Common Core 101 for College Staff
JFK Middle College High School - Norco, CA
Dr. April Moore, Principal
Suena Chang, Teach...
Check In
Please share your name, your organization, and
something you either know or don’t know
about Common Core State St...
At the end of this session….
College staff will be able to:
Understand how the Common Core State Standards affect
college ...
Welcome to the Common Core Classroom
You are an 11th grade student at a Middle/Early
College High School implementing CCSS...
Linking CCSS to College and Career
Readiness
In small groups discuss:
• Were you successful with the performance task?
Why...
English/Literacy CCSS
Mathematics CCSS
Standards of
Mathematical
Practice
Conceptual
Categories
Content
Standards
Erin’s Section
High School Course Sequence Choice
and Standards
Traditional Pathway Integrated Pathway
Algebra I Mathematics I
Geometry M...
Six Conceptual Categories
Number and Quantity
Algebra
Functions
Modeling
Geometry
Statistics and Probability
Conceptual ca...
Three Dimensions Intertwined
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application...
Science and Engineering Practices
1. Asking questions and defining problems
2. Developing and using models
3. Planning and...
Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. E...
Disciplinary Core Ideas
A core idea for K-12 science instruction is a scientific
idea that:
• Has broad importance across ...
Common Core Teachers In Action
Katy McGillivary – English
Sarah Calloway – Math
Suena Chang - Science
ELA: CA v. CCSS
CA Writing Standard
• 2.2 Prepare a bibliography
of reference materials for a
report using a variety of
co...
ELA: CA v. CCSS
CA Reading Standard
• 2.8 Evaluate the credibility
of an author’s argument or
defense of a claim by
critiq...
Evolution of Teaching Practice
• Across grade levels, the CCSS requires English
Language Arts teachers to provide learning...
Evolution of Students
• The standards provide a structure for teachers to
facilitate experiences that foster the skills to...
Geometry: CA v. CCSS
CA Geometry 3.0
Students construct
and judge the
validity of a logical
argument and give
counterexamp...
Geometry: CA v. CCSS
CA Geometry 5.0
Students
prove that
triangles are
congruent or
similar, and
they are able
to use the
...
Evolution of Teaching Practice
• Across grade levels, the CCSS require mathematics
teachers to provide learning experience...
Evolution of Students
• The standards provide a structure for Teachers to
facilitate experiences that foster the skills to...
NGSS vs. California State Science Standards
K-2 3-5 6-8 9-12
K
Structure of
Matter
Properties of
Matter
Observed
and
Measu...
Evolution of Teaching Practice
Rewrite curriculum & assessment
Rethink what and how I teach
- everything is online
(~6 bil...
Evolution of Students
NGSS Are:
• Performance Expectations
focused on the connection
between the three
dimensions of scien...
Discussion with Q&A
• How does this inform your practice at the
college level?
• How do the CCSS impact students entering
...
Thank You!
Contact Info:
April: ammoore@cnusd.k12.ca.us
Erin: erin-craig@nova-academy.org
Common Core 101 for College Staff
Common Core 101 for College Staff
Common Core 101 for College Staff
Common Core 101 for College Staff
Common Core 101 for College Staff
Common Core 101 for College Staff
Common Core 101 for College Staff
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Common Core 101 for College Staff

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This interactive session addresses the question “How do the Common Core State Standards affect college faculty and administrators?” The presenters provide an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards. A panel of teachers share from their experience using these standards in their classrooms. The session supports a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools.

