Msu standards pp


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Msu standards pp

  1. 1. Teaching to Exceed the English Language Arts Common Core Standards: MSU Seminar Richard Beach, University of Minnesota Resource website:
  2. 2. Strengths of the CCSS  Not mandating content to be taught ◦ Versus the Profile of Learning Emphasis on informational texts/argumentative writing  Connection to social studies and science  Shared curriculum across different states and districts 
  3. 3. Limitations of the CCSS  Formalist approach to reading/writing instruction ◦ Teaching structures of essay/literature versus responses/experiences Less attention to writing about experiences or engagement responses to literature  Corporate publishing/testing shaping of the curriculum 
  4. 4. Decline in writing about experience
  5. 5. Implemenation: Publishers use of ―Text-dependent questions‖ ―The Standards strongly suggest that a majority of questions posed to children be based on the text under consideration…, not rely on students’ different knowledge backgrounds.‖  –Authors of the Common Core Standards in ELA/Literacy 
  6. 6. Publisher’s ad: ―Give them informational and narrative books they can’t put down— with text-dependent questions for every title!  Every book in the following sets comes with a Text-Dependent Comprehension Card to help students respond to 4 levels of text-dependent questions on new Common Core and state assessments. Saves prep time 
  7. 7. Literature/informational texts Prior knowledge:  Before reading All Quiet on the Western Front, my honors-level sophomores read three pieces on morality and ethics, written by Pema Chödrön, Thomas Jefferson, and Machiavelli—all of whom propose certain ethical standards to live by . As we then read All Quiet, the moral dilemmas came into sharp focus as students considered how Erich Maria Remarque created his own ethical code. They read Taliban propaganda and then the Declaration of Independence. We looked at how people use that power, both legitimately and illegitimately.
  8. 8. Grade level standards based on ―progressions‖: Literature 6th grade. Interpret the figurative and connotative meanings of words and phrases as they are used in a text.  7th grade. Interpret the figurative and connotative meanings of words and phrases as they are used in a text and describe in detail a specific word choice and its impact on meaning and tone.  8th grade. Explain the comparisons an author makes through metaphors, allusions, or analogies in a text and analyze how those comparisons contribute to meaning. 
  9. 9. Karp: The Problems with the Common Core, Rethinking Schools Ignores the larger context shaped by  Failure of NCLB  Text-based teacher evaluation  Budget cuts (Republican legislatures)  Privatization  Income inquality  Increased college costs  Market/business discourses 
  10. 10. CCSS: Educational equity Kornhaber, M.L., Griffith, K., & Tyler, A. (2014). It’s not education by zip code anymore – but what is it? Conceptions of equity under the Common Core. Education Policy Analysis Archives, 22 (4). 2014 
  11. 11. Different conceptions of addressing inequities ―Equal‖: CCSS provides same ―high standards‖ for all students: meritocracy  ―Equalizing‖: target resources to assist schools most in need: Legal issues: Who decides: providing for both low-and upper income schools  ―Expansive‖: range of financial and policy interventions that go beyond curriculum reform 
  12. 12. Shift in funding  Given the steep costs and distribution of benefits of this, and other, standards-based reforms, we believe a more productive course would be to devise and support policies based on equalizing or expansive views.
  13. 13. Challenge of PARCC/Smarter Balanced Summative Assessments  Assessments are on-line requiring time for engagement in complex tasks ◦ Studying issues of building a nuclear plant by online research to identify pro-con positions  Survey: Level of preparation ◦ Only 11% are ―well-prepared‖ ◦ 40%: students lack skills ◦ Lack of computers/bandwidth
  14. 14. CCSS and instructional models Skills Formalist/structuralist/text genre Process/procedures/strategies (See Aukerman, 2013 for critique) Social practices (Barton & Lee, 2013) Use of practices for social purposes
  15. 15. Texting: Social coordination (Pigg et al., 2013, Written Communication) social connections with  Use of texting: maintain  friends and family members as social coordination: Provides college students an active means for organizing ―things‖ that matter to them within the contexts of the goals, identities, and domains that are meaningful to them: projects, internships, information, personal memory— even their own learning trajectories…By bringing people and things (like events or projects) into alignment, coordination becomes a way for students to actively participate and meaningfully direct their relationship to many of the roles and identities that characterize their lives in college. (p. 19)
  16. 16. Social practice framework Framing/contextualizing events and texts Constructing and enacting identities Relating to and collaborating with others Constructing texts or objects Synthesizing and connecting texts Critiquing and representing issues
  17. 17. Negotiating identities/adopting perspectives: Online role-play Issue: Access to information on blocked websites  Students adopt pro-con roles  ◦ ◦ ◦ ◦ ◦ construct a persona employ rhetorical appeals support their position with reasons identify and refute counter-arguments revise or modify one’s own positions
  18. 18. Using a Ning as the platform for online role-play:
  19. 19. Using Diigo sticky notes to share annotations on related research
  20. 20. Threaded discussion allows students easily follow discussion
  21. 21. Role construction: Adopting different perspectives EmoGirl: Critique of school Internet policies I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person.
  22. 22. ―Strict Father‖ cultural model: Charles Hammerstein III  The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. R-rated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
  23. 23. Diigo annotations: Pro-con readings: benefits of energy from wind power th 7 grade students iMelanie Swandby’s ◦ Lighthouse School Community Charter School, Oakland, California  Students posed questions for each other ◦ ―What does that mean, virtually free?‖ ◦ What are some things that use energy or power?‖ 
  24. 24. Adding sticky-note annotations
  25. 25. Dialogic interactions through annotations ―There is a bad and good thing about this. Bad is it kills birds passing by. Good it makes energy cleaner.‖  ―Tarnished with wind turbines? Aren't wind turbines supposed to be a good thing? Why are they complaining about the turbines? it doesn't even look bad.‖ 
  26. 26. VoiceThread: Multiple audiences share responses to the same images
  27. 27. Subtext: book discussions
  28. 28. Professional Learning Community