Transcript File
For ppt slides… Beyond the Basics Search a free QR Code Reader App for your smartphones and scan the code OR http://goo.gl/Km8Ttt & http://todaysmeet.com/Beyond COMMON CORE: Beyond the Basics Dr. Barbara Adamos, Dr. Rowena Vega-Castro, Patty Kier, Melissa Limo, Carla Masnayon, Michael Meno http://goo.gl/Km8Ttt Norms- “Ground Rules” 1. One-clap -One focus -Unified Task 2. Smile - Think Positive to make things Positive 3. Talk -Dialogue and share Class Dojo “Rock-Star” Graphic Organizer • Rock-Star Notes • State the positive • Give the note • • • • What is new for me… What I want more of … What are my next steps . . . Rock-Star What we will accomplish: • Teachers will be able to unwrap CCSS and determine the Declarative and Procedural knowledge of the standards • Teachers will be able to create a 4-point scale/rubrics to guide feedback of student learning • Teachers will create a CCSS Unit Plan/Quarter • Teachers will be confident and in control of CCSS “Shared Drawing” • • • • • • • • • You and a partner No talking /communicating You will draw a face Take turns Draw a line and then pass the pen 2 minutes Write a caption Remember no talking One letter (caps) and take turns SMART Teams • S = Start the conversation Specific to the Task • M = Motivate the team to Measurable outcomes • A = Agree or Disagree to something Achievable • R = Record all Results • T = Time keeper—keep them Time-Bound 10 Effective Research-based Instructional Strategies 1. 2. 3. 4. 5. 6. 7. 8. Vocabulary Comparing, Contrasting, Classifying, Analogies, Metaphors Summarizing and Note-Taking Reinforcing effort and Giving Praise Homework and Practice Nonlinguistic Representation Cooperative Learning Setting Objectives/Targets and Providing Feedback/Scales/Rubrics 9. Generating and Testing Hypothesis 10. Cues, Questions, Advanced Organizers Identify the 11 elements essential to CCSS • • • • • • DQ1#1 Communicating Clear Learning Goals and Scales DQ2#6 Identifying Critical Information DQ2#7 Organizing Students to Interact with New Knowledge DQ2#11 Elaborating on New Knowledge DQ2#12 Recording and representing New Knowledge DQ3#15 Organizing Students to Practice and Deepen Knowledge • DQ3#17 Identifying Similarities and Differences • DQ3#18 Examining Errors in Reasoning • DQ3#20 Revising Knowledge • DQ4#21 Organizing Students for Cognitively Complex Tasks/ DQ4#22 Engaging Students in Cognitively Complex Tasks Depth of Knowledge • From Blooms to DOK • Determining Rigor • Critical Thinking Continuum Understand Dr. Marzano’s New Taxonomy and use it as a basis for planning, teaching, and assessing CCSS • Knowledge Utilization • Analysis • Comprehension • Retrieval • Design Question 2 • Design Question 3 • Design Question 4 “Bird Course” Unwrap essential and supplemental CSS • Declarative (Nouns/noun phrases) • Procedural (Verbs/verb phrases) • List the Declarative and Procedural Knowledge • Rigor and Relevance Framework http://www.leadered.com/apsbdocs/IntroRR.pdf Design a Common Core Unit using References/Resources • Learning Map • Consensus Map ? • Instructional Calendar ? • Lesson Plan (School-adopted) ? Design a Common Core Unit using the Unit Planning Template • Learning Map • Learning Goals and Rubrics • Learning Targets and Rubrics • List of Targets • 9 Clusters • Choose 3 standards in your content areas (you can work in your content teams) • Choose technology strategies for lunch-time sharing • Bring blank lesson plan template Develop a formative and summative assessment plan • 4.0 Proficient with Advance Knowledge • 3.0 Proficient with CCSS Standard • 2.0 Foundational Knowledge • 1.0 Below Basic Explore engagement strategies to deepen lesson planning • Big Ideas • Technology Tools Design a common Core Lesson using the Intentional Thinking Map for Daily Lessons • Each member of our team has created a sample lesson • Let’s do this together! What we accomplished: • I Can unwrap CCSS and determine the Declarative and Procedural knowledge of the standards • I Can create a 4-point scale/rubrics to guide feedback of student learning • I Can create a CCSS Unit Plan/Quarter • I am confident and in control of CCSS