Presented at the Statewide Collaboration of Early & Middle Colleges & Dual Enrollment Programs on Friday, January 31, 2014

http://extranet.cccco.edu/Divisions/AcademicAffairs/CurriculumandInstructionUnit/MiddleCollegeHighSchool/DualEnrollmentSummit.aspx

Presenters:
Dr. Erin Craig, Principal, NOVA Academy Early College High School, Santa Ana, CA
Dr. April Moore, Principal, JFK Middle College High School, Norco, CA
Sarah Calloway, Teacher, NOVA Academy Early College High School, Santa Ana, CA
Suena Chang, Teacher, JFK Middle College High School, Norco, CA
Katy McGillivary, Teacher, NOVA Academy Early College High School, Santa Ana, CA

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  • April
  • Be explicit about how these connect to the habits of mind.
  • Writing Standard Example
  • Reading Standard Example
  • Building this ability throughout students mathematics career Emphasize that the ability to evaluate and make decisions is crucial to success
  • Shift of content into middle school courses to build foundation for HS course Breaking down of standard into more depthMore explicit expectationsProgression in levels of knowledge – variety
  • 1. Teachers will need to have more content knowledge to address the rigor of the standards
  • Common Core 101 for College Staff

    1. 1. Common Core 101 for College Staff JFK Middle College High School - Norco, CA Dr. April Moore, Principal Suena Chang, Teacher NOVA Academy Early College High School - Santa Ana, CA Dr. Erin Craig, Director of Curriculum and Instruction/Principal Sarah Calloway, Teacher Katy McGillivary, Teacher
    2. 2. Check In Please share your name, your organization, and something you either know or don’t know about Common Core State Standards (CCSS).
    3. 3. At the end of this session…. College staff will be able to: Understand how the Common Core State Standards affect college faculty and administrators Participate in an interactive session providing an overview of the Common Core State Standards in Literacy, Mathematics, and the Next Generation Science Standards Listen and ask questions to a panel of teachers who share from their experience using these standards in their classrooms Engage in a rich discussion with participants regarding implications for community colleges in terms of student placement, teaching practices, and articulation with high schools
    4. 4. Welcome to the Common Core Classroom You are an 11th grade student at a Middle/Early College High School implementing CCSS. Please examine the ELA or Math Performance Task you have been assigned. 7 minutes: Complete your performance task. Please show all of your work. 
    5. 5. Linking CCSS to College and Career Readiness In small groups discuss: • Were you successful with the performance task? Why was it simple or challenging? Why? Describe your experience as a student. • What do you notice about the performance task questions? How do they compare with CST questions?
    6. 6. English/Literacy CCSS
    7. 7. Mathematics CCSS Standards of Mathematical Practice Conceptual Categories Content Standards
    8. 8. Erin’s Section
    9. 9. High School Course Sequence Choice and Standards Traditional Pathway Integrated Pathway Algebra I Mathematics I Geometry Mathematics II Algebra II Mathematics III Advanced Placement Probability and Statistics Calculus
    10. 10. Six Conceptual Categories Number and Quantity Algebra Functions Modeling Geometry Statistics and Probability Conceptual categories portray a coherent view of higher mathematics and cross traditional course boundaries. There are no standards listed in the conceptual category of modeling. Instead, modeling appears throughout the other conceptual categories and is denoted by a
    11. 11. Three Dimensions Intertwined  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students.  Focus is on how and why as well as what
    12. 12. Science and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Framework p.41
    13. 13. Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Framework 4-1
    14. 14. Disciplinary Core Ideas A core idea for K-12 science instruction is a scientific idea that: • Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline • Provides a key tool for understanding or investigating more complex ideas and solving problems • Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge • Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
    15. 15. Common Core Teachers In Action Katy McGillivary – English Sarah Calloway – Math Suena Chang - Science
    16. 16. ELA: CA v. CCSS CA Writing Standard • 2.2 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents. Common Core Writing Standard • 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation CCSS no longer addresses consumer, workplace, or public documents
