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Integrated Instruction: Taking on the Challenge of the New Core

Integrated Instruction: Taking on the Challenge of the New Core.

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Integrated Instruction: Taking on the Challenge of the New Core

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  1. Integrated Instruction: Taking on the Challenge of the New Core The new Core standards can be daunting, but well worth the work as you’ll see the results from your students. Let’s work together and delve into bringing the new standards into your instruction. Participants will leave with more knowledge about the Core and how to implement the standards.

  2. Book

  3. Teach • Effective instructional practice requires educators to clearly communicate learning goals, content, instructions, and expectations of students. Effective educators use a variety of instructional strategies and learning activities, instructional time and appropriate pacing, and engage students in higher order questioning, thinking, and metacognitive skills. Educator enthusiasm and interest in the content being studied maximize student engagement and learning. • Engages students in a variety of best practice instructional strategies and learning activities • Uses instructional strategies to promote higher levels of thinking

  4. Quick Intro • Task 1 • On the sticky notes, write one thing you know and understand about the Utah standards • Also, write one thing you would like to know more about the Utah standards • Share in your group • Find a commonality and share out for one thing you know and one thing you’d like to know more about

  5. Utah Standards (T2) http://www.corestandards.org/ELA-Literacy/ http://www.corestandards.org/Math/ Quickly scan through one of these and determine which standard or group of standards you’d like to use in an assignment.

  6. Cognitive Rigor Matrix (T3) • Identify distinctions among the DOK levels and explore how, unlike Bloom’s Taxonomy, the Depth of Knowledge is NOT determined by the verb, but rather by the context in which the verb is used and the depth of thinking required. • Analyze one of the two DOK charts (HANDOUTS) • Pair up with someone from the other group (the group that analyzed the chart different from your group) and share your discoveries.

  7. DOK example • DOK 1 Describe three traits of the main character (Simple Recall) • DOK 2 Describe the differences between the protagonist and antagonist. (Requires cognitive processing to determine the differences) • DOK 3 Describe the indirect characterization methods the author uses to develop the protagonist’s characteristics (Requires deep understanding of characterization and a determination of how to best represent it)

  8. Determine DOK (T4) • Writing Prompt: After reading Winston Churchill’s “Blood, Toil, Tear and Sweat,” analyze the development of his ideas • Determine Churchill’s argument • Include how word choice impacts meaning and tone • Include the structure Churchill uses to organize this speech • Cite evidence from the text to support your analysis

  9. Text Dependent Questions (T5) Take a moment to read the “Guide to Creating Text Dependent Questions.” Read MLK text “The Purpose of Education” and respond to the first column of the graphic organizer on the “Secondary Note-Taking Guide” for your text. On your own paper please Share your responses with a partner and work to complete the next two columns together.

  10. TDQ’s (T6) • At tables discuss the following questions: • How do open-ended TDQ’s support discussion in the classroom? • How can asking these questions support struggling students? High performing students? • How do these questions support the shift of grounding reading, writing, and discussion in evidence from text?

  11. Question Quality (T7) • With a partner read the “Checklist for Evaluating Question Quality” and use to write TDQs on an informational text from your grade. • http://www.corestandards.org/ELA-Literacy/ • Appendix B Informational Texts (choose 1) • Share 1 question whole group

  12. Assignment (T8) While I’m explaining the 7 steps to an assignment, create an assignment and write something for each of the steps.

  13. Seven Steps to assignment planning • Identify content, focus standards, and skills (1) • What do you want students to learn? What academic content and skills do you want students to focus on? What standards? What other learning goals?

  14. Step 1 Sample Content: Civilization Skills: Define and explain Other skills: manage multistep project; sort and select relevant detail Focus Standards: CCSS Anchors RI 1, 4, and W2 (6-12 grades)

  15. Step 2 • Determine a Product • What do you want students to turn in or perform as evidence of learning?

  16. Product Ideas • Animations • Annotated bibliographies • Community Presentations • Cost/benefit analyses • Docent lecture • Documentaries • Games • Inventions • Maps • Memos • Patents • Proposals • Scale models and blueprints • Skits • Speeches

  17. Step 2 Sample Content: Civilization Skills: Define and explain Other skills: manage multistep project; sort and select relevant detail Focus Standards: CCSS Anchors RI 1, 4, and W2 (6-12 grades) Product: Essay

  18. Step 3 • Identify demands and qualities • What demands do you want to embed in the assignment? What qualities do you want to see in student work and performances?

  19. Demands and Qualities • Use verbs as the focus of demands (compare, define, construct • Wrap content around the verb (Compare the conquests of Alexander the Great to Caesar • Align to standards • Choose texts by their complexity • Involve reasoning, ask why? • Academic and workplace protocols (hypothesis, memos) • Behaviors that master good habits. • What is valued in the product descriptors such as precise, accurately, consistently, apt • Use visual models • Include behaviors when appropriate (responding respectfully)

  20. Demands and qualities sample Content: Civilization Skills: Define and explain Other skills: manage multistep project; sort and select relevant detail Focus Standards: CCSS Anchors RI 1, 4, and W2 (6-12 grades) Product: Essay Demands: define, explain, organize ideas deductively, support ideas with citations Qualities: credible, accurate, readable, well-developed logic

  21. Step 4 • Write a prompt • This is the statement that asks student to do something

  22. Writing a Prompt Question to set up (Who is a hero? Are there good and bad calories?) Use a quote to set up a response to your prompt Life language directly from focus standards chosen (could turn standard into prompt) Ask to analyze complex texts for author’s purposes, structures, methods. Describe a problem and ask students to solve it in some way. Produce workplace document: brochure, report, memo, manual, proposal Ask students to synthesize research Examples: performance tasks, seminar prompt, problem prompt

  23. Prompt sample Content: Civilization Skills: Define and explain Other skills: manage multistep project; sort and select relevant detail Focus Standards: CCSS Anchors RI 1, 4, and W2 (6-12 grades) Product: Essay Demands: define, explain, organize ideas deductively, support ideas with citations Qualities: credible, accurate, readable, well-developed logic Prompt: What features determine a “civilization”? Write an essay in which you define “civilization” and explain its features, drawing from our unit on ancient societies. Would you claim that any of these societies were not civilizations?

  24. Step 5 • Write a rubric • This is the statement that asks students to do something

  25. Rubric A rubric is variously define as “rules,” instructions,” and “guidelines.” Holistic rubric Analytic rubric Webb Scale Single Statement Beware of so-called rubrics that only list “to do” criteria, not qualities Examples: Your proposal must be convincing and logical, providing three reasons supported by your survey.

  26. Rubric sample Prompt: What features determine a “civilization”? Write an essay in which you define “civilization” and explain its features, drawing from our unit on ancient societies. Would you claim that any of these societies were not civilizations? Rubric: Your essay should demonstrate the following qualities to receive a passing score: 1) a researched definition of “civilization”; 2) a detailed explanation with references to unit texts; 3) a convincing argument focused on the question; 4) organization using three-point logic; and 4) readable, neat copy, including a 3 on the ELA mechanics rubric. This is a two-week assignment.

  27. Step 6 • Do your assignment • Check you assignment. Revise if needed.

  28. Step 7 • Make an instructional plan • What resources and strategies will you use to guide students through the assignment? How will you teach demands and qualities? Make a calendar.

  29. Step 7 Next step is to design a plan by making deliberate instructional choices that support that assignment. Your plan creates a series of instructional events as conditions for learning and leads students to complete the product embedded in the assignment.

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