Dr. Stefan Biancaniello Dr. Paula A. Calabrese

Keystone Oaks School District

Monday, January 20, 2014

Common Core Standards: Impact on Teaching & Learning

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Today’s Plan O You will leave this session with knowledge & skills to:

O Describe the characteristics of academic rigor O Implement 3 ways to increase academic rigor in your

classroom O Define cognitive complexity based on DoK O Compare & contrast PA Core & National Core Standards O Identify shifts in instructional emphasis

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Welcome O Please find a seat and then:

O Read the article: Difference Between Knowing & Understanding

O Think about the article & discuss it with your colleagues

O Write your responses to the statements on the 3 – 2 – 1 Learning Form

O Prepare to share

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What are Standards? O Identified, legislated minimal concepts & content within a curriculum that must be taught to students

O Clear & specific goals for the knowledge & skills expected of students

O Blueprint for PSSA

O PA Core Standards http://www.pdesas.org/Standard/PACore

O National Common Core Standards http://www.corestandards.org/

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Want to teach ALL the Standards? O 255 Standards across 14 subject areas O 3,500 Benchmarks O 13,000 hours of class time available O 9,000 hours of instruction available O 15,500 hours of instruction needed to

cover the 3,500 Benchmarks K-12 would need to become K-22!

Marzano, Robert J. Classroom Management that Works. Alexandria VA: ASCD. 2003.

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45 minutes per day per course 180 day per year =

135 hours per year per course = 135/ 6.5 hours per day

21 school days per course - 20% estimated time lost based on

-10% time lost for school events; assemblies, testing

-10% time lost for class interruptions 18 actual school days per year per course

Make the most of the time available for teaching & learning…FOCUS on the PA Core Standards!

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School Day Length

Allocated Time

Allocated Time

Instructional Time

Engaged Time

Academic Learning

Time

Student Attendance

School Year = 180 Days

Shifts in ELA/Literacy Shift

1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2

Knowledge in the Disciplines

Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3

Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4

Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5

Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6

Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

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Shifts in Mathematics Shift

1 Focus Teachers significantly narrow and deepen the scope of how time

and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.

Shift 2

Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.

Shift 3

Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.

Shift 4

Deep Under-standing

Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math.

Shift 5

Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so.

Shift 6

Dual Intensity

Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. 13

Inquiry Circles O At your table, 2 teachers choose 1 PA Core Math

Standard & 1 National Common Core Standard & 2 choose 1 PA Core ELA Standard & 1 National Common Core Standard

O In pairs, review the selected Standards O In pairs, decide & write what you think are the:

O Similarities between PA & National O Differences between PA & National O Instructional implications in your classroom O List 2 instructional strategies you might implement based on what you learned

O Prepare to report out to the whole group

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What is meaning?

O Factual Learning - Terminology, Details, Elements

O Conceptual Learning - Classifications, Categories, Principles, Generalizations, Theories, Models, Structures

O Procedural Learning - Algorithms, Skills, Techniques, Methods, Criteria, Procedures

O Metacognitive Learning - Strategies, Cognitive Tasks, Contexts, Conditions, Self Knowledge

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Knowing “What” The Knowledge Dimension

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Knowing “How” The Cognitive Process Dimension O Remembering - Recognizing, Recalling

O Understanding - Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining

O Applying - Executing, Implementing

O Analyzing - Differentiating, Organizing, Attributing

O Evaluating - Checking, Critiquing

O Creating - Generating, Planning, Producing

What are the instructional implications of cognitive demand?

O The kind & level of thinking required of students to successfully engage with & solve a task

O Ways in which students interact with content

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What are the instructional implications of degree of rigor?

O requires instruction that targets students’ abilities to infer, organize, imagine, & revise their understandings.

O teaches students skills they need to adapt to any situation & become lifelong learners-quality NOT quantity.

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O Assists students in fulfilling predetermined outcomes & competencies by challenging them with high expectations.