    17. 17. ELA: CA v. CCSS CA Reading Standard • 2.8 Evaluate the credibility of an author’s argument or defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text. Common Core Reading Standard • 3. Analyze how the author unfolds an analysis or series of ideas or events… • 5. Analyze in detail how an author’s ideas or claims are developed and refined… • 6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose • 8. Delineate and evaluate the argument and specific claims in a text… CCSS 3, 5, & 6 asks students to analyze while CA 2.8 asks to evaluate. CCSS 8 requires students to “delineate & evaluate” arguments & specific claims. CCSS no longer addresses how author’s intent affects structure & tone.
    18. 18. Evolution of Teaching Practice • Across grade levels, the CCSS requires English Language Arts teachers to provide learning experiences that: – Move towards using whole-texts – Include the use of informational texts – Facilitate longer Units/Modules (Quality over Quantity) – Implement project based learning & creativity – Deeper and more focused strategies – Emphasis on citing sources, evidence and defense of claims
    19. 19. Evolution of Students • The standards provide a structure for teachers to facilitate experiences that foster the skills to: – Take task, purpose, and audience into consideration when responding to writing tasks – Assert and defend claims through writing to show what they know about a subject – Grapple with works of literature with a wide range of genres, cultures, and centuries including US documents – Express themselves displaying a firm control of the conventions of standard English such as syntax & punctuation – Partake in structured conversations and contribute appropriately, listening to others and building upon their ideas
    20. 20. Geometry: CA v. CCSS CA Geometry 3.0 Students construct and judge the validity of a logical argument and give counterexamples to disprove a statement. Mathematical Practice 3 Construct viable arguments and critique the reasoning of others. CA 3.1 Students build proofs by induction and proofs by contradiction.
    21. 21. Geometry: CA v. CCSS CA Geometry 5.0 Students prove that triangles are congruent or similar, and they are able to use the concept of corresponding parts of congruent triangles. 8-Geometry Cluster: Understand congruence and similarity using physical models, transparencies, or geometry software. G-Congruence 7. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent. 8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions G-Similarity, Right Triangles and Trigonometry 5. Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.
    22. 22. Evolution of Teaching Practice • Across grade levels, the CCSS require mathematics teachers to provide learning experiences that – Focus more deeply on a narrower range of concepts – Support student inquiry and discovery instead of direct instruction – Facilitate oral and written communication of understanding – Use projects and tasks that emphasize the connectivity of concepts and real-world connection when applicable – Support students to become successful with these expectations
    23. 23. Evolution of Students • The standards provide a structure for Teachers to facilitate experiences that foster the skills to: – Use reasoning to evaluate the most appropriate method for a problem – Communicate with peers to problem-solve together – Evaluate the work of others to demonstrate their own understanding of a concept – Communicate their method or approach using a variety of tools (from low- to high-tech)
    24. 24. NGSS vs. California State Science Standards K-2 3-5 6-8 9-12 K Structure of Matter Properties of Matter Observed and Measured 3 States of Matter Matter Composed of Atoms 100+ Types of Atoms on Periodic Table Elements Consist of Like Atoms Atoms Arranged on Periodic Table by Properties Atoms React to Form Products Atoms React to Form New Products Mass is Conserved Standard Kindergarten Grade 1 2 Grade 3 4 Grade 5 6 7 Grade 8
    25. 25. Evolution of Teaching Practice Rewrite curriculum & assessment Rethink what and how I teach - everything is online (~6 bil search on google/day) Ambiguity -How will the state assessment look? -- What does the framing/pacing guide look like for my district? -How will this impact students in getting ready for college? (Less content, more depth)
    26. 26. Evolution of Students NGSS Are: • Performance Expectations focused on the connection between the three dimensions of science learning • Performance Expectations that require students demonstrate proficiency • Designed to lead to a coherent understanding of the Practices, CCC, and DCIs CSTs were: • Separate sets of isolated inquiry and content standards • Curriculum or instructional tasks, experiences or materials. • Designed to be separate or isolated experiences
    27. 27. Discussion with Q&A • How does this inform your practice at the college level? • How do the CCSS impact students entering your institution? • What are your questions for our panelists?
    28. 28. Thank You! Contact Info: April: ammoore@cnusd.k12.ca.us Erin: erin-craig@nova-academy.org

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