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The Basics of CCSS for Identifying OER

The Basics of CCSS for Identifying OER. Anne Gallagher, Mathematics Director Liisa Moilanen Potts, English Language Arts Director Teaching and Learning, OSPI. In our time together, we will:. Get grounded in the CCSS basics Learn how to “see” the biggest shifts

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The Basics of CCSS for Identifying OER

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  1. The Basics of CCSS for Identifying OER Anne Gallagher, Mathematics Director Liisa Moilanen Potts, English Language Arts Director Teaching and Learning, OSPI NCCE: CCSS + OER_2014

  2. In our time together, we will: NCCE: CCSS + OER_2014 • Get grounded in the CCSS basics • Learn how to “see” the biggest shifts • Practice the rubric tools that we use when curating OER collections • Discuss the impact of OER in classrooms

  3. Our Context: Washington State Learning Standards (aka…EALRs, GLEs, etc.) NCCE: CCSS + OER_2014

  4. TheBigIdeas: the Whole Child(introduction, page 7) Which of these are most supported in YOUR main work? NCCE: CCSS + OER_2014

  5. What we look for: NCCE: CCSS + OER_2014 SKIM the lesson (“The Omnivore’s Dilemma”) Think about the “Big Picture”– broadly, does this lesson attend to one or more of these components? Highlight parts of the lesson that resonate with you, and then share with a partner.

  6. Using the EQuIP Tool NCCE: CCSS + OER_2014 I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS III. Instructional Supports IV. Assessment Components

  7. Using the EQuIP Tool NCCE: CCSS + OER_2014

  8. Reading Writing Communication (includes Speaking and Listening) Media & Tech Language NCCE: CCSS + OER_2014 Old lens: GLEs/EALRs– Grades K-10 Common Core ELA Standards – Grades K-12

  9. Shifting to comprehensive literacy NCCE: CCSS + OER_2014

  10. Every Day, Every Student Gets These Components of Literacy Instruction: NCCE: CCSS + OER_2014 Reading Writing Language Speaking & Listening Literacy in SS/H (6-12) Literacy in Sci/T (6-12) … “literacy instruction” happens across all content areas!

  11. What we look for: Column I NCCE: CCSS + OER_2014 What can you identify in the lesson? Use the anchor standards document to identify the key components Highlight what you see, ask questions, and share with your partner/group

  12. What we look for: Column II ALL OER Full-unit-sized OER NCCE: CCSS + OER_2014

  13. Three Shifts in English Language Arts • Building content knowledgethroughcontent-rich nonfiction • Reading, writing, and speakinggrounded in evidence from text, both literary and informational • Regular practice withcomplex text and its academic language NCCE: CCSS + OER_2014

  14. Shift One: Building content knowledge throughcontent-rich nonfiction • Provides an ideal context for building language, vocabulary, knowledge, and reasoning • Is challenging, complex, and has deep comprehension-building potential • Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers. NCCE: CCSS + OER_2014

  15. What we look for: a re-balancing of writing types, modes, genres, modes, products across all courses and sources NCCE: CCSS + OER_2014

  16. What can we identify that attends to this shift? Reading, writing, speaking, listening… multiple genres and modes… NCCE: CCSS + OER_2014

  17. Shift Two: Reading, writing, and speakinggrounded in evidence from text, both literary and informational Moving from “how do you feel about what you just read? Do you like it?” to “Identify three examples that let you know what the author’s purpose is. Do you agree with the author?” NCCE: CCSS + OER_2014

  18. What can we identify that attends to this shift? Productive “Struggle” with texts at different levels Honoring funds of knowledge Interesting and engaging learning Text –specific questions NCCE: CCSS + OER_2014

  19. Shift Three: Regular practice withcomplex textand its academic language NCCE: CCSS + OER_2014 Careful, targeted scaffolding of text complexity Focus on appropriately rigorous texts Practice reading easy/at-level/strenuous texts Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms

  20. What we look for: What is “rigorous and complex?” How is it different than “difficulty”? Best measured by an attentive human reader Best made by educators employing their professional judgment NCCE: CCSS + OER_2014 Best measured by computer software

  21. What can we identify that attends to this shift? Are the texts at grade level? Are there texts for different abilities? … is this “stuff” GOOD? Are the activities and tasks GOOD? NCCE: CCSS + OER_2014

  22. Greater focus on • SPEAKING and LISTENING • MEDIA and TECHNOLOGY • Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) • are integrated throughout the standards. • SPEAKING AND LISTENING • Comprehension and collaboration (standards 1−3) • Day-to-day, purposeful academic talk in one-on-one, • small-group, and large-group settings • Presentation of knowledge and ideas (standards 4−6) • Formal sharing of information and concepts, including through the • use of technology www.corestandards.org

  23. how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1) Grade 8: compare and contrast the structure of two or more texts and analyze how the different structure of each text contributes to its meaning and style (RL.8.5). support the assertions (arguments) they make in writing (W.8.1, W.8.9) NCCE: CCSS + OER_2014

