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Upgrading and Common Core Standards

Parent Ed Event
by

Alyssa Gallagher

on 22 March 2013

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Transcript of Upgrading and Common Core Standards

Moving to the Common Core Standards Upgrading Teaching and Learning Updated Assessments Content and Skills Instructional
Strategies Resources Grouping Instruction Learning individualized flexible multiple data driven Essential Questions targeted Student Choice
& Voice increased Big Ideas thoughtful Lesson Planning dynamic Collaboration meaningful What to consider... Elements Upgrading
Curriculum assessments skills content We'll be delving into all three areas as we upgrade a unit collaboratively. What do we need to consider about all of our students as we work to upgrade? What role does technology play? Why Common Core? Drastic change in assessment coming. Teaching and Learning Essential
Questions Assessments Unit Plan Reflection Welcome develop greater awareness of Common Core Standards
understand what it means to upgrade curriculum
understand where we are headed and how we are going to get there
create essential questions Objectives Moving to the
Common Core Standards Content Why Common Core? Drastic change in assessment coming. What to consider... Elements Upgrading Curriculum assessments skills content Skills Assessments Essential Questions:
provoke deep thought
encourage critical thinking
create insight - answers must be invented
involve real-world problem-solving
get to the heart of it
recur throughout one's learning
link to other great questions
are highly engaging Resources Essential
Questions Old Question: How does a frog's
habitat help them grow?

New Question: Why do people say
there is no place like home?

DQ: What is needed for a healthy frog habitat? Old Task: Research and make a field guide about an African animal.

Essential Question: What is the price of life?

DQ: How do we create a website for a
Jungle Jeep Safari company presented
in the animal's point of view? Old Question: How does it feel
to be an immigrant?

Essential Question: Why do people
move from one country to another?

Driving Question:
How do we re-create
an immigrant's
experience? Moving from passive to active learning! Example:

Science Unit -

Big Ideas:
The Earth changes over time.
The Earth changes and shifts because of erosion,
volcanoes, continental drift, and shifts in climate.

Essential Question: How has the Earth changed?

Localize and charge your essential question!
EQ: What did our town where we live look like a million years ago? (product is to create an online museum exhibit) In framing essential questions, we must first ask what our intent is. If we don’t know “why we pose it, how we intend students to tackle it, and what we expect for learning activities and assessments,” we don’t really know what we want.

Essential questions “keep us focused on inquiry as opposed to just answers.” (Wiggins, McTighe) How? MISSION REAL WORLD
LEARNING ASSESSMENTS The Los Altos School District inspires a passion for learning and prepares all K-8 students to thrive in our rapidly changing global community. STUDENTS ages
stages of development
learning characteristics
communities
aspirations
needs
need for cumulative learning UPGRADING A UNIT September 27
Background
Essential ?
Choose a Unit January 22
Complete upgrade
Peer sharing October 23
Assessment
Content & Skills Essential Questions
Kinder Room 1
Grade 1 Room 7
Grade 2 Room 9
Grade 3 Room 8
Grade 4 Room 18
Grade 5 Room 23
Grade 6 Room 3
SDC/Res Room
Speech Room
Music/PR Room Heidi
Hayes
Jacobs What we know...
begin in 2014-2015
computer adaptive
performance assessments
across content areas
require research, multimedia & informational text
up to 2 hrs in length September 27, 2012 develop a better understanding the elements of a Unit Map
identify big ideas, content and skills for their unit upgrade
identify and design an assessment Objectives October 23, 2012 CHANGE The Dip Are Schools helping students become:

Critical thinkers?
Problem solvers?
Good communicators?
Good collaborators?
Information and technology literate?
Flexible and adaptable?
Innovative and creative?
Globally competent?
Financially literate? Formative Assessments
assess how students are learning during the course of the year, week or day
teachers adjust instruction and materials and make changes
allows for differentiated instruction
includes observation, classroom discussion, and analysis of student work, including homework and regular tests Two Reasons for Assessment:

1. To provide students feedback on the quality of their work and specifically on how they might improve that quality.

2. To assign a score or grade.

Think of assessment as information
for improving = feedback. Standardized Assessments
determine student, school, and district success
developed in 1965
standards based
many targets
simple measures Product and Performance Assessments
based on authentic tasks such as activities, exercises, or problems that require students to show what they can do
students apply their knowledge to a particular situation
most often assessed in the form of a rubric, and allows students to judge their own work as they proceed, knowing that their work will be evaluated against agreed-upon standards. Can be open-ended or extended response exercises or other prompts that require students to explore a topic orally or in writing.

Assessing process goals as well as product goals.

The more students receive challenging, interesting work demands,
the better they do on simple measures. Rubrics: Analytic Holistic Characteristics of an Authentic Task Traditional -----------------------------------------Authentic

Selecting a Response ----------------------------Performing a Task

Contrived ------------------------------------------Real-life

Recall/Recognition ------------------------------ Construction/Application

Teacher-structured -------------------------------Student-structured

Indirect Evidence ----------------------------------Direct Evidence Breakout Rooms:
Kindergarten- KA (Laura Bence's room)
1st Grade- Room 8
2nd Grade- Room 5
3rd Grade- Room 11
4th Grade- Room 18
5th Grade- Room 15
6th Grade- Room 12
Resource- Resource Room
SDC- Room 7
Speech- Exploratory Lab
Music/PE- Library DEAR March, come in!
How glad I am!
I looked for you before.
Put down your hat—
You must have walked—
How out of breath you are!
Dear March, how are you?
And the rest?
Did you leave Nature well?
Oh, March, come right upstairs with me,
I have so much to tell! Objectives reflect on the upgrade process
share unit upgrades with colleagues
celebrate work accomplished & identify next steps CROSS GRADE Describe your unit upgrade
How did you integrate 21st century skills?
How did you rethink the assessments?
How did you increase student choice & voice?
How did you feel about process?
What was the impact on student learning? SHARING TEACHER SUPPORT TEACHER SUPPORT 20 after School
Classes 24 Lead Learners 100% increase in teachers ability to select technologies to use in the classroom that enhance what they teach, how they teach & what students learn 90 teachers attending
iLearn Classes 80
hours of optional PD 65 teachers trained in
Systematic ELD 38% teachers opting in to PD 3 instructional
coaches + BTSA &
EL support 500 coaching
interactions over
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