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Aligning Daily Instruction with PARCC: Part II

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Ken Stamatis

on 24 June 2016

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Transcript of Aligning Daily Instruction with PARCC: Part II

Reflection

“Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”
-CCSS.ELA-Literacy.CCRA.SL.1

For CCR the CCSS require that students “build on others’ ideas, articulate their own ideas, and confirm they have been understood.”
-CCSS

Marzano, Pickering, and Pollock used metanalysis of extant research to determine that cooperative grouping yields a 27 percentile gain in student achievement.
-Classroom Instruction that Works pg 7.

Collaborative Grouping

Metacognitive Modeling

Cognitive Apprenticeship Model

To see ways to combine standards naturally when designing instructional tasks
To help determine alignment of a complex text with standards for instructional passage selection
To develop to stem of questions/tasks for instruction aligned with the standards
To determine and create instructional scaffolding (to think through which individual, simpler skills can be taught first to build to more complex skills)
To develop rubrics and scoring tools for classroom use
-PARCC Understanding the ELA Evidence Tables

Instructional uses of the evidence
statements/tables for teachers

The CCSS leave gaps as to what students must be able to do to demonstrate mastery.

PARCC fills in those gaps by providing what evidences are necessary for students to demonstrate mastery.

“Evidences describe what students might say or do to demonstrate mastery of the standards.”
-PARCC Understanding the ELA Evidence Tables

The Gaps of CCSS

"Another shift is an increased emphasis on the analysis across multiple texts, often of varied genres and media. Several standards, especially for reading literature, require intertextual and multi-media analysis. These expectations require special attention to selection of related passages, chosen specifically to support assessment of the full range of expectations."
-PARCC Passage Selection Guidelines for Assessing CCSS ELA






Diversity of Texts
(Multiple Literacies)

Essential Questions

The CCSS defines intertextuality as a “qualitative dimension of text complexity.”
-CCSS Appendix A pg. 6

PARCC calls on students to “synthesize information from a range of texts …into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.”
-PARCC Standard RST.11-12.9


Intertextuality



“[Students] are also able to use a variety of techniques to convey information, such as …citing an anecdote or a scenario to illustrate a point.”
-CCSS Appendix A pg. 23

CCSS and PARCC Standard
“RI 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.”
-PARCC ELA Combined Evidence Tables pg. 12
Task Assessment

Citing From Text

Cognitive Apprenticeship Model
Metacognitive Modeling
Collaborative Groups
Citing From Text
Task Assessment
Intertextuality
Essential Questions
Diversity of Texts


Elements of Aligned Instruction

“PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation.”
-PARCC Quality Criteria for Selecting Texts Worth Reading

“The most important materials a teacher needs to help students prepare for the PARCC assessments are the CCSS themselves”
-PARCC Assessment Blueprints and Tests Specifications FAQ

PARCC and Common Core

Navigating the World of CCSS and PARCC

PARCC Understanding the ELA/Literacy Evidence Tables

Evidences

Standards:
RL –Reading Literary
RI – Reading Information


Claim

Grade

Reading an Evidence Table

PARCC Task Assessments will provide:
"Questions worth answering, which includes:
Sequences of questions that draw students into deeper encounters with texts (as in an excellent classroom), rather than sets of random questions of varying quality.
Items that allow students to demonstrate what they know, rather than what they don’t know—where items allow for partial credit
Items that allow for expression of divergent thinking
Use of technology to allow students to construct meaning for machine-scorable items"
-PARCC ELA Samples
Product vs Process
Item Analysis vs Task Analysis
Teaching Standards vs Student Learning Expectations
Frameworks vs CCSS and PARCC

Ken Stamatis, Harding University,
Joint Administrators' Conference,
Hot Springs, September 18, 2014

Implied Learning Progressions
Evidence-Centered Design (ECD):
Evidence-centered design is a systematic approach to test development. The design work begins with developing claims (the inferences we want to draw about what students know and can do). Next, evidence statements are developed to describe the tangible things we could point to, highlight or underline in a student work product that would help us prove our claims. Then, tasks are designed to elicit those.
PARCC Glossary of Terms and Definitions

