Using the Common Core
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Transcript of Using the Common Core
Using the Common Core
State Standards with Gifted and Advanced
Learners Joyce VanTassel-Baska, EdD.
College of William and Mary
September, 2013
Participant outcomes
Participants will be able to:
--Analyze CCSS for differentiation needs
--Create differentiated task demands, based on the standards
--Evaluate school-based needs for implementation of CCSS adaptations for the gifted
What are the new common core state standards (CCSS)?-Designed by teams across states in math and language arts-Aligned with 21st Century skills: informed by TIMSS et al.-Strong emphasis on thinking, problem-solving, collaboration, and communication
Myths about the common core standards• They replace the need for gifted programs.
• They are all high level in how they are articulated.
• They use the same type of assessments used in the past.
Sample ELA curriculum Standards (compressed)To develop argument in written and oral forms
Sample elements:•Analyze different texts.
•Draw appropriate inferences, given a set of data.
•Forecast implications of a given decision or action
Center for Gifted Education The College of William and Mary
Why does the gifted community need to be involved?• CCSS will dictate to a great extent teacher education and
accreditation.
• CCSS will come to be considered our national curriculum.
• CCSS will be the point of departure for all gifted curriculum.
We need to be involved in the work of the CCSS as it evolves!
What is Differentiation?
The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes, and assessments to respond to the needs of gifted learners.
Differentiation Features in a Curriculum
• Acceleration• Complexity• Depth• Creativity
Center for Gifted EducationThe College of William and Mary
Content adaptations needed for gifted learners in the common core
• Acceleration and streamlining
• Differentiating and remodeling
• Integrating across content disciplines
Strategy #1 Acceleration and streamliningCCSS Language standards @ Grade 3, 5, & 8
--Demonstrate command of the conventions of English grammar and usage when writing or speaking. (ie. parts of speech, tense, function of nouns @ Gr.3, 5; verbals and voice@Gr. 8)
--Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Adaptation for gifted learners• Preassess grammar knowledge on form, function, and sentence
patterns
• Preassess usage principles
• Streamline teaching of unlearned aspects of grammar and usage
• Engage gifted learners in editing text for grammar and usage errors; provide challenging reading selections and target words/sentences for analysis
Strategy #2 Differentiation and remodelingCCSS Math, Statistics and Probability (Gr. 6)
Summarize numerical data sets in relation to their context.
Typical learner: On grade level graph provided to interpret.
Gifted learner: Large dataset found from Census Bureau, NSC, etc. with questions to explore at the analytical and evaluative levels.
Phase I Preassess knowledge of statistics and group by results. Streamline instruction for top group (s)Phase IIAssignment of task demand to the top group:
Use statistics (ie.mean, median, mode, frequencies and percentages) to analyze one of the following data sets, prepare graphs to illustrate your understanding of the data, and present findings to an appropriate audience.
Options for Phase II
Health care expenses for people in each decade of life from 10 to 90 years for the years 2006-2011,
OR Auto sales in the US by car type across 10 years compared to world sales for those same car makes,
OR Ten year trends in salary for different sectors of the US economy for 2000-2010.
Phase III
Follow-up questions to consider: What would you predict would be the trend for
your data over the next 5 years?
How would you estimate it?
What factors would influence it?
Strategy #3 Integrate ELA and Math StandardsCCSS Standard in English Language Arts @ Gr. 3.5, and 8:
W7 Conduct short research projects that use several sources to build knowledge through investigation of a topic. Gr. 8 (to answer a question)
CCSS Standard in math @ Gr. 3, 5, & 8
Represent and interpret data (creating &using graphs); delineate functions
A Sample Task Demand Incorporating Standards across Math and ELA
Ask students to design an experiment to test a question of interest to them:Examples: A. Do people prefer Product X over Product Y? B. Are ants attracted to sugar? C. Are girls more addicted to computers than boys?A research report must be prepared and presented, using technology applications. Be sure to address your hypothesis,your data collection techniques, appropriate data tables, your conclusions, and your implications of the findings based on your original question.