O Essential components of rigor in the classroom: O Content acquisition O Critical thinking O Relevance O Integration O Application of concepts O Long term retention O Responsibility

What are the components of rigor?

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Webb’s Depth of Knowledge - DoK O Webb developed a process & criteria

for systematically analyzing the alignment between standards & assessments.

O Webb’s DoK can be used to analyze the cognitive complexity required for the student to master a standard or complete an assessment task.

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Webb’s Depth of Knowledge- DoK

O Cognitive complexity refers to the cognitive demand associated with a test Item.

O The Depth of Knowledge level of the item is determined by the complexity of the mental processing that the student must use to answer the item.

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Webb’s 4 Levels of Complexity Webb’s DoK guide contains four levels of cognitive complexity:

O Level 1: Recall & Reproduction O Level 2: Skills & Concepts O Level 3: Strategic Thinking O Level 4: Extended Thinking

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Requires recall of information such as: O Facts O Definitions O Terms

Or perform a one step simple (as opposed to complex) process or procedure such as:

O Add O Subtract

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Low Level Complexity Level 1

Low Level Complexity Level 1 The item might ask students to pick the correct answer that:

O Identifies animals that are carnivorous from a list

O Identifies rules for participating in a game O Recalls a fact found in an assigned reading O Finds the correct answer to a posed math

problem

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O The student has to do mental processing beyond recalling or reproducing a response.

O The student has to make some decision about how to approach the problem.

O The student has to take more than one cognitive step (process) to solve the problem.

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Moderate Level of Complexity Level 2

This level generally requires students to: O contrast or compare

O convert information from one form to another

O classify or sort items into meaningful categories

O describe, interpret or explain issues & problems

O patterns, reasons, cause & effect, significance or impact.

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Moderate Level of Complexity Level 2

High Complexity Levels 3 & 4 The cognitive demands at the high complexity level are more complex & more abstract than Levels 1 or 2. Items at Level 3 include

O drawing conclusions O applying concepts to new situations O using concepts to solve problems O analyzing similarities & differences in

issues & problems O proposing & evaluating solutions to

problems.

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High Complexity Levels 3 & 4 Requires more demanding cognitive reasoning.

Analyze – Synthesize – Evaluate

Example: From a given set of information the student would have to analyze multiple variables that interact with one another in order to understand the results of the interaction.

O This would require the student to analyze variables, organize data evaluate data to find correct answer. 34

Sometimes verbs help us to write items at different DoK levels

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Cognitive Complexity Levels & Associated Verbs

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Low Cognitive Complexity Level

• Remember • Recognize • Describe • Recall • Translate • Explain • Memorize • Rephrase • Repeat • Identify • Restate

Moderate Cognitive Complexity Level

• Apply • Connect • Distinguish • Execute • Classify • Compare • Solve • Break down • Contrast • Implement • Categorize • Organize

High Cognitive Complexity Level

• Integrate • Design • Perform • Extend • Create • Value • Combine • Judge • Assess • Relate • Appraise

Same Verb—3 Different DoK Levels

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O DoK 1- Low Complexity Describe three characteristics of metamorphic rocks. (Requires simple recall)

O DoK 2- Moderate Complexity Describe the difference between metamorphic & igneous rocks. (Requires cognitive processing to determine the differences in the two rock types)

O DoK 3- High Complexity Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle & a determination of how best to represent it)

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Depth of Knowledge Levels

Are complexity & difficulty synonymous?

What do you think?

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Complexity vs. Difficulty The DoK Levels refer to the complexity of mental processing that the student must use to answer the item, not the difficulty of the item.

Example: A student learns the “rules” of addition & is given two problems.

O 4 + 4 = easy & low complexity

O 4,678,895 + 9,572,885 = difficult but still low complexity

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Difficulty is a statistic that is the percentage of students who answer a item correctly.

How many of you know the definition of exaggerate? DOK 1 = Recall If all of you know the definition , this item is an easy one.

