Common Core Implementation: Understanding "The Shifts"


Published on

As transition to the Common Core State Standards begins across the nation, it is helpful to understand big-picture "shifts." This session presents major changes brought out by Common Core. Participants will learn how to engage in dialogue, guide implementation and communicate shifts in classroom learning.

Presenter: Marianna Goheen, Goheen Consulting

Published in: Education, Business
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • The CCSS initiative focuses only on the ELA and Math subjects areas. The CCSS provide a base of academic standards with the goal of the essential content that students should learn throughout their K-12 experience. FOCUS on Career and College ReadinessWA State Learning Goals are a foundation:Read with comprehension, write effectively, and communicate successfully in a variety of ways and settings and with a variety of audiences;Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history, including different cultures and participation in representative government; geography; arts; and health and fitness;Think analytically, logically, and creatively, and to integrate technology literacy and fluency as well as different experiences and knowledge to form reasoned judgments and solve problems; andUnderstand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.The standards are the foundation, the CCSS do not dictate instructional materials, or pedagogy.CCSS have an intentional emphasis toward career and college readiness – unlike many states’ standards.Common Standards in other subject areas:Achieve and the National Research Council have partnered to develop a set of “Next Generation Science Standards” for states to consider adopting. The Framework for the NGSS will be issued in July 2011. Draft standards soon to follow. Final NGSS anticipated in Spring 2012.
  • This presentation provides:an overview of the Common Core State Standards in MathematicsSupports currently available to support districts hoping to begin transitions and an overview of additional resources for the futureVideo:
  • Speaking and listening will be intentionally embedded throughout. Here take a look at the table of contents of the ELA document. You can nicely see the progression of how the standards are organized and presented. Teaching and learning are seamlessly blended. No instructional silos.
  • That is, time is spent on a topic and on learning it well. This counters the “mile wide, inch deep” criticism leveled at most current U.S. standards.Conceptual understanding and procedural skills stressed equally
  • The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing student’s literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.The Common Core Standards offer literacy standards for the content areas, not content standards. Secondly, the literacy standards are embedded in the K-5 ELA standards, but they are separate documents for 6-12 content-area teachers.
  • SLIDE 3 – LITERACY STANDARDS FOR ALLMore than likely, you’ve heard the phrase “reading across the curriculum” or “writing across the curriculum.” This gives the false sense that the reading and writing that teachers should be teaching is similar enough to be extended across courses. The Common Core Standards take a disciplinary literacy approach. The bullets on the left provide a brief overview of this approach. First, content-area teachers are not being asked to be English teachers. Secondly, each discipline requires unique forms of reading and writing. This means that the way knowledge is acquired, developed, and shared in a given field often requires discipline-specific skills.  The graphic on the right demonstrates that students must acquire basic literacy skills. From there, educators must provide reading and writing instruction specific to their discipline. The way that a chemist reads a scholarly journal is often quite different from the way that a student of literature approaches a poem. In every discipline, there are unique reading and writing tasks that require explicit instruction so that students are best prepared for the demands of college and careers.
  • Common Core Implementation: Understanding "The Shifts"