Instructional adaptations needed for gifted learners
• Use of scaffolds that elevate thinking
• Use of inquiry models such as PBL and shared inquiry
• Use of higher order questions for discussion and reflection
Overview of CCSS Standards Booklet in English language Arts
Joyce VanTassel-BaskaCollege of William and Mary
Assumptions
Developmental aspect of giftedness
Domain-specific predispositions
Emergent aptitudes, based on challenge
Interaction of affect and cognition on learning
Learning diversity
Key Topics Addressed in the Guide
Definitions and rationale
Alignments
Strategies for differentiation and integration of CCSS for advanced learners
Assessment differentiation
Professional development
Collaboration
Model Timeline
Research support
Talent Trajectories
Early childhood opportunities (Ages 4-8)
Language Arts Library activities, discussion of books, creation of written products, artistic representation of ideas, reading beyond level, broad-based reading, second language learning
Middle elementary (Ages 9-11)
Language artsWriting competitions, individualized reading lists, Socratic seminars, Junior Great Books, interdisciplinary projects, biography study, summer and Saturday program options
Middle School (Ages 11-14)
Greater emphasis in one domain
Career counseling, based on interests, values, aptitudes (examine career clusters that match profile)
Acceleration in domain choice via multiple options
Extra curricular and Saturday and summer involvement in domain-specific opportunities
Use of mentors and tutors as appropriate
High School (Ages 14-17)
Advanced placement coursework from Grades 9-12
Independent study leading to project competition
International Baccalaureate program at Grades 11-12
Dual enrollment
Early entrance to college
Mentorship and/or internship
Language Arts Trajectory for Talent
Reading/Literature Writing Language Speaking
K-3
4-5
6-8
9-12
Key Differentiation Features applied in ELA
Preassessment for advanced work
Creative production
Focus on concepts, issues, and themes
Instructional pacing
Complexity and depth
Differentiated Assessments for ELA
Performance-based, including product assessments
-emphasis on transfer, problem-solving, higher level thinking
Portfolio
-emphasis on specific growth over time
Language Arts Strands
Literature
Informational text
Writing
Language
Speaking and listening
Major Emphases across the Standards
Analysis and development of argument
Elevation of information text (nonfiction reading across the curriculum)
Use of multi-media
Emphasis on products and presentations
Differentiating the CCSS in ELA Reading Literature and
Informational Texts
ELA Reading Differentiation
Activities for advanced learners are:More abstractMore idea basedMore complex
Thinking at multiple levels simultaneously Working with multiple variables
Multiple creative opportunitiesCreative context to express innovative ideas
ELA Reading (Literature)
Grade 5 Standard 1Quote accurately from a text when explaining what
the text says explicitly and when drawing inferences from the text.
Typical LearnerStudents will select a line from Carl Sandburg’s
poem “Fog” and make an inference about what the author means.
ELA Reading (Literature)
RL 5.1 Advanced LearnersAdvanced students will define personification, select
a line from Carl Sandburg’s poem “Fog” and describe how Sandburg uses personification to enhance his meaning. Students will create their own personification poem using “Fog” as a model or add an additional stanza to “Fog.”
RL 5.1 Differentiation Approach
Content Differentiation (depth and complexity)Language of the discipline (personification)
Process DifferentiationWhile the typical learners are drawing inferences, the advanced learners are drawing inferences through the lens of the author’s use of personification.
Product DifferentiationCreation of personification poems using Fog as a model
Application and PracticeRL 9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says exactly as well as inferences drawn from the text.
(Typical) Students will read “The Raven” by Edgar Allan Poe. After reading the poem, students use textual evidence to support an analysis of what the text says about undying devotion. Analysis must include direct quotes form the text as well as inferences drawn from the text.
Application and Practice
Your tasks within your group
1. Develop a differentiated task for advanced learners based on the typical learner task.
2. Describe the differentiation strategy your group employed in designing the advanced learner task.
ELA Reading (Informational)Grade 8 Standard 6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
Typical Learner Students will review opinions from a Supreme Court
case, determine each author’s point of view, and summarize how he or she responds to the other viewpoints. Students will create a graphic organizer comparing the two points of view.
ELA Reading (Informational)RI 8.6 Advanced Learners
Advanced learners will review opinions from a Supreme Court case, determine each author’s point of view, summarize other viewpoints, and then prepare a written rebuttal to the author’s point of view in the same format.
RL 8.6 Differentiation ApproachProcess Differentiation
Advanced task is more open-ended requiring abstract thought and complexity.
Process DifferentiationWhile typical learners compare two points of view of others, advanced learners write and defend their own point of view.
Product DifferentiationWritten rebuttal versus graphic organizer
Application and Practice
RI 1.6Distinguish between information provided by
pictures or other illustrations and information provided by the words in a text.
(Typical) Students will be able to articulate whether they obtained information from the text and/or the illustration.
Application and Practice
Your tasks within your group
1. Develop a differentiated task for advanced learners based on the typical learner task.
2. Describe the differentiation strategy your group employed in designing the advanced learner task.
Grade 3 Persuasive- pg. 16Standard Typical Gifted Criteria, ResourcesWrite opinion pieces on topics or texts, supporting a point of view with reasons.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.
Students will write an opinion piece, stating three reasons why their parents should give them a particular video game.
After selecting a local issue (e.g. building an amusement park near a historic battlefield), advanced students will write an opinion piece or advertisement providing three reasons why their issue is important or problematic.
Pg. 9-10 Preassessment
Creative production
Focus on concepts issues, themes
Instructional pacing
Grade 8 Informative/Explanatory Writing p. 18Common Core
Standard Typical Gifted Criteria/Resources
W8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content
When given a menu of topics (e.g., foreign customs, world event, life cycle of a forest), students will select a topic of interest. Their research should include facts, definitions, details organized by headings, a concluding statement, and illustrations. Linking works and ideas should be present. Students will then translate the paper into a PowerPoint or visual presentation
After selecting an issue of local significance (e.g., global warming, investing in African economic development, comparing and contrasting their own community to Chicago from their reading activities), advanced students will write a research piece aimed at a particular audience for a particular purpose, providing specific definitions, vocabulary, facts, details (including appropriate graphics and organizational elements), and a conclusion that includes, "so what/now what" analogies and metaphors should be used to explain complexity and significance. Implications should be identified. Students will then translate the paper into a PowerPoint or visual presentation
Pg. 9-10 Preassessment
Creative production
Focus on concepts issues, themes
Instructional pacing
Grade 8 Informative/Explanatory Writing p. 18
Gifted
After selecting an issue of local significance (e.g., global warming, investing in African economic development, comparing and contrasting their own community to Chicago from their reading activities), advanced students will write a research piece aimed at a particular audience for a particular purpose, providing specific definitions, vocabulary, facts, details (including appropriate graphics and organizational elements), and a conclusion that includes, "so what/now what" analogies and metaphors should be used to explain complexity and significance. Implications should be identified. Students will then translate the paper into a PowerPoint or visual presentation
Narrative Writing Grade 8Common Core
StandardTypical Gifted Criteria/Resources
CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
(Georgia)After reading Rita Dove’s poem “5th Grade Autobiography”, write your own autobiography.
Preassessment
Creative production
Focus on concepts issues, themes
Instructional pacing
Your Turn!
Taking a standard from the Narrative Section, devise a “gifted” activity for advanced students that uses the criteria of:
Preassessment
Creative production
Focus on concepts issues, themes
Instructional pacing
Language differentiation
Strategy #1 Acceleration and streamliningLanguage standards @ Grade 3, 5, & 8
--Demonstrate command of the conventions of English grammar and usage when writing or speaking. (ie. parts of speech, tense, function of nouns @ Gr.3, 5; verbals and voice@Gr. 8)
--Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Adaptation for gifted learners• Preassess grammar knowledge on form, function,
and sentence patterns
• Preassess usage principles
• Streamline teaching of unlearned aspects of grammar and usage
• Engage gifted learners in editing text for grammar and usage errors; provide challenging reading selections and target words/sentences for analysis
Application
How could you diagnose and provide appropriate level and type of differentiation for gifted learners in respect to the following elements of the CCSS?
Choose one:
capitalization and punctuation
tense and voice
types of sentences
Assessments for the ELA CCSS: What will they look
like?
Assessment in the new CCSS (Smarter Balance, 3/12 website http://www.smarterbalanced.org/sample-items-and-performance-tasks/Two consortia and contracts let to design new
assessments, due to be used in 2014-2015
Five Sample language arts released items follow to illustrate approaches used.
Claims used to build assessments
Claim #1 – Reading
“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”
Claim #2 – Writing
“Students can produce effective and well-grounded writing for a range of purposes and audiences.”
Claim #3 – Speaking and Listening
“Students can employ effective speaking and listening skills for a range of purposes and audiences.”
Claim #4 – Research/Inquiry
“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”
Grade: 4
Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Target 1. KEY DETAILS: Use explicit details and implicit information from the text to support answers or basic inferences.
CCSS: RL-1, RL-3
This item asks students to identify supporting details for an inference.
Sample item #1o
Read selection and answer the following questions:What does Naomi learn about Grandma Ruth? Use details from the text to support your answer. Type your answer in the space provided.
Read the sentences from the passage. Then answer the question.
“My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said ‘Babe Ruth.’ I began to shake inside.”
Click on two phrases from the paragraph that help you understand the meaning of scarred.
Sample #2
The following is the beginning of a story that a student is writing for a class assignment. The story needs more details and an ending. Read the beginning of the story and then complete the task that follows.
Reading: Oliver’s Big Splash
Write an ending for the story by adding details to tell what happens next.
Sample 3Why There Should Be a Longer School Day
Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year.
Now look at the following daily schedule for a school that has switched to a longer school day. Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.
Sample #4“Planes on the Brain” by Elisabeth Deffner, from Faces Magazine. Copyright 2011 by Carus Publishing Company.
How does the author emphasize the point that the TAM program was a positive influence on the sisters’ lives? Use details from the text to support your answer.
Highlight the parts of the text that provide evidence to support the idea that the Tuskegee Airmen were historically important.
What does the author mean by “the sky is no longer the limit”? How does the meaning apply to the Anyadike sisters? Use details from the text to support your response.
Sample #5
Read the text and complete the task that follows it.
Cell Phones in School—Yes or No?
Based on what you read in the text, do you think cell phones should be allowed in schools? Using the lists provided in the text, write a paragraph arguing why your position is more reasonable than the opposing position.
Other assessment archetypes
View a video and answer questions about it.
Read a passage and provide response, given multiple choice format.
The following excerpt is from a writer’s first draft of a narrative essay. Read the excerpt. Then rewrite it, revising it to correct errors.
Literature assessment model for gifted
Use new text to have students analyze the following:
Key themes
Key lines
Key concepts used
Creation of new title with rationale
Writing assessment model for gifted
Give students a writing prompt that asks them to apply a given model of writing to a new piece. Rubrics focus on the organizational aspects of the given model.
Example: Persuasive Writng
Should internet access be controlled?
Rubric dimensions: Claim, Data, Warrant
Speaking and Listening Assessment for gifted Presentations as products
Use of a rubric that includes the dimensions of :ClarityOrganizationComprehensivenessCreativityOpen-ended comments on strengths and areas for improvement.
Language assessments for gifted Pre-post grammar and usage
assessments
Product assessment
Create text that manipulates language in specific ways through choices.
Example: Develop a narrative that uses descriptive language to convey emotion. Analyze your word choices and how they contribute to the power of the writing.
Develop a haiku or diamonte poem, using the characteristics of each form. How does the form impact meaning for the reader?
Resources for implementation: Research-based Differentiated
Materials for the Gifted
• Mathematics– Mentoring Mathematical Minds (M3)– Techniques of Problem-solving
(TOPS)– Connected Math
• Language Arts– W&M Language Arts Units– Junior Great Books– Jacob's Ladder
What can gifted leaders do?
• Organize professional development on awareness and implementation issues.
• Design scope and sequence for gifted learners in math and ELA.
• Hold work sessions for remodeling curriculum.
Resources available from NAGC
• Online FAQ's• Online white paper• Educator guides: --Mathematics I and II
– Language Arts I and II – Science
ReflectionWhat concerns do you have about implementing the new common
core curriculum standards?
What will be your strategy for implementation?
How will you utilize professional development as a part of the process?
“The future will require individuals who are able to formulate new problems, come up
with new solutions, and adapt readily to the new ideas of others.”
--Csikszentmihalyi & Wolfe, 2000, p. 91