K20 to the Core

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A presentation to introduce Common Core State Standards to schools.

A presentation to introduce Common Core State Standards to schools.

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  • 1. TIFFANY NEILL | LEVI PATRICK | TERESA BEGLEYThursday, August 11, 2011 1
  • 2. Today’s Grouping Groups (4 core, 4 other) Math Only... 9-12 Science 9-12 Mathematics 9-12 Language Arts 9-12 Social StudiesThursday, August 11, 2011 2
  • 3. STAND UP IF... ➡ you know this song. ➡you are secretly wondering if I actually know this song. ➡you thought you were going to die last night. ➡you have taught for 5 or less years. ➡you have taught for 25 or more years. ➡your summer was just interrupted by the school year. ➡you are not originally from Oklahoma. ➡you are anxious about Common Core.Thursday, August 11, 2011 3
  • 4. Who’s Involved?Thursday, August 11, 2011 4
  • 5. TRANSITION TIMELINE Transition: • Teacher developmentState Board Adopts • Local curriculum revisionCommon Core State • Test development Standards 2010 - 2014 Transition June, 2010 Complete June, 2014 2010 2011 2012 2013 2014Thursday, August 11, 2011 5
  • 6. WHO’S ON BOARD? Includes DC and the Virgin Islands. 46 6Thursday, August 11, 2011 6
  • 7. EXPLORING THE RATIONALEThursday, August 11, 2011 7
  • 8. RIGOR Rigorous content appropriate for each grade level. rig●or (noun) - the quality of being extremely thorough, exhaustive, or accurateThursday, August 11, 2011 8
  • 9. DEEP UNDERSTANDING Deep understanding through concept attainment. This is a transition from the lower rungs of Bloom’s Taxonomy to the top 4 levels.Thursday, August 11, 2011 9
  • 10. AUTHENTIC EXPERIENCES Acquisition of skills through authentic experiences.Thursday, August 11, 2011 10
  • 11. Thursday, August 11, 2011 11
  • 12. Taking a Deeper Look at the Standards Task Rigor = R Deeper Understanding = D Authenticity = A Other = OThursday, August 11, 2011 12
  • 13. How Does the Language look Different?Thursday, August 11, 2011 13
  • 14. Assessment Our school has to select a girl for the long jump at the regional championship. Three girls are in contention. We have a school jump-off. Their results, in meters, are given in the accompanying table. Elsa Miki Aisha Hans says, “Aisha has the 3.25 3.55 3.67 3.95 3.88 3.78 longest average. She should go 4.28 3.61 3.92 to the championship.” 2.95 3.97 3.62 3.66 3.75 3.85 Do you think Hans is right? 3.81 3.59 3.73 Explain your reasoning.Thursday, August 11, 2011 14
  • 15. Assessment Example Topic #1: Science/Technical Texts Evaluating evidence: • Compare what the latest science tells us about Genetically Modified food against the arguments offered for and against Genetically Modified food. • Evaluate the hypothesis, data, analysis, and conclusion of each side, including determining the extent to which each side in the debate over Genetically Modified food relies on the available science, argues from an economic perspective or appeals to political and emotional concerns. • Verify the data from each author and corroborate or challenge the conclusion with other sources and information.Thursday, August 11, 2011 15
  • 16. Assessment 1 Students provide an objective summary of Fredrick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas and developed over the course of the text. [RI.8.2] 2 Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.8]Thursday, August 11, 2011 16
  • 17. How Does the Language How Do the Assessments look Different? Look Different?Thursday, August 11, 2011 17
  • 18. Key Advances in Language Arts Reading •Balance  of  literature  and  informa0on  texts •Text  complexity Wri*ng •Emphasis  on  argument  and  informa0ve/explanatory   wri0ng •Wri0ng  about  sources Speaking  and  Listening •Inclusion  of  formal  and  informal  talk Language •Stress  on  general  academic  and  domain-­‐specific   vocabularyThursday, August 11, 2011 18
  • 19. Key Advances in Mathematics Focus  and  Coherence •Focus  on  key  topics  at  each  grade  level •Coherent  progressions  across  grade  levels Balance  of  Concepts  and  Skills •Content  standards  require  both  conceptual   understanding  and  procedural  fluency Mathema*cal  Prac*ces •Foster  sense-­‐making    and  reasoning  in  mathema0cs College  and  Career  Readiness •Level  is  ambi0ous  but  achievableThursday, August 11, 2011 19
  • 20. Addressing Common Core in the Classroom Already Doing New IdeasThursday, August 11, 2011 20
  • 21. Walkabout Each group has a number post posters around the room Rotate through posters (clockwise) if you see similar ideas, write your group’s number next to the ideaThursday, August 11, 2011 21
  • 22. CCSS in the ClassroomThursday, August 11, 2011 22
  • 23. ArgumentationThursday, August 11, 2011 23
  • 24. Population DynamicsThursday, August 11, 2011 24
  • 25. ReasoningThursday, August 11, 2011 25
  • 26. Lesson Planning ActivityThursday, August 11, 2011 26
  • 27. K20 Authentic Learning & TeachingThursday, August 11, 2011 27
  • 28. Thursday, August 11, 2011 28
  • 29. Thursday, August 11, 2011 29
  • 30. Thursday, August 11, 2011 30
  • 31. Thursday, August 11, 2011 31
  • 32. Thursday, August 11, 2011 32
  • 33. State Department of Education http://sde.state.ok.usThursday, August 11, 2011 33
  • 34. Thank you! We hope to see you in the Common Core Cohorts soon!Thursday, August 11, 2011 34
  • 35. TIFFANY NEILL | LEVI PATRICK | TERESA BEGLEYThursday, August 11, 2011 35