How many of you know the definition of prescient? DOK 1 = Recall If most of you do not know the definition, this item is a difficult one.

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DoK Is Not About Difficulty

The Depth of Knowledge levels are based on the complexity of the mental processes the student must use to find the correct answer, not the difficulty of the item!

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Complexity vs Difficulty

DoK ≠ Difficulty

What does the word illeist mean? A. refers to self in third person B. plays a percussion instrument C. studies Greek poetry D. researches animal behavior

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Difficulty? DoK?

DoK ≠ Difficulty In Mr. Bell’s classes, the students voted for their favorite shape for a symbol. Here are the results: Using the information in the chart, Mr. Bell must select one of the shapes to be the symbol. Which one should he select & why? The shape Mr. Bell should select: _______ Explain:________

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Class 1 Class 2 Class 3 Total

Shape N

8 8 9 25

Shape P

0 12 12 24

Shape Q

17 5 4 26

Difficulty? DOK?

DoK ≠ Difficulty By inserting a gene into crop plants, scientists have developed plants that are resistant to insects. If an insect eats the plant, the insect dies. Which practice is unnecessary with this new plant variety?

A. Eroding the land by tilling B. Overproducing food crops C. Removing weeds from crops D. Spraying plants with pesticides

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Difficulty? DOK?

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Common Core Task Analysis

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Let’s investigate the impact of cognitive complexity on instruction

O Choose a pack of ELA or Math materials at your grade level:

O6-8 O9-10 O11-12

O Let’s investigate using these measures: OQualitative OQuantitative 50

What Content Skills are embedded:

What Prior Knowledge is needed:

What Concepts are addressed:

What Meta- cognitive strategies are required :

What are the implications for teaching and learning:

Common Core Task Analysis

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PERSPECTIVE & CONTEXT

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Student Achievement

Safe and Supportive

Schools

Standards

Assessments

Curriculum Framework

Instruction

Materials Resources

Summative, Formative, Benchmark, Diagnostic Data Achievement & Growth Data Multiple Measures of Data CDT, PSSA, Keystones Project Based Assessment Graduation Requirements High School Reporting

Curriculum Mapping Understanding by Design School Improvement Model Curriculum Instructional Frameworks Comprehensive Planning

Teaching & Learning, Educator Effectiveness, Professional Learning Communities, Current Research, Best Practices, STEM, Interventions, Keystones to Opportunity, Instructional Coaching, Penn Literacy Network, ELL

SAS, Content Resources Technology Resources Grade Level Resources Subgroup Resources Learning Progressions Model Curriculum Instructional Frameworks

School Engagement RtII, Special Education Anti-bullying, Resiliency, School Safety School Environment School Climate Parent Involvement

Implementation of PA Core Standards Aligning curriculum to the PA Core Standards

Standards Based Curriculum + Evidence Based Instruction + Performance Assessment =

Student Achievement!

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5 FACTORS NEEDED TO MAKE & MANAGE THE COMPLEXITIES OF 21ST CENTURY CHANGE

VISION SKILLS & KNOWLEDGE INCENTIVES & SUPPORT RESOURCES & BUILDING INTERNAL CAPACITY

ACTION PLAN, REFLECTION ASSESSMENT & CHANGE

DISTRICT INSTRUCTIONAL LEADERS District promotes a vision for change based on

implementation of the PAC to shift curriculum, instruction, & assessment to 21st century expectations & provide support to student achievement & Educator Effectiveness.

Instructional leaders assess their capacity to implement the PAC.

Instructional leaders participate in PAC overview & Educator Effectiveness training.

Instructional leaders promote a common vocabulary in curriculum, instruction, assessment & teacher evaluation.

SCHOOL & CLASSROOM LEADERS Educators have little or no knowledge of the

PAC. Some conversations have occurred in the

school regarding the PAC. Some educators have participated in PAC

overview & Educator Effectiveness training. Some educators use a common vocabulary in

curriculum, instruction, assessment & teacher evaluation.

