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Secondary Common Core Team Training Summer, 2013 1.Planning and Preparation 2.Classroom Environment 3.Instruction 4.Professional Responsibilities

Secondary Common Core Team Training

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Planning and Preparation Classroom Environment Instruction Professional Responsibilities. Secondary Common Core Team Training. Summer, 2013. Let’s “grapple”!. 2. Classroom Environment. 1. Create a “Name Tent” – fold large, colored card. Write your name with a marker. . FOLD. 3. 2 . - PowerPoint PPT Presentation

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Page 2: Secondary Common Core Team Training

Let’s “grapple”!

Page 3: Secondary Common Core Team Training

Create a “Name Tent” – fold large, colored card. Write your name with a

marker. 1.

2. FOLD 3.NAME

2. Classroom Environment

School, Grade Level,

and What You Hope to

Learn

Page 4: Secondary Common Core Team Training

Learning Goals: Unpack Common Core Standards using the

KUD (Know-Understand-Do) method. Identify the components of “rigor” and a

Common Core lesson. Locate resources on the Okaloosa County

Common Core Website applicable to a specific grade level or content area.

Success Criteria:With your Common Core Team, develop an action plan regarding implementation of unpacking Common Core Standards.

“Implementation!”

Page 5: Secondary Common Core Team Training

We’d appreciate it if:There are no “Hogs and Logs”Respect all opinionsCell phones silenced

Page 6: Secondary Common Core Team Training

Parking Lot Questions

Page 7: Secondary Common Core Team Training

Can you relate???

Page 8: Secondary Common Core Team Training

Everyone needs a superhero!

You are OUR superheroes!

Page 9: Secondary Common Core Team Training

There’s been a whole lot of learning going

on!

Page 10: Secondary Common Core Team Training

Math Representatives Will Be Meeting In The Dining Room

Page 11: Secondary Common Core Team Training

Introduce “Talking Chips”

3. Instruction

Page 12: Secondary Common Core Team Training

What is Rigor? (using a Double Entry

Journal)1. On your Double Entry Journal,

consider a personal experience that was

“rigorous” and put that experience on the left side in

the top box. 2. On the right side, think of the

experience. What MADE that experience rigorous?2. Classroom Environment

3. Instruction

Page 13: Secondary Common Core Team Training

Waiting for Superman

1. After watching the video, consider one fact or quote that you found

interesting. 2. Write that fact or quote

on the Double Entry Journal in the second box. On the right side, explain

what that fact or quote tells you about rigor.

3. Instruction

Page 14: Secondary Common Core Team Training

A Few Interesting Facts

Please stand.

2. Classroom Environment3. Instruction

Page 15: Secondary Common Core Team Training

“Rethinking College Readiness” by David

Conley 1. Step One – Chunking the

Text2. Step Two – From your

text, list a few facts or quotes in the third box that seem interesting.

3. Step Three - On the right side, explain what that fact or quote tells you

about rigor.

“Chunking!”

Page 16: Secondary Common Core Team Training

What Does It Mean?

College Readiness

2. Classroom Environment3. Instruction

Page 17: Secondary Common Core Team Training

What Does It Mean?College Readiness

The level of preparation in ELA/Math necessary to enroll and succeed without remediation for

an Associate’s or Bachelor’s Degree

-David ConleyDirector for Educational Policy Research

University of Oregon

“No remediation!”

Page 18: Secondary Common Core Team Training

What does it mean to be “rigorous”? It is helpful to remember what rigor

is not:

Rigor is not a special program or curriculum for select students. We are not talking about students that are part of programs for the gifted. Nor are we discussing students in

special magnet schools. Rigor is for ordinary students attending traditional public schools.

Rigor is not about severity or hardship. Rigorous classrooms are both warm

and challenging.

Finally—and most important—rigor is not a measure of the quantity of content to be covered (endless repetition of chemical

formulas or lists of vocabulary words). Rather, rigor is a measure of that content's quality.

“Rigor!”

Page 19: Secondary Common Core Team Training

What does it mean to be “rigorous”?

http://www.youtube.com/watch?v=McDo9efGmys

Watch the movie clip from “Lean on Me” and write down what you notice about the teacher’s presentation related to:1. rigorous content2. cognitive engagement

with support3. high expectation

instruction4. assessment and

demonstration of learning

Page 20: Secondary Common Core Team Training

Whole Group Review with “Coming Back

to You”2. Classroom Environment3. Instruction

Page 21: Secondary Common Core Team Training

…operating within, but at the outer edge, of student’s ability to

master the content as evidenced by the

standards-College Board

Definition of “RIGOR”

Page 22: Secondary Common Core Team Training

Framed Sentence Synthesis

Claim: When looking for the elements of rigor, there must be a presence of ___________________________, ___________________________, and ___________________________.

Support:

Evidence: “Synthesis!”

