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Common Core: It’s All AboutQuality Learning & Instruction
Michigan ASCDCommon Core Leadership Series
Fall 2013
Martin Chaffee & Kristine Gullen
In the past decade, a host of research has suggestedthat the decisive determinant of whether students will
learn is not
school technology, nor building logistics,
nor administrative funding,
but the presence or absence of high-quality instruction.
(P. Bambrick-Santoyo, 2012).
Common Core: It’s All AboutQuality Learning & Instruction
Michigan ASCDCommon Core Leadership Series
Fall 2013
Martin Chaffee & Kristine Gullen
Sometimes the first duty of intelligent men (and women) is
the restatement of the obvious.
George Orwell
To develop high performing leaders to implement the
Common Core State Standards
Purpose of our Day:
Objectives
Center work on deepening quality learning and instruction
Understand the Instructional Core – the interaction between the student and teacher in the presence of content
Learn tools and processes to support and strengthen work in implementing the Common Core State Standards in your district, schools and classrooms
For our time together...
Take responsibility for your own learning
Support the learning of your colleagues
If you need to take a call or have a side conversation, please step out
If you have a question, ask
Activator
Grab a couple sticky-notes
Individual Reflection – one idea on each sticky-note
Activator
Grab a couple sticky-notes
Individual Reflection – one idea on each sticky-note
“What are your fears and hopes about the Common Core?”
Activator
Grab a couple sticky-notes
Individual Reflection – one idea on each sticky-note
“What are your fears and hopes about the Common Core?”
Table Introductions
Create a T- Chart
Activator
Grab a couple sticky-notes
Individual Reflection – one idea on each sticky-note
“What are your fears and hopes about the Common Core?”
Table Introductions
Create a T- Chart Fears Hopes
Round Robin – shareCluster similar themes
Sharing Themes
What do you know about...
Common Core State Standards & Smarter
Balanced Assessments?
Pair Share
9.35
CCSS States and the Assessment Consortia
Balance Assessment Consortium
Partnership for Assessment of Readiness for College and Careers
(PARCC)
9.50
Key Players in CCSS Creation
National Governor’s Association (NGA): policy organization representing all U.S. states, territories and commonwealths
Council of Chief State School Officers (CCSSO): leads collective state action in areas of Educator Workforce; Information Systems and Research; Next Generation Learners; and Standards, Assessment, and Accountability.
Achieve: a bi-partisan non-profit created by governors & business leaders in support of standards-based education reform
Timeline of the Common Core
Timeline of the Common Core
Timeline of the Common Core
Timeline of the Common Core
Legislative hearing on options to assess the CC
Finding our Focus
At the center of all we do is
quality learning & instruction
Create an operational definition of
quality learning & instruction
P3 T Paper Passing Purpose
Tool
Write – individually on the index card your definition / elements contained in Quality Learning & Instruction
“Quality Learning & Instruction is....”
P3T Paper Passing Purpose
Tool
Pass – your card to the person on your right
Read – their definition of “quality learning & instruction” underlining or circling any important word or phrase
Pass – the card to the next person on your right and repeat the process until your card has returned
P3T Paper Passing Purpose
Tool
Review – the collected words & phrases
Create - a shared table definition
Write – on the large paper your table definition of “quality learning & instruction” using these words & phrases
Quality Learning & Instruction is..
Polleverywhere.com / Wordle.net
What can be summarized or synthesized
from your compiled definition?
Applying your definition
Performance Task
Your definition of quality learning and
instruction
Break
10.35
The Instructional Core
http://www.uknow.gse.harvard.edu/leadership/leadership001a.html
TASK PREDICTS PEFORMANCE
TEACHER STUDENT
CONTENT
INFLUENCES
INTERACTIONINSTRUCTION
10.50
The Instructional Core•Principle #1: Increases in student learning occur only as a consequence of improvements in the level of content, teachers’ knowledge and skill, and student engagement.
•Principle #2: If you change one element of the instructional core, you have to change the other two.
TASK PREDICTS PEFORMANCE
TEACHER STUDENT
CONTENT
INFLUENCES
INTERACTION
INSTRUCTION
What will be the greatest shift for your staff when it comes to the instructional
core?
What elements of quality learning &
instruction are contained in the
Say Something strategy?
Your definition of quality learning and
instruction
Role of Content:Standards vs. Curriculum
TEACHER STUDENT
CONTENTINFLUENCES
INTERACTION
INSTRUCTION
Strategy Harvest
Welcome
Purpose / Objectives
Norms
Activator – fears & hopes
Pair Share – CCSS & SBAC
Quality Learning & Instruction Lecture Burst Operational Definition / P3T Polleverywhere / Wordle Performance Task application
Instructional Core Overview Lecture Burst Video
Say Something
Role of Content
Morning Wrap Up Connect – Extend - Challenge
Lunch!
Connect-Extend-Challenge
Think individually – How do the ideas presented this morning connect to your current practice?
Think individually – How do the ideas presented this morning extend your thinking about your current practice?
Think individually – How do the ideas presented this morning challenge your thinking about your current practice?
11.20
Connect-Extend-Connect-Extend-ChallengeChallenge
With your table group, share your thoughts.
Lunch!
11.45
Grab a sticky note
Write down one word that describes your learning from this
morning?
