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Upgrading and Common Core Standards

LASD Professional Development Day
by

Sandra McGonagle

on 23 November 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
Full transcript