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By Susan WhittingtonBOMUSD Student Services
CoordinatorAmerican River Charter
DirectorApril 29, 2015
Depth and Complexity Critical Thinking Problem Solving More Technology Writing Across the Curriculum Higher Level Questioning Strategies Academic Vocabulary Close Reading
This is what parents have been asking for!
Requires Rigor, researching, synthesizing and reasoning with evidence Requires Grit: the ability to not give up, perseverance Requires more Writing, Typing, and Explaining their thinkingRequires teaching Academic English, including vocabulary, syntax, and grammarRequires cooperative social interactions
Academic English is not a natural language, it must be taught systematically and explicitly. It is not just “caught” through listening and social interaction.
Targeted Vocabulary instruction as designed in new state standards: improves reading ability, test scores and student engagement.
Academic discussions, direct instruction and guided questioning strategies
Focus on informational texts and accountability of every student and consistent instructional routines
•Science for all students•Coherent Learning•Realizing the Vision
Integrating the Three Dimensions:• Scientific and Engineering Practices
•Crosscutting Concepts•Core ideas
•www.nextgenscience.org
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively Construct viable arguments and critique
the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in
repeated patterns
To prepare for the future and be successful with the new assessments and online testing
EAP- College Placement Assessments embedded in SBAC
Students must learn how to: Synthesize information from a variety of
sources Answer the “Why” Questions Explain examples and cite evidence to support
their opinion Use academic vocabulary to articulate their
thinking Type their thinking as they think or multi-task
Encourage your child to take dance lessons, learn to play an instrument, and sign them up for art and theater classes at a young age.
Help them blend science and art projects, art and research projects, and music and technology projects for core school assignments.
Encourage brainstorming ideas, develop flexible thinking, and help develop empathetic capacity.
Develop good questioning skills and cultivate divergent thinking.
“The more arts and crafts that scientists, engineers, and entrepreneurs engage in across their lifetimes, the greater their likelihood of achieving important results in the workplace.”
Robert and Michele Root-Bernstein, 2008
Emotional regulation- the ability to stay calm under pressure by modeling
Impulse control- the ability to delay gratification Empathy and the ability to read nonverbal cues of
others Optimism- though not false Normal situations that might cause stress Self-efficacy- our belief that we can successfully solve
problems Reaching out- taking risks to solve problems or have
relationships
From Nurturing the Seven Components of Resiliency (Webb)
National Association for Gifted Children:Common Core Standards and Gifted Education
California Associated for Gifted Children: www.cagifted.org
Kate Kinsella, Ed D, San Francisco State University
http://gate.edcoe.org/ (Tonight’s PowerPoint)
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