Reconnector
12.30
Alphabetical Line-Up
What learning do you want to remember
from this morning?
With an ‘Alphabetical Partner’ share
Role of the Teacher
TEACHER STUDENT
CONTENT
INFLUENCES
INTERACTION
INSTRUCTION
12.45
Paint Strips Creating level 1 & 2 DOK
Level 1
Level 1
Level 2
Complexity
Complexity
Create – a definition
Create – a summary
Create – a hypothesis
Create – an analysis
Returning to our Cereal Box Performance
Task
Again grab your paint strip write a question at either
level 3 or 4
Level 1
Level 2
Level 3
Level 4
As a leaders, what might you do to support teachers in increasing rigor in
their lesson design and instruction?
Lansing 11.22.13
As a leaders, what might you do to support teachers in increasing rigor in
their lesson design and instruction?
Provide teachers with performance tasks and sample items at all levels of DOK
Build more collaboration within the schedule they already have – how do we get more people involved?
Design questions and resources, lesson and see if the kids learned what we expected? Are we asking the right questions?
Observational rounds (data collection) to look at the level of questions that are being asked in the classroom – generated by both the teachers and students?
Conversations with educators – intentionality of planning questions that will be posed
Give wait time to make discussions more powerful
Look at samples of level 3 and 4 questions
In your own practice, do a self-reflection of what levels of instruction and question
In department / level have teachers offer support and collaboration in crafting questions
Lansing 11.22.13
What might you do to increase rigor in
lesson design and instruction?
Break!
1.30
Video – I Pick C
http://www.youtube.com/watch?v=dY2mRM4i6tY
1.40
Role of the Student
TEACHER STUDENT
CONTENT
INFLUENCES
INTERACTION
INSTRUCTION
3-2-1Bridge
Focus Read:
‘Releasing Responsibility’
Fischer, D. & Frey, N. (2008). ‘Releasing Responsibility’ Educational Leadership, 66(3),
32-37.
Micro Lab ProtocolMicro Lab ProtocolReflect – individually on the article
Regroup – in trios
Identify – Persons A, B & C
Micro Lab ProtocolMicro Lab ProtocolRound 1
Person A – Share your thoughts (1 minute)
No interruptions
SILENCE (30 seconds)
timer
Micro Lab ProtocolMicro Lab ProtocolRound 2
Person B – Share your thoughts (1 minute)
No interruptions
SILENCE (30 seconds)
timer
Micro Lab ProtocolMicro Lab ProtocolRound 3
Person C – Share your thoughts (1 minute)
No interruptions
SILENCE (30 seconds)
timer
Micro Lab ProtocolMicro Lab ProtocolRound 4
Share – as a triad your thoughts (5 minutes)Reference the comments made during each RoundAsk clarifying questionsWhat connections did you make?
timer
Micro Lab ProtocolMicro Lab Protocol
Round 5 Table Group Dialogue
3-2-1Bridge
What might you do to support the
gradual release of responsibility?
As a leader, what might you do to support your teachers in the gradual release of
responsibility?
As a leader, what might you do to support your teachers in the gradual release of
responsibility?
Attend the workshop with Doug Fisher on Oct 29, 2014
Have conversations that will help define what this means and looks like? Be very intentional in the planning, using PLCs.
Skills, tools, planning as to why this is a good idea – why it is important for students. We have to support teachers in taking this risk.
Modeling as a leader at staff meetings – PLC
In department meetings using that opportunity for model – we are great at setting the environment for kids, yet do we do it for the adults in our buildings?
Strategy Harvest
Welcome
Purpose / Objectives
Norms
Activator – fears & hopes
Pair Share – CCSS & SBAC
Quality Learning & Instruction Lecture Burst Operational Definition / P3T Polleverywhere / Wordle Performance Task application
Instructional Core Overview Lecture Burst Video
Say Something
Role of Content
Morning Wrap Up Connect – Extend - Challenge
Lunch!
Reconnector Alphabetical Line Up Pair Share
Role of Teacher Lecture Burst – DOK
Paint Sample - Create Questions (DOK 1 & 2)
Cereal box Performance Task Paint Sample - Create Questions
(DOK 3 & 4) Debrief
Role of Student Video 3-2-1 Bridge Article Read MicroLab 3-2-1 Bridge Debrief
Strategy Harvest Planning Review of Purpose / Objectives Planning Time
Planning – what will you take back from
today
Objectives
Center work on deepening quality learning and instruction
Understand the Instructional Core – the interaction between the student and teacher in the presence of content
Learn tools and processes to support and strengthen work in implementing the Common Core State Standards in your district, schools and classrooms
Marty Chaffee&
Kristine Gullen
Thank you!
Resources Bambrick-Santoyo, P. (2012). Leverage Leadership: A Practical
Guide to Building Exceptional Schools, Jossey-Bass.
City, E.A.; Elmore, R.F.; Fiarman, S.E. & Teitel, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, Harvard Education Press.
Langford, D. (2010). Tool Time for Education: Choosing and Implementing Quality Improvement Tools, Langford International, Inc.
Lipton, L. & Wellman, B. (2011). Groups at Work: Strategies and Structures for Professional Learning, Mira Via.
Ritchhart, R.; Church, M. and Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass.