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The Core Deconstructed - Complimentary Preview

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  • I heard teachers ask, “Can I differentiate instruction, foster critical thinking in all of my students, make learning relevant everyday, encourage higher order thinking skills even for my struggling learners, help all students go deeper into the discipline, while being creative and highly effective? Are all of these things possible all at the same time?”

    I heard teachers, and I say, “they are and you can with 'The Core Deconstructed!'”

    “The Core Deconstructed: How to Deconstruct the Common Core State Standards So You Can Teach” was designed for the busy teacher who wants it all—differentiation, rigor, acceleration of struggling learners, creativity and effectiveness. It all starts with the standards and when the Common Core is deconstructed you have The CCD®.

    The Core Deconstructed gets right to the point. There are no unnecessary words. From the first page to the last, the book is all about giving you only the information you need to get the job done in that moment.

    The Core Deconstructed provides examples. You don’t just want to read about it, you want to see it. In addition to providing a step-by-step guide, examples of deconstructed standards are provided for literature, informational text, writing, speaking and listening, and language standards so read it, see it and do it.

    The Core Deconstructed is tailored to your grade level. Teachers don’t have the time they want or need to adapt examples from other grade levels, so each grade level has its own book with grade level examples.

    The Core Deconstructed is an eBook. It’s portable professional development. You have the power to control your development where ever, whenever.

    Experience The Core Deconstructed for yourself.
    1. Download, read and ground yourself in the foundational concepts with a complimentary preview.
    2. Tell me what you think by sharing your immediate feedback.
    3. Visit the iTunes store to get your copy and start deconstructing December 11, 2012.
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    The Core Deconstructed - Complimentary Preview The Core Deconstructed - Complimentary Preview Document Transcript

