1 Successful Practices Network 1 “The greatest danger in times of turbulence is not the...

1 Successful Practices Network

www.nyctecenter.org

1

“The greatest danger in times of turbulence is not the turbulence; it is to act

with yesterday's logic.”

Peter Drucker


www.nyctecenter.org

CTE Makes A Difference

2


www.nyctecenter.org

3

CTE can make a difference in

implementing Common Core State Standards


www.nyctecenter.org

4

Common Core State Standards will become

real when Next Generation Assessments

are introduced.


www.nyctecenter.org

What do we know about Next Generation Assessments?

5


www.nyctecenter.org

6

Activity

How is preparing for Next Generation Assessments like preparing to win the SuperBowl?


www.nyctecenter.orgAssessments and Super

Bowl• Many unknowns• Start early• Takes a team effort• Needs details in preparation• Requires leadership• Demands perseverance• A simple mental image helps to

maintain focus and commitment7


www.nyctecenter.org

8

Focus - Starts with Why

CCSS Overview Video from Ohiohttp://www.youtube.com/watch?v=yll0fJrUAWE

http://www.youtube.com/watch?v=yll0fJrUAWE

http://www.youtube.com/watch?v=yll0fJrUAWE


www.nyctecenter.org

9

There aren’t two worlds -- education and work,

there is one world -- life

Willard Wirtz


www.nyctecenter.org

Implementing CCSS IS NOT about

• More Difficult Tests• Developing Great Lesson Plans• Buying New Textbooks• Hiring Highly Qualified Teachers• Firing Worst Teachers• Ranking Schools

10


www.nyctecenter.org

Implementing CCSS is IS about• Schools collaboratively working to raise

achievement• Developing student relationships essential

to increasing student effort• Personalizing instruction to engage

students• Adding relevance as a path to rigor• Applied instruction to deepen learning

11


www.nyctecenter.org

Using Rigor/Relevance Framework to Drive Instructional Change

12

Keep a focus and commitment through a

mental model

13

Rigor and Relevance

Worthy goal, fuzzy

concept

14

Rigor and Relevance

Make Rigor and

RelevanceQuantifiabl

e

Rigor/Relevance Framework

1610811 22 33 44 55

Action/ApplicationAction/Application

Thinking /KnowledgeThinking /Knowledge

11

22

33

44

55

66

Rigor/Relevance FrameworkRigor/Relevance Framework

RelevanceRelevance

RigorRigor

1714

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low Acquisition

A

Application

B

Adaptation

D

Assimilation

C

“Real understanding requires and leads to a

shift in one’s mental model.”

Renate Nummela Caine

“Rigor and Relevance without Relationships may result in teaching but not much learning”

“Rigor without relevance is a race to nowhere.”“Relevance without Rigor

prepares students for yesterday, not tomorrow”

20

R/R Framework is a simple, yet powerful mental model to guide

instructional improvement in academic and CTE learning

24


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Math

Determine the axis of symmetry for a

parabolic equation.

Program a robot to

move in symmetrical pattern.

Find shapes/things

around you that have symmetry

Given a set of

shapes, identify symmetries

25


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowDemonstrate web

development software functions.

Demonstrate web development

software functions.

Compare features of web

development software.

Compare features of web

development software.

Create a full web site for a local business.

Create a full web site for a local business.

Design web page.Design web page.

Business - Info. Tech

27


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowList parent

responsibilities.List parent

responsibilities.

Analyze homes for child safety

hazards.

Analyze homes for child safety

hazards.

Conduct Safety audits of homes

Conduct Safety audits of homes

Demonstrate child care tasks with simulated

infant.

Demonstrate child care tasks with simulated

infant.

Family and Consumer Sci.

28


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Teacher

Works

Teacher

Works

Student

Thinks

Student

Thinks

StudentThinks & Works

StudentThinks & Works

Student

Works

Student

Works

3

Apply knowledge

across disciplines

4

Apply to real-world

predictable situation

5

Apply to real-world

unpredictable situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.

High-level ApplicationHigh-level Knowledge

D Quadrant• animate• adapt• compose• create• design• develop• devise• discover• explore• formulate• invent

•brochure •evaluation•lesson•estimation•solution•experiment•trial•editorial•machine•web site•presentation•advertisement

Verbs Products

•modifyplanpodcastpredictprioritizeproposepublishraterecommendreviseteach

• taxonomy• play• exhibit• machine• adaptation• poem• debate• new game• invention• field guide

34

Benefits of Using the R/R Framework

Tool for collaboration and reflection

Inclusive

Shift focus to student learning

Increased student engagement

Prepare for Next-Generation Assessments

Framework for selecting strategies and assessments

Tool for collaboration and reflection

Inclusive

Shift focus to student learning

Increased student engagement

Prepare for Next-Generation Assessments

Framework for selecting strategies and assessments


www.nyctecenter.org

35

Increasing Text Complexity

Text Complexity Grade Band

Previous Lexile® Ranges

Lexile Ranges Aligned to CCR

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9–10 960L–1115L 1080L–1305L

11–CCR 1070–1220 1215–1355


www.nyctecenter.org

36

Focusing on Informational Text

Grade Literary Text

Informational Text

4 50% 50%

8 45% 55%

12 30% 70%

CCSS

Instructi

onal Shifts

49

CC Math

102 Solve63 Find42 Describe23 Identify15 Determine9 Calculate8 Define

Frequency of Verbs

69 Interpret43 Apply38 Model16 Estimate

85 Represent46 Compare43 Explain

17 Generate12 Develop9 Compose9 Produce9 Create

Quadrant A Quadrant B

Quadrant C Quadrant D

50

CC ELA

65 Read51 Determine31 Describe24 Comprehend

Frequency of Verbs

27 Provide17 Apply15 Demonstrate

22 Craft21 Create14 Produce12 Develop

Quadrant A Quadrant B

Quadrant C Quadrant D

64 Analyze44 Clarify40 Write23 Convey

23 Compare18 Explain17 Distinguish11 Research

CCSS

Instructi

onal Shifts


www.nyctecenter.org

Common Career Technical Core

52

Career Ready Practices RR Quad D Relationships Personal Skills

1

2

3

4

5

6

7

8

9

10

11

12

Successful Practices Network

www.nyctecenter.org


www.nyctecenter.org

CTE Role in CCSS• Advocates for increasing reading

comprehension• Source of informational text• Introduce RR Framework and CTE Next

Navigator • Source of ideas for relevance (contextual

learning and real world application)• Inspiration for student engagement and

heterogenous instruction.61

"Never let your expectations be limited

by what you think is possible."

Benjamin Bloom

1 Successful Practices Network 1 “The greatest danger in times of turbulence is not the...

Documents

Transcript of 1 Successful Practices Network 1 “The greatest danger in times of turbulence is not the...