    1. 1. Today is about:  Building a professional learning community through the Academy  Developing a deeper understanding of the Common Core State Standards “shifts”  Understanding and analyzing changes that will occur within the classroom
    2. 2. Professional learning Educators develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels. Something most teachers and educators do everyday, as we reflect on our professional practice, work together and share ideas, and strive to improve student outcomes. The kind of change that builds teacher capacity and professional culture Today is about:
    3. 3. • Counselors? • Instructors? • Academy leaders? • Advisory Board members? • NAF staff? Who is in our audience? What is your role?
    4. 4. #nafnext Taking a “snapshot….. ELA How would you describe where your academy, department or classroom is in the implementation process? Just beginning Developing processes Full plan
    5. 5. #nafnext Share out
    6. 6. What are the Common Core State Standards? 7 …describe/define the knowledge and skills in the areas of English language arts and mathematics that students will need throughout their K-12 education careers so they graduate high school able to succeed in careers and college, whatever their choice of college or career.
    7. 7. #nafnext • Promotes interdisciplinary content literacy • Prepares students for a competitive global job market • Ensures consistent expectations from state to state Why are the CCSS Important?
    8. 8. #nafnext What the Standards do NOT define: • How teachers should teach • Standards must be complemented by a well-developed content-rich curriculum • All that can or should be taught • A great deal is left to the discretion of the teachers and curriculum developers. • The aim of the Standards is to articulate the fundamentals, not to set an exhaustive list or set of restrictions that limits what can be taught beyond the Common core.
    9. 9. #nafnext • The nature of advanced work beyond the core • The interventions needed for students well below grade level • The full range of support for English language learners and students with special needs • Everything needed to be college and career ready  Student require a wide ranging, rigorous academic preparation  As well, as social, emotional, and physical development approaches to learning What the Standards do NOT define:
    10. 10. #nafnext 11 Common Core State Standards The Big Ideas in English language arts
    11. 11. #nafnext Current Standards Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) ELA Common Core Standards Speaking and Listening Reading Writing Language Media & Tech 12
    12. 12. #nafnext Standards Comparisons 13 K 1 2 3 4 5 6 7 8 9-10 11-12 Foundational Skills: Print Concepts & Phonological Awareness Foundational Skills: Phonics & Word Recognition, Fluency Reading Literature & Informational text, including literary nonfiction: Balance K-5 = 50% literature* & 50%* informational text Reading Literature – stories, drama, poetry: Balance grade 6-8 = 45%* Balance gr. 9-12 = 30%* Reading informational, including literary nonfiction: Balance 6-8 = 55%* Balance gr. 9-12 = 70%* Literacy (Reading) in History/Social Studies, Science, and Other Technical Subjects Writing Standards: Balance of Text Types: grades 4 – opinion = 30%; information = 35%; narrative = 35% Literacy (Writing) in History/Social Studies, Science, and Other Technical Subjects: Grade 8 – argument = 35%; information = 35%; narrative = 30% Grade 12 – argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Language Standards, including vocabulary acquisition and use
    13. 13. #nafnext Instruction Changes Approach to Teaching • Teaching changes from giving students the answer to having students apply knowledge to real world situations • Students must find the answer and explain • From… Content knowledge primarily from teacher-led lecture • To…. Content knowledge from a balance of reading, writing, lecture, and hands on experience
    14. 14. #nafnext Think integrated : • Don’t teach one CCSS at a time • Plan lessons around multiple standards, integrating reading, writing, speaking/listening, and language. Think interdisciplinary: • Pair up with other disciplines and create a unit • Cross-curricular conversations among teachers and between them
    15. 15. #nafnext What about the Academy curriculum and the CCSS? 16 State Learning Standards (CCSS – ELA/M) • What ALL students need to know and be able to do Academy curriculum • Industry- specific • Focused for academy theme • Math Practices • Habits of Mind • 21st Century Skills
    16. 16. #nafnext What changes would you make to create conditions for high quality professional learning in implementing the instructional changes of the common core state standards?
    17. 17. #nafnext Share out
    18. 18. #nafnext
    19. 19. #nafnext
    20. 20. #nafnext Shared responsibility across ALL educators! Literacy Standards for All Content Areas Embedded expectations for grades K-5 Separate documents for grades 6-12
    21. 21. #nafnext Technical Subjects
    22. 22. #nafnext English Language Arts Major Shifts These apply to content area (social studies, science, and technical subject) teachers as well as to English teachers. 1. Building knowledge through content-rich nonfiction. 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational. 3. Regular practice with complex text and its academic language
    23. 23. #nafnext Instructional Shifts Implementation of the CCSS Shift One “Building knowledge through content-rich nonfiction and informational texts” • Use content expertise to help students meet challenges of reading, writing, speaking and listening within discipline • Content area teachers emphasize literacy experiences in their planning and instruction. • Students learn through domain-specific texts – rather than referring to the text, they are expected to learn from what they read.
    24. 24. #nafnext Instructional Shifts Implementation of the CCSS Build background knowledge Teach different approaches for different type of text Teach strategies for information text Teach “through” and “with” text  “What is connected here?  How does this fit together?  What details tell you that?” Teach through less telling and more summarizing
    25. 25. #nafnext What’s in the NAF Resources The NAF Learning Handbook Correlations to ELA and Math Common Core State Standards
    26. 26. #nafnext Instructional Shifts Implementation of the CCSS Shift Two “Reading, writing, and speaking grounded in evidence from the text, both literary and informational” • Text-based Answers • Writing from Sources
    27. 27. #nafnext 28 James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving. Example?
    28. 28. #nafnext Text based evidence • Conversations dependent on text • Build and develop habit of evidentiary arguments in conversation and writing based on comprehension of reading • Read, re-read, reference text, dig deeper
    29. 29. #nafnext Use evidence to inform or make an argument Write from multiple sources Conduct short focused research Model expectations – use rubrics and examples of work samples to learn to self-evaluate Emphasis argumentative focused on discipline-specific content Emphasis Informative/explanatory texts, including narration of scientific procedures/experiments, or technical processes
    30. 30. #nafnext Instructional Shifts Implementation of the CCSS Shift Three “Regular practice with complex text and its academic language” • Staircase of complexity • Academic Vocabulary
    31. 31. #nafnext What this looks like in classroom: • Grade appropriate text requiring close reading • More time and space in curriculum • Scaffolding and support • Conversation around text • Independence
    32. 32. #nafnext Academic Vocabulary Focus on building vocabulary Tier 1 words are very common words Tier 2 word are powerfully useful and frequently occurring; taught before, during and after reading, listening and viewing Tier 3 words domain-specific words taught in context of discipline
    33. 33. #nafnext Implementing English Language Arts Major Shifts In your role what do you think about the three major shifts? Based on what you know, what changes to instruction would you recommend? Defend your position
    34. 34. #nafnext Share out
    35. 35. #nafnext 7 ways Common Core will change the classroom; your Academy 1. Depth not width— 2. Nonfiction, not fiction 3. Evidence is required 4. Speaking and listening 5. Technology is part of most/all standards 6. 21st century skills are emphasized across subject area 7. An increase in rigor
    36. 36. #nafnext NAF CURRICULUM OVERVIEW aligns with CCSS Courses are learner-centric, engage students with the subject matter. Students are active Learning activities challenge students in a deep and direct way. Project work requires students to utilize communication, time-management, and other career skills. A literacy component is included in each lesson to ensure students build reading and writing skills in parallel with subject-matter skills. Cross-curricular activities help students make connections and construct a broad knowledge and skill base.
    37. 37. #nafnext 1. What key messages stand out for you around the CCSS? 2. What stands out for you that has implications in your role and your work? 3. What leadership capacity do you have to support CCSS implementation? 4. What is your plan of action for next steps? What changes will you recommend? 39 Implementation Activities… Exit Ticket What is your current context?
    38. 38. #nafnext THANK YOU
    39. 39. #nafnext Marianna Goheen MG Education Consulting Program Supervisor for Health Science for Superintendent of Public Instruction (part-time) Former College and Career Readiness Director of Local district Former district Director for Academy of Engineering and Health Science