    • The Core DeconstructedHow to Deconstruct the Common Core State Standards So You Can TeachELA/Literacy Complimentary Preview©2012 Sheron M. BrownUnauthorized use and/or duplication of this material without express and written permission from the author and/or owner is strictly prohibited. Excerpts and links may beused, provided that full and clear credit is given to Sheron M. Brown and EdSolutions by Design, Inc. with appropriate and specific direction to the original content.ISBN (See standard copies.) i
    • PrefaceThe project you are First: Groundbeholding represents Gain (or review) thePOWER-- power to foundational understanding required to demystify theown your development as a standards.professional. Second: DeconstructIt also represents Engage in the process ofCONTROL--control dismantling the standards.to gain a firm command of Third: Teachthe Common Core State Examine tools and modelsStandards and all they you can use to teach therequire. standards...and teach them well! Dr. Brown ii
    • C HAPTER 1 Level 2: Grounding the Standards The second PLD states, “Students performing at this level demonstrate a limited command of the knowledge, skills and practices embodied by the CCSS at their grade level.” This can be Program Level Descriptors (PLDs) were aligned with the processes “understand” and “apply.”developed by the Partnership for Assessment ofReadiness for College and Careers (PARCC) to describestudent performance in relation to the Common CoreState Standards (CCSS). This page hosts suggestions foraligning the PLDs with the revised Bloom’s cognitiveprocesses (Anderson, et al., 2001). The suggestions arenot absolutes. They provide a way for you to combineyour previous professional knowledge with this newinformation. Level 3: The third level PLD indicates, “Students performing at this level demonstrate a partial command of the knowledge, skills and practices embodied by the CCSS at their grade level.” This can be aligned with ”apply.”Level 1:The first PLD states, “Students performing at this leveldemonstrate a very limited command of theknowledge, skills and practices embodied by the CCSSat their grade level.” This can be aligned with thecognitive process “remember.”
    • Level 3: The third level PLD indicates, “Students performing at this level demonstrate a partial command of the knowledge, skills and practices embodied by the CCSS at their grade level.” This can be aligned with ”apply.” Level 4: The fourth level PLD indicates, “Students performing at this level demonstrate a solid command of the knowledge, skills and practices embodied by the CCSS at their grade level.” This can be aligned with “evaluate.”Level 5:Lastly, the fifth level PLD indicates, “Students performing at this level demonstrate a superiorcommand of the knowledge, skills and practices embodied by the CCSS at their grade level.” This canpossibly be aligned with the highest cognitive process of “create.”
    • Essentially, the CCSS requires teachers tofacilitate learning that transforms learnersfrom novices to experts. Table 1 explainseach category. Transform)Learners!In the Common Core era, educators mustbalance an understanding between the Table I. Increasing Levels of Cognitive Demand and Learner Behaviorsvarious terms of Bloom’s cognitiveprocesses, PLDs and expert model. The list Novice Apprentice Practitioner Expertbelow suggests an alignment of the terms. •  Learners experience •  Learners understand how •  Learners •  Learners use concepts within content concretely micro-concepts connect simultaneously and among disciplines inNovice: •  Learners manage within a discipline manage multiple micro- order to infer theories and micro-concepts one at •  Learners connect concepts principles• Remember a time information within a •  Learners construct •  Learners generate• Level 1 •  Learners require micro-concept generalizations to innovations within the field guided practice and •  Learners begin explain connections and/or practiceApprentice: skill describing between concepts •  Learners rehearse skill •  Learners need generalizations and •  Learners choose and development independently• Understand reinforcement, themes that connect use appropriate skills and in order to advance self-• Apply reassurance, and concepts for task completion improvement guidance •  Learners apply skills with •  Learners seek out •  Learners seek out the input• Level 2/ 3 •  Learners seek out limited supervision feedback when needed of other experts for a specificPractitioner: confirmation that •  Learners seek out •  Learners demonstrate purpose validates their confirmation at task commitment and •  Learners experience the flow• Analyze competency to completion perseverance with state and gain pleasure complete a task •  Learners reflect on reasonable challenges during task completion that• Evaluate content and skills when •  Learners reflect on requires advanced skill or• Level 4/5 prompted content and skills to knowledge refine understanding •  Learners are independentExpert: and performance and self-directed •  Learners seek out• Create experiences that cause them• Level 5 to once again advance through the levelsAgain these recommendations are notmeant to be absolutes, but rather a meansfor professionals to balance all the terms Adapted from Hedrick, K and Flannagan, J. S. (2009).relevant to the work of facilitating learning.
    • You know the cognitiveprocess dimensions of Bloom’s Taxonomy: remember, understand, apply, analyze,evaluate and create. But there are also the knowledge dimensions.KNOWLEDGE DIMENSIONS represent the four types of knowledge that individualsemploy when engaging in the cognitive processes.