1.Instruction

Page 23: Secondary Common Core Team Training

Stages of Backward Design

Identify desired results

Determine acceptable evidence

1a, 1c, 1e, 1f

Page 24: Secondary Common Core Team Training

How does Backward Design Facilitate a Common Core Instructional Sequence?

Establish Goals

Based on Unpacked Standards

Create Essential Questions Based on Standards

Create Assessments Based

on Standards

Check to Ensure

Assessments Align

with Standards

Create Learning

Plan Aligned to Standards

Students Take

Assessment Based

on Standards

1a, 1b, 1c, 1e, 1f, 3c, 3d

Page 25: Secondary Common Core Team Training

Common Core Standards Placemats

1a, 1c, 1e

Page 26: Secondary Common Core Team Training

Why “unpack”???Standards require a close

read and analyze for meaning

Standards are rarely taught in isolation

Not all standards are equal in rigor

1a, 1c, 1e, 1f

Page 27: Secondary Common Core Team Training

KUD… What??K.U.D.!

K- Know

U- Understand

D- Do1a, 1c, 1e, 1f

Page 28: Secondary Common Core Team Training

“Real life” KUD

Know

How do you know a child is ready to ride a bicycle without training wheels?

Handlebars Pedal(ing) Break(ing) Steer(ing)

Both hands must be kept on the handlebars in order to steer the bicycle

Uses the handlebars to steer the bicycle in a logical direction

Understand Do

Page 29: Secondary Common Core Team Training

Now You Try! “Real life” KUD

How do you know a teenager is ready to drive a car alone?Know Understa

ndDo

Page 30: Secondary Common Core Team Training

What is the Difference Between Know, Understand, and Do?Know

• Facts• Vocabulary• Definitions• Dates• Places

Understand• I want students

to understand that…

• Essential truths give meaning to topic

• Purposeful• Has transfer

power• Allows students

to investigate content on a variety of levels

• Enduring value• Requires

“uncoverage”

Do• Start with a verb

NOT the whole activity

• Thinking skills• Final outcome

based on the standard, NOT an activity

• Students should grapple with the “UNDERSTAND” goals and how they apply to the “KNOW” goals

1a, 1c, 1e, 1f

Page 31: Secondary Common Core Team Training
Page 32: Secondary Common Core Team Training

KUD Template

1a, 1c, 1e, 1f

Page 33: Secondary Common Core Team Training

Sort

Know Understand

Do

Page 34: Secondary Common Core Team Training

KUD SORT Answers

1a, 1c, 1e, 1f

Page 35: Secondary Common Core Team Training

PRIORITY STANDARDSReading Informational Text 8 4

Page 36: Secondary Common Core Team Training

PRIORITY STANDARDS“Always” in “All Ways”

Reading – Literary and Informational1 – cite textual evidence/draw inferences4 – determine meanings of words and phrases

Writing4 – clear and consistent writing5 – writing process9 – draw evidence to support10 – range of writing

Speaking and Listening1 – prepare and participate

Page 37: Secondary Common Core Team Training

School Teams KUD Standards

“Knowing” the steps comes before “Understanding” the outcome

Page 39: Secondary Common Core Team Training

Afternoon Groupings

Edge’s Computer

LabExplore Common Core web resources to support classroom instruction and lesson design

Training Room

Explore components of a Common Core lesson

Page 40: Secondary Common Core Team Training

Real World Balance of Text Multiple Sources Close reading Vocabulary study Writing with

evidence Purposeful

discussion Students

encounter complex text with appropriate scaffold and support

Components of a

Common Core

Lesson or Instruction

al Sequence

1a, 1b, 1c, 1d, 1e, 1f

Page 41: Secondary Common Core Team Training

What Instruction is Needed Before Students are Ready for

an RST?As a team….1. Analyze the middle school and/or high school RST

task provided.2. Using the instructional materials provided and

your knowledge of the components of a Common Core lesson, develop a plan to get students ready to tackle this RST.

*What types of lessons using the materials provided would be needed?

*How would you construct close read lessons using these materials so they begin to “think like a

scientist”? *What anchor charts/graphic organizers

might needed?1a, 1b, 1c, 1d, 1e, 1f

Page 42: Secondary Common Core Team Training

Research Simulation Task (RST)

VOTE YES!

1a, 1b, 1c, 1d, 1e, 1f

VOTE NO!

Page 43: Secondary Common Core Team Training

Research Simulation Task (RST)

1a, 1b, 1c, 1d, 1e, 1f

Page 44: Secondary Common Core Team Training

RST Debrief Partner up with another Common Core

Team. Share your learning tasks. Provide specific feedback on lessons.

1a, 1b, 1c, 1d, 1e, 1f, 4a

Page 45: Secondary Common Core Team Training

CCSS Website

Page 46: Secondary Common Core Team Training

Sum It Up and Strategize

As a School Team…

-Debrief on your individual “take-aways” from today

-Strategize on next steps needed

-Complete School Reflection Pass4d