“ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boi...
Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes  are now ...
Investigate the World Recognize Perspectives Take Action Communicate Ideas In English Language Arts, how do students . . . ?
Investigating the World  and Recognizing Different Perspectives “ Sometimes the world seems upside down ”  CC by jen_maise...
Communicating Ideas and  Taking Action 42601677.10 CC by torres21 on Flickr
English Language Arts Performance Outcomes <ul><li>Investigate the World:  Students investigate the world’s complex and si...
<ul><ul><li>Group 1: Reading for Literature & Informational (p. 38 & 40) </li></ul></ul><ul><ul><li>Group 2: Writing (pp. ...
<ul><ul><li>Find a partner from another group </li></ul></ul><ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>Tea...
<ul><ul><li>Start with the outcomes/expectations in mind; </li></ul></ul><ul><ul><li>Be clear in asking for what skills yo...
<ul><ul><li>Consider what preparation needs to be done before students will be able to do the task; </li></ul></ul><ul><ul...
<ul><ul><ul><li>S tudent Choice Are there options for students to make choices about content, process, and/or  product wit...
<ul><ul><li>Teach students to write to persuade </li></ul></ul><ul><ul><li>Teach students to write to explain </li></ul></...
<ul><ul><ul><li>Addresses the genre you’ve identified as a gap / area of weakness </li></ul></ul></ul><ul><ul><ul><li>Is a...
Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
Upcoming SlideShare
Loading in...5
×

NYC ELA Fall 2011

472

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
472
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

NYC ELA Fall 2011

  1. 2. “ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr
  2. 3. Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
  3. 4. Investigate the World Recognize Perspectives Take Action Communicate Ideas In English Language Arts, how do students . . . ?
  4. 5. Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
  5. 6. Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
  6. 7. English Language Arts Performance Outcomes <ul><li>Investigate the World: Students investigate the world’s complex and significant issues and ideas. </li></ul><ul><li>Recognize Perspectives: Students understand that an issue may be viewed from diverse perspectives, reflecting different values and cultures. </li></ul><ul><li>Communicate Ideas: Students organize and structure ideas when communicating with a variety of audiences. </li></ul><ul><li>Take Action: Students reflect on their learning and develop a position of advocacy or action. </li></ul>
  7. 8. <ul><ul><li>Group 1: Reading for Literature & Informational (p. 38 & 40) </li></ul></ul><ul><ul><li>Group 2: Writing (pp. 45-47) </li></ul></ul><ul><ul><li>Group 3: Speaking and Listening (p. 50) </li></ul></ul><ul><ul><li>Group 4: Language (p. 54-55) </li></ul></ul>Please highlight the connections/intersections you find between the ISSN Performance Outcomes and the Common Core Standards
  8. 9. <ul><ul><li>Find a partner from another group </li></ul></ul><ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>Teach your partner about one of your crosswalk connections </li></ul></ul><ul><ul><li>Learn about a crosswalk connection from your partner </li></ul></ul><ul><ul><li>Say “Thank You!” </li></ul></ul><ul><ul><li>Find a new partner and repeat the process </li></ul></ul>Give One to Get One
  9. 10. <ul><ul><li>Start with the outcomes/expectations in mind; </li></ul></ul><ul><ul><li>Be clear in asking for what skills you want students to be able to demonstrate in their work; </li></ul></ul><ul><ul><li>Be specific about what evidence you will look for to assess students as college ready/globally competent; </li></ul></ul>When designing an assessment task . . .
  10. 11. <ul><ul><li>Consider what preparation needs to be done before students will be able to do the task; </li></ul></ul><ul><ul><li>Remember that performance tasks should not cover ALL Graduate Portfolio Standards; </li></ul></ul><ul><ul><li>Key attributes include: S tudent choice, A uthentic task done by adults in “real world,” G lobal focus, E xhibition of work to authentic audience (S.A.G.E.). </li></ul></ul>When designing an assessment task . . .
  11. 12. <ul><ul><ul><li>S tudent Choice Are there options for students to make choices about content, process, and/or product within this task? </li></ul></ul></ul><ul><ul><ul><li>A uthentic Is this task asking students to do something adults do in the “real world”? </li></ul></ul></ul><ul><ul><ul><li>G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? </li></ul></ul></ul><ul><ul><ul><li>Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience? </li></ul></ul></ul>S.A.G.E. The Elements of Quality Task Design
  12. 13. <ul><ul><li>Teach students to write to persuade </li></ul></ul><ul><ul><li>Teach students to write to explain </li></ul></ul><ul><ul><li>Teach students to write to convey experience </li></ul></ul><ul><ul><li>Teach students to write to respond to literature </li></ul></ul>In grade-level groups, please share what you’re already doing to . . .
  13. 14. <ul><ul><ul><li>Addresses the genre you’ve identified as a gap / area of weakness </li></ul></ul></ul><ul><ul><ul><li>Is aligned to the Common Core and the ISSN Performance Outcomes </li></ul></ul></ul><ul><ul><ul><li>Asks students to Investigate the World, Recognize Perspectives, Communicate Ideas and Take Action </li></ul></ul></ul><ul><ul><ul><li>Includes S.A.G.E. - S tudent Choice, A uthentic Work, G lobal Issues, and Public E xhibition </li></ul></ul></ul>Develop a writing task / unit plan that . . . Using These Tools <ul><ul><ul><li>Common Core Standards for Writing </li></ul></ul></ul><ul><ul><ul><li>ISSN ELA Performance Outcomes </li></ul></ul></ul><ul><ul><ul><li>Unwrapped Standards Document </li></ul></ul></ul>
  14. 15. Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×