DISTRICT INSTRUCTIONAL LEADERS Instructional leaders commit to providing

focused, long range, articulated professional development to ensure teachers are fully prepared for implementing PAC.

Instructional leaders possess a deep understanding of the PAC for efficient & effective implementation.

The roles & responsibilities for district administrators, building administrators & educators are clearly defined.

The district implementation process has been established & includes a clear set of system-wide, strategic SMART goals.

A collaborative communication plan is written & shared with all stakeholders.

SCHOOL & CLASSROOM LEADERS Educators access PAC documents & resources

on SAS for organizational structure & substance.

Educators attend professional development training focused on the instructional shifts, best practices & instructional strategies aligned to PAC.

Educators unpack the Standards to ensure deep understanding of content & performance expectations.

Educators examine instructional resources for alignment to the rigor & depth of the PAC.

DISTRICT INSTRUCTIONAL LEADERS Protocols are used for a continuous cycle of curriculum,

instruction & assessment development & revision. The impact of professional learning is evident in the design

& alignment of dynamic PAC based curriculum, instruction & assessment appropriate for all learners.

Instructional leaders provide support & supervision focused on the PAC & connected to Educator Effectiveness.

Instructional leaders commit resources & support professional learning communities focused on the PAC & connected to Educator Effectiveness.

Instructional leaders develop instructional capacity at all levels to effectively implement & sustain PAC & Educator Effectiveness.

Instructional leaders promote & celebrate success & recognize & reward initiative, innovation & classroom leadership.

SCHOOL & CLASSROOM LEADERS Educators continuously evaluate curriculum, instruction,

& assessment resources for systemic & aligned PAC implementation.

Educators incorporate professional learning into planning, preparation, classroom environment, instruction & assessment.

Educators establish & utilize protocols for professional learning communities focused on the implementation of the PAC & Educator Effectiveness.

Educators develop high quality instructional units & lessons, formative, diagnostic & summative assessments aligned to PAC.

DISTRICT INSTRUCTIONAL LEADERS Instructional leaders provide continuous

guidance, direction & professional learning opportunities to build systemic capacity focused on PAC & Educator Effectiveness.

Instructional leaders engage in learning walks focused on PAC implementation.

Instructional leaders establish benchmarks to monitor progress to support fidelity of PAC implementation.

Instructional leaders assess the success/challenges of all learners & make necessary adjustments to support underperforming populations.

SCHOOL & CLASSROOM LEADERS Educators seek out professional development

based on Educator Effectiveness data. Educators continuously evaluate curriculum,

instruction, & assessment resources for systemic implementation.

Educators continuously monitor student progress & differentiate instruction based on student data.

Educators assess the success & challenges of all learners & make necessary adjustments to support underperforming populations.

Educators implement the PAC with fidelity.

DISTRICT INSTRUCTIONAL LEADERS Instructional leaders utilize a dynamic

reflective system to monitor & evaluate PAC & Educator Effectiveness implementation & the connection to PDE initiatives.

Instructional leaders examine all relevant data to determine effectiveness of school improvement efforts.

Instructional leaders revise & rework implementation plan as results dictate.

Instructional leaders ensure PAC implementation is consistent & pervasive across the system.

Instructional leaders use celebrations of success to recognize & reward initiative, innovation & leadership.

SCHOOL & CLASSROOM LEADERS Educators continuously reflect, update & refine

their practices to improve effectiveness of instruction & student learning.

Educators examine all relevant data to determine effectiveness of school improvement efforts.

Educators revise curriculum, instruction & assessment as results dictate.

Educators participate in shared leadership to ensure the implementation of PAC is consistent across classrooms.

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5 FACTORS NEEDED TO MAKE & MANAGE COMPLEX CHANGE REFERENCE the descriptive characteristics of each of the 5 Factors on the reverse side of this page.