Closure

Monitoring
& Intervening

Practice

Manageable Conceptual
Chunks

Modeling

Apprentices

Master

Workshop

Craft

Elements of the Cognitive Apprenticeship Model

http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-listening-language
A question is essential when it:
causes genuine and relevant inquiry into the big ideas and core content;
provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;
requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;
stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
sparks meaningful connections with prior learning and personal experiences;
naturally recurs, creating opportunities for transfer to other situations and subjects.
-http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53
"Furthermore, in the 21st century, students must be able to communicate effectively in a wide range of print and digital texts."
-CCSS Appendix A pg. 29


"Students will analyze an informational topic presented through several articles or multimedia stimuli, the first text being an anchor text that introduces the topic."
-PARCC Simulation Research Task

"Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence."
-CCSS Intro to CCSS
1. What are 3 valuable ideas that I am going home with today?
2. What am I still confused about?
3. What can I implement immediately in my classroom?
4. What am I going to share with my colleagues?
PARCC Practice Tests
"The sample items are primarily for the purposes of communications and training around the type of items one will see on the PARCC Assessments."
http://www.parcconline.org/samples/ELA

Where to find PARCC Practice Tests
http://practice.parcc.testnav.com/#

Common Tasks:
identify/provide textual evidence
analyze a variety of texts (including video)
write an essay providing evidence from multiple texts
complete a chart/table by dragging and dropping text to the appropriate spot
How to Develop and Evaluate a CCSS and PARCC Aligned Teach
Sample Teaches
Grade 4 Sample Practice Test
http://epat-parcc.testnav.com/client/index.html#tests

Sample Task Assessments:
select phrases that help describe the setting and select a piece of evidence
complete a chart matching structural elements to the story/poem
complete a chart in which the student must identify how a problem was solved and decide the outcome
compare and contrast how authors present information in different texts

Grade 6 Sample Practice Test
http://epat-parcc.testnav.com/client/index.html#tests

Sample Task Assessments:
drag and drop details into the correct spots on a story map
identify central idea of multiple texts and similar central ideas between the texts (and provide textual evidence to support the central idea)
identify the strategy used to develop the claim in an argumentative writing piece and provide evidence
write a compare and contrast essay
identify the details that would be important to include in a summary

Grade 8 Sample Practice Test
http://epat-parcc.testnav.com/client/index.html#tests

Sample Task Assessments:
select details from the passage that are most relevant to providing an objective summary
write an essay analyzing the differing points of view
identify facts vs. reasoned judgements
identify key steps of an experiment in the correct order
write a compare and contrast essay using multiple texts
select the appropriate sentences needed to write a summary
write a continuation of the story
Grade 10 Sample Practice Test
http://epat-parcc.testnav.com/client/index.html#tests

Sample Task Assessments:
select an alternate expression that further develops the same idea
write an essay comparing the different approaches the authors take to develop certain characters
match the arguments of the majority opinion with their corresponding counterarguments made in the dissenting opinion
write an essay analyzing different arguments
write a narrative
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction

https://newsela.com/

http://www.rockhall.com/education/inside-the-classroom/
http://piktochart.com/
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
https://www.readworks.org/books/passages
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
http://www.archives.gov/education/lessons/worksheets/
http://www.loc.gov/jukebox/

http://www.loc.gov/teachers/classroommaterials/primarysourcesets/political-cartoons/
http://life.time.com/history/
http://www.ted.com/
21st Century Learning Tools to Use in Designing PARCC Aligned Instruction
How Do You Feel About This New World?
In Danger??
In Denial??
Confused??
Awkward??
There is hope!
But there is a shift -
A Big Shift
Rethinking Structures -
New wine into old wineskins

Shift in Instruction
Transmission Model-Gone
Shift in Instruction
Assign and Assess Model - Gone
So Where?
We'll talk about this later...
Principles that should guide our instructional shift-
From CCSS
Relevance, Real World, and Rigor
Principles that should guide our instructional shift-
From Dan Pink
Autonomy
- The desire to direct our own lives
Master
- The desire to get better and better at something that matters
Purpose
- The yearning to do what we do in the service of something bigger than ourselves
Instructional Shift -
Understanding the difference between "Teaching to be taught, and teaching to learn"
Instructional Shift -
Let's talk about shared responsibility
On to CCSS and PARCC...
Full transcript