  24. Let’s Dig into the Mathematics CCSS! NCCE: CCSS + OER_2014

  25. How do students currently perceive mathematics? NCCE: CCSS + OER_2014 Doing mathematics means following the rules laid down by the teacher. Knowing mathematics means remembering and applying the correct rule when the teacher asks a question. Mathematical truth is determined when the answer is ratified by the teacher. -Mathematical Education of Teachers report (2012)

  26. How do students currently perceive mathematics? NCCE: CCSS + OER_2014 Students who have understood the mathematics they have studied will be able to solve any assigned problem in five minutes or less. Ordinary students cannot expect to understand mathematics: they expect simply to memorize it and apply what they have learned mechanically and without understanding. -Mathematical Education of Teachers report (2012)

  27. The Three Shifts in Mathematics— NCCE: CCSS + OER_2014 • Focus: Strongly where the standards focus • Coherence: Think across grades and link to major topics within grades • Rigor: In major topics, pursue with equal intensity: • Conceptual understanding • Procedural skill and fluency • Application

  28. Shift One: Focusstrongly where the Standards focus – Ginsburg et al., 2005 NCCE: CCSS + OER_2014 • Move away from "mile wide, inch deep" curricula identified in TIMSS. • Spend more time on foundational concepts to deepen understanding • Focus is necessary in order to achieve the rigor set forth in the standards • Teach less, learn more. Less topic coverage can be associated withhigher scores on those topics covered becausestudents have more time to master thecontent that is taught.”

  29. Traditional K-12 U.S. Approach NCCE: CCSS + OER_2014

  30. Focus by Grade Level NCCE: CCSS + OER_2014

  31. Focus http://www.k12.wa.us/CoreStandards/Mathematics/default.aspx NCCE: CCSS + OER_2014

  32. Shift Two: CoherenceThink across grades, and link to major topics within grades NCCE: CCSS + OER_2014 • Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. • Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. • Standards are built on this progression of learning

  33. Coherence http://ime.math.arizona.edu/progressions/ NCCE: CCSS + OER_2014 “The Standards are not so much built from topics as they are woven out of progressions.” Structure is the Standards, Publishers’ Criteria for Mathematics, Appendix

  34. Coherence: Link to major topics within grades Example: Geometric measurement 3.MD.C NCCE: CCSS + OER_2014

  35. K-5 – NBT Progression Document NCCE: CCSS + OER_2014

  36. Shift Three: Rigor Equal intensity in conceptual understanding, procedural skill/fluency, and application NCCE: CCSS + OER_2014 • The CCSSM require: • Solid conceptual understanding • Procedural skill and fluency • Application of mathematics in problem solving situations • In the major work of the grade, this requires equal intensity in time, activities, and resources in pursuit of all three

  37. Conceptual Understanding is more than explaining What are two different equations with the same solution as 3(y – 1) = 8? Asking students to show work and explain can be informative, but it isn’t the only way to assess conceptual understanding and can become tiring for students. NCCE: CCSS + OER_2014

  38. Procedural Fluency is not all about Timed Tests “Reasoning and pattern searching are never facilitated by restricted time….strategy development and general number sense are the best contributors to fact mastery.” --Van de Walle NCCE: CCSS + OER_2014

  39. Required Fluencies in K-6 NCCE: CCSS + OER_2014

  40. Applications should be motivating for students What is the relationship between the height that a tennis ball is dropped to the height that it bounces? NCCE: CCSS + OER_2014

  41. Standards for Mathematical Practice NCCE: CCSS + OER_2014 • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  42. What we look for: NCCE: CCSS + OER_2014 SKIM the lesson (“Multiplication & Area – Grade 3”) Think about the “3 Shifts” and Standards for Mathematics Practice– does this lesson attend to one or more of these components? Which documents help you to answer this? Highlight parts of the lesson that resonate with you, and then share with a partner.

  43. Using the EQuIP Tool NCCE: CCSS + OER_2014 I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS III. Instructional Supports IV. Assessment Components

  44. Using the Mathematics EQuIPTool NCCE: CCSS + OER_2014

  45. What we look for: Column III NCCE: CCSS + OER_2014 Which of these criteria can you identify in the lesson/unit overview? What evidence do you see that it exists? Highlight what you see, ask questions, and share with your table.

  46. Whole Group Sharing NCCE: CCSS + OER_2014 What strengths do you notice? What gaps do you notice?

  47. Connections to Focus, Coherence and Rigor NCCE: CCSS + OER_2014 What criteria from Instructional Supports attends to the 3 Shifts in Math? Share with your table

  48. What we look for: Column IV NCCE: CCSS + OER_2014 Which of these criteria can you identify in the lesson/unit overview? What evidence do you see that it exists? Highlight what you see, ask questions, and share with your table.

  49. How do the Math CCSS shifts help inform assessment? NCCE: CCSS + OER_2014

  50. Thank you! • Common Core Supports: • OSPI Lead Team: • General Support / Overall CCSS Leadership: • - General email: corestandards@k12.wa.us • - Jessica Vavrus, jessica.vavrus@k12.wa.us • Math Support: • Anne Gallagher, • Anne.Gallagher@k12.wa.us • ELA Support: • - Liisa Moilanen Potts, • Liisa.moilanenpotts@k12.wa.us NCCE: CCSS + OER_2014

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