writing* students are expected to produce.” David Conley College Knowledge

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