    • KnowledgeDimensions Adapted from Anderson, L. W. (2001).
    • Cognitive Processes DimensionKnowledgeDimension What happens when the two dimensions intersect?
    • COMMON CORE DECONSTRUCTED Standard Label: The actual standard goes here. The “Common REMEMBER/UNDERSTAND APPLY/ANALYZE EVALUATE/CREATE Core PLD 1 & 2 PLD 3 & 4 PLD 4 & 5 Deconstructed” (CCD) shows The standard The standard The standard you how to deconstructed for the deconstructed for the deconstructed for the break down the Factual cognitive processes of cognitive processes of cognitive processes of remember and understand apply and analyze in the evaluate and create in standards forKnowledge in the factual knowledge dimension. factual knowledge dimension. the factual knowledge dimension. each grade level so that you know The standard deconstructed for the The standard deconstructed for the The standard deconstructed for the immediatelyConceptual cognitive processes of cognitive processes of cognitive processes of what should beKnowledge remember and understand apply and analyze in the evaluate and create in taught. Students in the conceptual conceptual knowledge the conceptual knowledge dimension. dimension. knowledge dimension. will experience deep learning The standard The standard The standard daily by movingProcedural deconstructed for the cognitive processes of deconstructed for the cognitive processes of deconstructed for the cognitive processes of from novice toKnowledge remember and understand apply and analyze in the evaluate and create in expert at every in the procedural knowledge dimension. procedural knowledge dimension. the procedural knowledge dimension. grade level, on every standard. The standard The standard The standard deconstructed for the deconstructed for the deconstructed for theMetacognitive cognitive processes of cognitive processes of cognitive processes ofKnowledge remember and understand apply and analyze in the evaluate and create in in the metacognitive metacognitive knowledge the metacognitive knowledge dimension. dimension. knowledge dimension. Novice/Apprentice Apprentice/Practitioner Practitioner/Expert
    • Who$Needs$to$Know?,Table II. The Benefits of Knowing How to Deconstruct the CoreInstructional Leaders and Curriculum Leaders TeachersCoaches•  Instructional,leaders,and, •  Curriculum,leaders,can,use, •  Teachers,can,use,the,four,, coaches,can,use,the,four, four,phases,of, phases,of,deconstruction,, phases,of,deconstruction,to, deconstruction,to,write, along,with,a,tool,called,The$ coach,teachers,through,the, objective,stems,for, Objective$Builder,,to,write, process,of,understanding, teachers.,Teachers,can,later, complete,objectives,that, the,depth,of,instruction, use,the,objective,stems,to, guide,a,comprehensive, required.,This,will,help, plan,comprehensive,day=by= lesson,design,and,built=in, students,to,truly,master,a, day,units,that,allow, performance,tasks.,Hence, standard. students,to,truly,master,a, aligned,assessments,are, standard.,The,objective, ensured. stems,can,also,guide, teachers,on,how,to, differentiate,for,the,varying, levels,of,abilities, represented,in,their, classrooms.
    • The CCD improves effectiveness,supports differentiation andincreases rigor.Use the CCD to:➡Create your pre-unit assessments➡Modify instruction➡Design tiered lessons forstruggling learners and advancedlearners➡Write performance tasks➡Meet the needs of your specialeducation population➡Teach each standard deeply tomove all students from novice toexpert➡Generate ideas quickly forlearning stationsDeliberate teaching choices madedaily will lead to deep learning.
    • C HAPTER Wherever you begin, remember that once your students areTeaching the Standards able to successfully perform throughout the full range of the CCD, then they have truly mastered the standard. After deciding how to move forward with your groups, it’s time to design a lesson using the objective stems. The stems You may be asking, “Now that provide you with the starting place for writing a complete I’ve deconstructed the learning target or objective. A clear and complete learning standards, now what?” Now objective entails the cognitive process, the DCI component, you design and teach! the content being taught, the resource being used to facilitate Deconstructing provides a learning, the product of the students’ thinking and the who of number of benefits for the learning. A tool that can support you in managing these designing and teaching components is referred to as the Objective Builder. comprehensive lessons. You can: When applied appropriately, the Objective Builder allows students to have the clarity they require to perform at the level1. Create pre-assessments using the apply/analyze column to of expectations introduced by the teacher. Furthermore, the determine the readiness for the majority of your students. If latter portion of the Objective Builder asks students to make the majority of your students do well, consider a brief their thinking visible by engaging in brief performance tasks--a review then move forward to the evaluate/create column. If skill the 21st century student needs. the majority do not do well, introduce the standard by starting with the remember/understand column. Given that the CCD includes the cognitive process and2. Plan for your flexible groups by examining clusters. You the DCI, you only need to complete the learning target with may have 2 to 7 students who indicate similar needs either the remaining components of the Objective Builder, for enrichment or acceleration. Use the appropriate column then move on to designing your well-aligned lesson. or cell(s) to differentiate for your small groups.3. Individualize your differentiation for students who show a specific need. Consider directing their tutors to that need, The Objective Builder plan specialized assignments for class or home, or support the student during 1-on-1 conferencing in the area(s) they demonstrated needs.