CONFER with your colleagues and under each of the columns, list 4 statements of evidence of what’s happening in your school to make change happen. WRITE 3 statements explaining WHAT YOU ARE CURRENTLY DOING or WHAT YOU WILL DO

to help District Instructional Leaders move your school along the continuum toward 21st century teaching & learning.

VISION SKILLS & KNOWLEDGE INCENTIVES & SUPPORT RESOURCES & BUILDING INTERNAL CAPACITY

ACTION PLAN, REFLECTION ASSESSMENT & CHANGE

What are you doing or what will you do to make change happen in VISION?

What are you doing or what will you do to make change happen in SKILLS & KNOWLEDGE?

What are you doing or what will you do to make change happen in INCENTIVES & SUPPORT?

What are you doing or what will you do to make change happen in RESOURCES & BUILDING INTERNAL CAPACITY?

What are you doing or what will you do to make change happen in ACTION PLAN, REFLECTION, ASSESSMENT & CHANGE?

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Vision

Vision

Vision

Vision

Vision

CONFUSION

FRUSTRATION

Managing Complex ChangeAll 5 factors must be present to create lasting change

Skills

Skills

Skills

Skills

Incentives

Incentives

Incentives

Incentives

Incentives

Resources

Resources

Resources

Resources

Resources

Action Plan

Action Plan

Action Plan

Action Plan

Action Plan

CHANGE

ANXIETY

GRADUALCHANGE

FALSESTARTS

Skills

This chart demonstrates that all 5 factors: Vision, Skills, Incentives, Resources and an Action Plan must be present for real CHANGE to take place. If any of these factors is missing an alternative outcome such as confusion, anxiety, gradual change, frustration or false starts will occur. (Ambrose, 1987)

It’s all about instruction… To improve student learning, you do not change the structure. You change the instructional practices of teachers. The schools that seem to do best are those that have a clear idea of what kind of instructional practice they wish to produce, and then design a structure to go with it.” - Richard Elmore

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Elmore, R. in Wong, H. “Teachers are the Greatest Assets.” Teachers Net Gazette. May 2009.

Teacher Evaluation System O Current rating scale

O Failing O Needs Improvement O Proficient O Distinguished

OWhat specific characteristic moves a teacher from Proficient to Distinguished?

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The Framework for Teaching… 4 Domains & 22 Components

Domain 3: Instruction (On Stage) 3a.Communicating with Students 3b.Using Questioning & Discussion Techniques 3c.Engaging Students in Learning 3d.Using Assessment in Instruction 3e.Demonstrating Flexibility & Responsiveness

Domain 1: Planning & Preparation (Off Stage) 1a.Demonstrating Knowledge of Content & Pedagogy 1b.Demonstrating Knowledge of Students 1c.Setting Instructional Goals 1d.Demonstrating Knowledge of Resources 1e.Designing Coherent Instruction 1f. Designing Student Assessments

Domain 2: The Classroom Environment (On Stage) 2a.Creating an Environment of Respect & Rapport 2b.Establishing a Culture for Learning 2c.Managing Classroom Procedures 2d.Managing Student Behavior 2e.Organizing Physical Space

Domain 4: Professional Responsibilities (Off Stage) 4a.Reflecting on Teaching 4b.Maintaining Accurate Records 4c.Communicating with Families 4d.Participating in a Professional Community 4e.Growing & Developing Professionally 4f. Showing Professionalism

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Student Engagement

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Less of This… O Less whole-class, teacher-directed instruction O Less student passivity O Less presentational, one way transmission of

information O Less prizing & rewarding of silence O Less classroom time devoted to “seatwork” O Less student time spent reading textbooks O Less attempt by teachers to “cover” large amounts of

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Thompson & Zueli. The Frame and the Tapestry: Standards-Based Reform and Professional Development. 1999.

More of this… O More experiential learning O More hands-on, active learning O More minds-on learning O More inductive learning O More inquiry-based learning O More higher order thinking skills O More responsibility O More cooperative, collaborative work

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