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
This presentation discusses about content analysis, its use, Types, Advantages, Issues of Reliability & Validity, Problems, Quantitative content analysis, coding, Qualitative content analysis, Creative synthesis, Data reduction and Constant comparison.,
This presentation discusses about content analysis, its use, Types, Advantages, Issues of Reliability & Validity, Problems, Quantitative content analysis, coding, Qualitative content analysis, Creative synthesis, Data reduction and Constant comparison.,
Polishing the examination – key points, Liz Norman, ANZCVS Exam Writing Works...Liz Norman
Polishing the examination – key points
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
Polishing the examination – key points, Liz Norman, ANZCVS Exam Writing Works...Liz Norman
Polishing the examination – key points
A presentation given at the Australian and New Zealand College of Veterinary Scientists Examination Writing Workshop, November 2013
Liz Norman, Massey University, New Zealand
Transitioning to the Common Core is not going to be easy. Hear what we've learned from educators across the country about what's different and what you should look for in new materials.
Presentation at Kentucky Reading Association October 2013.
Embedding Literacy and making key shifts in implementing the Next Generation Science Standards. Model MS/HS unit discussed.
Common Core Implementation: 3 Keys for Successcatapultlearn
Implementing the Common Core State Standards successfully means more than replacing one set of curriculum maps or pacing plans with another. The standards are important, not because of the specific topics that have to be covered at one grade level or another, but because of the vertical coherence they provide from grade to grade, the clarity and focus they provide across all grade levels, and the insistence on rigor, critical thinking, and real-world problem-solving that is embedded throughout the standards.
In other words, the standards can help us paint a picture for our students and our communities of what 21st century teaching and learning should look like.
Learning Design and ResearchMethods/StatisticsJames Dalziel
A presentation about the use of Learning Design in the teaching of Research Methods, especially related to Statistics. Part of the ALTC National Teaching Fellowship on Learning Design.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Why Kentucky teachers should embrace teaching writing using Scijourn - from the text Front Page Science. Scijourn aligns to PGES, writing program review, science content and critical thinking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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. Check In
Please share your name, your organization, and
something you either know or don’t know
about Common Core State Standards (CCSS).
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. 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. 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?
15. 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
16. 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
17.
18. 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
19. 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
20. 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
21. 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
22. Common Core Teachers In Action
Katy McGillivary – English
Sarah Calloway – Math
Suena Chang - Science
23. 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
24. 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.
25. 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
26. 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
27. 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.
28. 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.
29. 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
30. 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)
31. 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
32. 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)
33. 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
34. 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?
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