    • Now it’s time to get to work. DECONSTRUCT and design.
    • In a nutshell, one purpose of the CCSS is to encourage teachingthat fosters disciplinary thinking and knowledge production. Several excerpts from the CCSS document point to this assertion. Two excerpts follow: “Students who are college and career ready in reading, writing, speaking, listening and language…demonstrate independence…build strong content knowledge…respond to the varying demands of audience, task, purpose and discipline…comprehend as well as critique…value evidence…use technology and capably…come to understand other perspectives and cultures” (p. 7). “To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts” (p. 35). Take another look at the second quote…
    • CUn once g) de pt Tea chin rst ua “Tonbecome a l din ) college and career ready, students must grapple with works of g) exceptional craft and thought whose range extends ain ) m line s) Do scip across genres, cultures, and centuries. Such works Di e) Conceptual) offer ip lin s)profound insights into nderstanding) U the human condition and serve as models isc main D o D for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal Cogni/ve) Process) U.S. documents, the classics of American literature, and the timeless dramas of Dis oma D Shakespeare. Through wide and deep reading of literature and literary cip i n s lin ) e) Kn nonfiction of steadily increasing sophistication,Dimowle en dge) students gain sio n) a reservoir of literary and cultural Discipline) Domains) knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed Co roce Co gn ss) P g Pro ni/v i/v by complex texts” (p. 35). ces e) e) s)
    • There are many other statements in thestandards documents that point to the claim. Aclose read of the document will reveal evidence repeatedly.
    • Hundreds of research studies and thousands of books outlinehow to teach to foster disciplinary thinking.The CCD process distills multiple Embedded&in&the&Standards&theories by synthesizing theessential elements of theirconnecting ideas to make what Table III. The 3 Dimensions of the CCDappears overwhelming, readily Teach Think Knowledgeapplicable. •  CONTRIBUTIONS: Dimensions •  CONTRIBUTIONS: Making •  CONTRIBUTIONS: The of Learning; Classroom Thinking Visible; Taxonomy for Schoolwide Enrichment Model; Instruction that Works; The Art Learning, Teaching, and Using the Parallel Curriculum and Science of Teaching; Visible Assessing; Concept-Based Model in Urban Settings; The Learning (these works represent Curriculum and Instruction for Parallel Curriculum (these works hundreds more) the Thinking Classroom (these represent hundreds more) works represent hundreds more) •  APPLICATION: The purpose of •  APPLICATION: Students must •  APPLICATION: Deliberate the lesson dictates the teaching think so they can learn. The choices about disciplinary model. For example, when choice the thinking demands thinking support the teaching for understanding, must be deliberate. The content development of knowledge as models that foster acquisition and major ideas of the discipline students move from being and integration of knowledge being studied must be also be novice level learners toward should be considered. The CCD considered deliberately. The expert level learners. The CCD’s structure visually highlights the CCD objective stems focus on structure and objective stems lesson’s purpose. thinking within the concepts of integrate disciplinary thinking, the discipline. content and the advancement of the learner. •  RELEVANCE: The teaching •  RELEVANCE: The level of •  RELEVANCE: The consideration model must support the level of thinking must support the of building knowledge in the thinking required. development of knowledge discipline supports the quest for desired. rigor in instruction.
    • Resources to Deconstruct COMMON CORE DECONSTRUCTED Get the CCD template. REMEMBER/UNDERSTAND APPLY/ANALYZE EVALUATE/CREATE PLD 1 & 2 PLD 2 & 3 PLD 4 & 5 Factual Knowledge Dimension Get dimension definitions and examples. Conceptual Knowledge Dimension Get the Discipline Procedural Knowledge Domains. Dimension See how to draft conceptual understandings. Metacognitive Knowledge Dimension ! Novice/Apprentice Apprentice/Practitioner Practitioner/Expert ! Objective Builder ! Structure of Objective: Students will cognitive process the discipline domain of content focus using resource to product in group’s size COGNITIVE PROCESSES (Choose one) Remember Understand Apply Analyze Evaluate Create (Retrieve relevant (Construct meaning (Carry out or use a (Break material into its (Make judgments (Put elements together knowledge) from instructional procedure in a given constituent parts and based on criteria and to form a coherent or messages, including situation.) determine how the standards) functional whole; oral written and parts relate to one reorganize elements graphic another and to an into a new pattern or communication) overall structure or structure) purpose) Recognize, identify; Interpret, clarify, Execute, carry out; Differentiate, Check, coordinate, Generate, recall, retrieve paraphrase, represent, implement, use discriminate, detect, monitor, test; hypothesize; plan, translate; exemplify, distinguish, focus, critique, judge