Beyond the Basics

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COMMON CORE: Beyond the BasicsDr. Barbara Adamos, Dr. Rowena Vega-Castro, Patty Kier, Melissa Limo, Carla Masnayon, Michael Meno

http://goo.gl/Km8Ttt

Norms- “Ground Rules”1. One-clap

-One focus-Unified Task

2. Smile- Think Positive to make things Positive

3. Talk-Dialogue and share

Class Dojo

“Rock-Star” Graphic Organizer• Rock-Star Notes• State the positive• Give the note

• What is new for me…• What I want more of …• What are my next steps . . .• Rock-Star

What we will accomplish:

• Teachers will be able to unwrap CCSS and determine the Declarative and Procedural knowledge of the standards• Teachers will be able to create a 4-point

scale/rubrics to guide feedback of student learning• Teachers will create a CCSS Unit Plan/Quarter• Teachers will be confident and in control of

CCSS

“Shared Drawing”• You and a partner• No talking /communicating • You will draw a face• Take turns • Draw a line and then pass the pen• 2 minutes• Write a caption• Remember no talking• One letter (caps) and take turns

SMART Teams

• S = Start the conversation Specific to the Task•M = Motivate the team to Measurable

outcomes• A = Agree or Disagree to something Achievable• R = Record all Results• T = Time keeper—keep them Time-Bound

10 Effective Research-based Instructional Strategies 1. Vocabulary2. Comparing, Contrasting, Classifying, Analogies, Metaphors3. Summarizing and Note-Taking4. Reinforcing effort and Giving Praise5. Homework and Practice6. Nonlinguistic Representation7. Cooperative Learning8. Setting Objectives/Targets and Providing

Feedback/Scales/Rubrics9. Generating and Testing Hypothesis10. Cues, Questions, Advanced Organizers

Identify the 11 elements essential to CCSS

• DQ1#1 Communicating Clear Learning Goals and Scales• DQ2#6 Identifying Critical Information• DQ2#7 Organizing Students to Interact with New Knowledge• DQ2#11 Elaborating on New Knowledge• DQ2#12 Recording and representing New Knowledge• DQ3#15 Organizing Students to Practice and Deepen

Knowledge• DQ3#17 Identifying Similarities and Differences• DQ3#18 Examining Errors in Reasoning• DQ3#20 Revising Knowledge• DQ4#21 Organizing Students for Cognitively Complex Tasks/DQ4#22 Engaging Students in Cognitively Complex Tasks

Depth of Knowledge

•From Blooms to DOK•Determining Rigor•Critical Thinking Continuum

Understand Dr. Marzano’s New Taxonomy and use it as a basis for planning, teaching, and assessing CCSS

• Knowledge Utilization• Analysis• Comprehension• Retrieval

• Design Question 2• Design Question 3• Design Question 4

“Bird Course”

Unwrap essential and supplemental CSS

• Declarative (Nouns/noun phrases)• Procedural (Verbs/verb phrases)

• List the Declarative and Procedural Knowledge

• Rigor and Relevance Frameworkhttp://www.leadered.com/apsbdocs/IntroRR.pdf

Design a Common Core Unit using References/Resources

•Learning Map•Consensus Map ?• Instructional Calendar ?•Lesson Plan (School-adopted) ?

Design a Common Core Unit using the Unit Planning Template

•Learning Map•Learning Goals and Rubrics•Learning Targets and Rubrics•List of Targets•9 Clusters

• Choose 3 standards in your content areas (you can work in your content teams)• Choose technology strategies for

lunch-time sharing• Bring blank lesson plan template

Develop a formative and summative assessment plan

•4.0 Proficient with Advance Knowledge•3.0 Proficient with CCSS Standard•2.0 Foundational Knowledge•1.0 Below Basic

Explore engagement strategies to deepen lesson planning

•Big Ideas•Technology Tools

Design a common Core Lesson using the Intentional Thinking Map for Daily Lessons

•Each member of our team has created a sample lesson•Let’s do this together!

What we accomplished:

• I Can unwrap CCSS and determine the Declarative and Procedural knowledge of the standards• I Can create a 4-point scale/rubrics to

guide feedback of student learning• I Can create a CCSS Unit Plan/Quarter• I am confident and in control of CCSS