Transcript File

Unwrapping the
Common Core
(Oklahoma Academic Standards)
Moving Forward
One Step At A Time
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Introductions
Brent McKee
[email protected]
(Cell) (918) 629-9515
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ALCA Mission (Commitment)
“Identify Problems – Provide
Solutions”
• Listen to educators to identify where
educators need assist in accomplishing their
mission. (i.e., Where does the current
system feel inadequate, slow, impossible to
accomplish, fragmented, frustrating?)
• Listen to educators and provide solutions
(whenever possible) to the statement,
“Wouldn’t it be nice if…..?”
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“Identify Problems –
Look for Solutions”
“Wouldn’t it be nice if…?”
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Acknowledgement
This is an overview – no time for significant
processing.
Overviews provide opportunities to pushing
information to the audience so they have the
big picture as opposed having time to learn
using effective instructional practices learning with purpose.
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Steps to understanding the
challenges…
 Step 3: MAPPING the Common
Core (Oklahoma Academic
Standards)
 Unwrap the Common Core
 Content- and Skills-Based Vocabulary
 Learning Targets
 Big Ideas and Essential Questions
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Unwrap the Standard
• What is standards unwrapping?
• Why do you unwrap standards?
• How do you unwrap the
standards?
• What do you do with the
unwrapped standards?
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What is standards
unwrapping?
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Standards Interpretation
This procedure is known as
“unwrapping” standards and asks
teachers to analyze standard
statements’ explicit and implicit
concepts, content, and skills…
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...and focuses on the collective
agreement regarding the
interpretations of standards
statements’ explicit and implicit
expectations.
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Two Forms of Vocabulary
• Skills-based Vocabulary
(universal to all grades and
subjects)
• Content-based Vocabulary
(subject specific)
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How do you unwrap a
standard?
Six Basic Steps
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First Steps to Unwrapping
1. Review standards and objectives for the
essential or Power Standards
(Blueprints).
2. “Unwrap” standards and objectives to
identify the critical content (nouns) and
skills (verbs).
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Unwrapping Paper/Pencil Activity
Each individual needs:
Instruction Table for Unwrapping
ALCA Graphic Organizer for Explicit Only
Bloom’s Short Form
Single Sheet CCSS TABLOID
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• Discuss the Unwrapping Standards Table
• Place Key Nouns in the Content Section
• Place Key Verbs in the Skills Section
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Use the Bloom’s Taxonomy
to identify and label verbs
with the Bloom’s Levels
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• It is Important to Remember!
The central verb(s) alone is/are not sufficient
information to assign any type of learning
expectation. You must also consider the
complexity of the task and/or information,
conventional levels of prior knowledge for
students at the grade level, and the mental
processes used to satisfy the requirements
set forth in the standard.
Adapted from Norman Webb’s
Guide to DoK Levels, 2009
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4. Explore Learning
Targets as “I can”
statements for
improving student
learning.
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• Why Learning Targets?
Students can't see, recognize, and
understand what they need to learn until
we translate the learning intention into
developmentally appropriate, studentfriendly, and culturally respectful
language.
ASCD March 2011 | Volume 68 | Number 6
What Students Need to Learn
• Student-friendly language
• “I can statement….” creates focus.
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Pages 66-69
One way to do that is to answer the following
three questions from the student's point of
view:
•What will I be able to do when I've finished this lesson?
•What idea, topic, or subject is important for me to learn and
understand so that I can do this?
•How will I show that I can do this, and how well will I have to
do it?
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5. Identify Big Ideas (enduring
understanding or overarching
ideas) we want students to
remember.
6. Write Essential Questions to
guide instruction and
assessment.
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What do you do with
the unwrapped
standards when you
are finished?
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• Focus of Unit of Study
• Formative Assessment
• Summative Assessment
• Documented Evidence
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PROFESSIONAL DEVELOPMENT
EVALUATION
http://www.alcaweb.org/arch.php/room/5362
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“The definition of
insanity is doing the
same thing over and
over again expecting
different results.” –
Albert Einstein
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Move Forward
One Step at a Time
• Have a Plan.
• Chunk it up!
• Don’t be a pusher!
• Don’t be part of the problem – Be a part
of the solution.
• Give teachers TIME to process and
move forward through the levels of
understanding.
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Reflect
What have you gained from this
session?
Share with your elbow partner.
Be prepared to share with the
group.
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THANK YOU!!!
Brent McKee
[email protected]
(Cell) (918) 629-9515
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