design; produce, illustrate, instantiate; select; organize, find construct classify, categorize, coherence, integrate, subsume; infer, outline, parse, conclude, extrapolate, structure; attribute, interpolate, predict; deconstruct compare, contrast, map, match; explain, construct models Novice/Apprentice Apprentice/Practitioner Practitioner/Expert DISCIPLINE DOMAINS (Choose one) Domain of Discipline Depth Domain of Discipline Complexity Domain of Discipline Imperatives Depth Choices Definition Complexity Choice Definition Imperative Choices Definition Language of the Terms, nomenclature Change over Time Past, present, future; Origin The beginning, root, or Discipline used by the across, during various source of an idea or disciplinarian or expert time periods; change event (or used within a discipline) Big Idea Broad conclusions Multiple Differing points of Contribution The significant part or www.edsolutionsbydesign.com (Generalization, based on evidence; Perspectives view; opinions based result of an idea or Principle, Theory, or rules based on tested on varied roles and event Concept) and accepted facts or responsibilities; assumptions; basic attitudes when truths, laws or considering or viewing assumptions Patterns Designs, models, Across Disciplines Connections, Convergence The coming together recurring elements, relationships within, or meeting point of cycles, order, between, and among events or ideas composite of various disciplines or characteristics subject areas Rules Standards, Parallel Ideas or events that organizational are similar and can be patterns, structure, compared to one order another Trends Changes over time; Paradox The contradictory general tendency of elements in an event direction, drift; or idea influences over time Get the causing effects to happen Join a community of educators Unanswered Knowledge yet to be Questions discovered, explored, proven; unclear information needing Objective further evidence or who are deconstructing. Click support Essential Details Features, attributes, elements, specific information, elaboration, Builder here to share your deconstructed embellishment Ethics Value-laden ideas, information; ideas opinions related to bias, prejudice, standard with educators across discrimination ©"2010"EdSolutions"by"Design." " ."" country.
    • ReferencesAnderson, L.W., Krathwaohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J. & Wittrock, M.C. (2001).A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Abridged ed.).New York: Longman.Common Core State Standards Initiative. (2010, June). Preparing America’s students for college & career. Retrieved fromhttp://www.corestandards.orgDean, C. B., Hubbell, E. R., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasingstudent achievement. (2nd ed.). Alexandria, VA: ASCD.Erickson, H. L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press.Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analysis relating to achievement. New York: Routledge.Kaplan, S. N., Guzman, I., & Tomlinson, C. A. (2009). Using the parallel curriculum model in urban settings: Grades k-8. Thousand Oaks,CA: Corwin Press.PARCC Proposal. (2012, August). PARCC college-ready determination policy in English and mathematics & policy and generalcontent claims for PARCC performance levels. Retrieved from http://www.parcconline.org/sites/parcc/files/PARCCDraftCRDPolicyandPolicyandGeneralContentClaimsforPLDs7_12_12.pdfHedrick, K., & Flannagan, J.S. (2009). Ascending intellectual demand in the parallel curriculum model. In C. A. Tomlinson, S. N. Kaplan, J.S. Renzulli, J. H. Purcell, J. H. Leppien, D. E. Burns, C.A. Strickland &, M. B. Imbeau (2nd ed.). The parallel curriculum: A design to developlearner potential and challenge advanced learners (pp. 233-293). Thousand Oaks, CA: Corwin Press.Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: ASCD.Marzano, R. J., Pinkering, D. J., Arredondo, D. E., Blackburn, G. J., Brandt, R. S., Moffet, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J.S. (1997). Dimensions of learning. (2nd ed.) Alexandria, VA: ASCD.Renzulli, J. S. & Reis, S. M. (1997). The schoolwide enrichment model; A how-to guide for educational excellence. (2nd ed.). MansfieldCenter, CT: Creative Learning Press.Ritchhart, R., Church, M. & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence forall learners. San Francisco, CA: Jossey-Bass.
    • Images Courtesy of: adamr “Tablet Computer and Book” aopsan “Empty Blackboard With Wooden Frame” jannoon028 “Business Hand Holding Show” Keerati “Opened Laptop” Mr. Lightman “Brain Design By Cogs and Gears” Ohmega1982 “Social Networking Concept”Scottchan “Wooden Sign,” “Achievement Road Sign,” “Blackboard with Chalks” Stuart Miles“Pointing Future on Blackboard, Opportunity Definition Button, at FreeDigitalPhotos.net
    • Sheron Brown, PhD, is founder and ChiefPerformance Strategist at EdSolutions byDesign. At EdSolutions, Dr. Brown partnerswith school leaders to facilitate the creation ofschool excellence plans and organizationallearning plans. Dr. Brown also designs tools thathelp good educators become great educators.Dr. Brown is a passionate change agent andsystems-thinker who supports leaders inachieving excellence through the developmentof their people and through continuousimprovement. She has served as a classroomteacher, building-level leader, district leader,professional developer, instructional coach,leadership coach, adjunct professor, and aBaldrige Examiner. You can find her onwww.sheronbrownphd.com or connect with heron www.linkedin.com/in/sheronbrownphd.
    • www.edsolutionsbydesign.com Big dreams. Comprehensive strategy. Connected tools. Desired results.