Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Aligning Daily Instruction with PARCC

No description
by

Jon McDowell

on 17 September 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Aligning Daily Instruction with PARCC

Teach: Identifying and Evaluating an Argument: Global Warming and Methane (Vann)
Pre-brief: Identifying and Evaluating an Argument: Global Warming and Methane (Vann)

Reflection

Teach: Native American
Removal in the Early 1800s (Bennett)

De-brief: “What is Hamlet’s mental disorder?” (Harris)

Teach: “What is Hamlet’s
mental disorder?” (Harris)

Pre-brief: “What is Hamlet’s mental disorder?” (Harris)

De-brief: Identifying and Evaluating an Argument: Global Warming and Methane (Vann)

De-brief: Comparing and Contrasting the Text and Film Versions of The Lion, the Witch and the Wardrobe (Philpot)

Teach: Comparing and Contrasting the Text and Film Versions of The Lion, the Witch and the Wardrobe (Philpot)

Pre-brief: Comparing and Contrasting the Text and Film Versions of The Lion, the Witch and the Wardrobe (Philpot)


“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

Complex Texts:
William Shakespeare’s Hamlet
Leopold and Loeb’s Criminal Minds
Frontline Videos
Pablo Picasso Paintings
Various Disorder Videos (Youtube)
“Dr. Harold Koplewicz: a New Poll That Trivializes ADHD is Nonsense”

Pairing Complex Text With Standards

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)

“Good text dependent questions….ensure careful comprehension of the text….guide students in extracting the key meaning or ideas found there…[and] typically begin by exploring specific words, details, and arguments and then moves on to examine the impact of those specifics on the text as a whole.”
-PARCC Understanding the ELA/Literacy Evidence Tables


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
Embedded Vocabulary

Citing From Text

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


Elements of Aligned Instruction

Daily Breakdown employs the use of gradual scaffolding to help students achieve mastery of the standards chosen.

Analysis of the Evidence Tables enables a teacher to see the progression of student outcomes/abilities and then plan for natural progression of student mastery.
-Jon McDowell

Scaffold Instruction

Essential Questions:
How would you know, or would you want to know, if you were mentally ill?
What is Hamlet’s mental illness?

Summative Assessment (Task)
L1 After reading William Shakespeare’s “Hamlet,” your novels, and the various support pieces on mental illnesses, write an argumentative essay that identifies a specific illness in one of the works and argues for a solution to a character’s illness and/or a treatment options for him or her. Support your position with evidence from the text(s). L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

-Harris

Develop Questions or Tasks

RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
-Harris

Combine Standards Naturally



http://www.parcconline.org/sites/parcc/files/Combined%20Evidence%20Tables%204%2004%202013_0.pdf


Combined Evidence Tables

“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


Develop Rubrics and Scoring Tools

PARCC Understanding the ELA/Literacy Evidence Tables

PARCC Understanding the ELA/Literacy Evidence Tables

Evidences

Standards:
RL –Reading Literary
RI – Reading Information


Claim

Grade

Reading an Evidence Table

Standards:
In Grades 6 – 11 Literacy Standards
for Reading History/Social Studies and for Reading Science/Technical
are added

RH – Reading History/Social Studies
RST – Reading Science/Technical

Reading an Evidence Table for Grades 6 -11

-Harris
“Claim: Vocabulary Interpretation and Use: Students use context to determine the meaning of words and phrases.”
-PARCC ELA Combined Evidence Tables pg. 16

PARCC Standard “RH 4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.”
-PARCC ELA Combined Evidence Tables pg. 16
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

What about content area standards?
Implied Learning Progressions
The Combined Evidence Tables for each grade level can be found at the PARCC website.
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

Standards are grouped with similar standards and labeled under Claims.
Content Specific Standards can be grouped alongside the traditional ELA standards.
Text Dependent Questions
The use of this single rubric—regardless of task purpose
Allows for the focus of evaluation of the quality of a written response to be on key traits of quality of reading comprehension (including providing strong evidence from texts)
Allows for focus on quality writing rather than on any single, discrete criterion
Reinforces student preparation for prose to be written in college and careers, where quality is defined by addressing the demands of a task, rather than on an isolated skill

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
"Students will be asked to respond to items that assess student's ability to interpret words and phrases - with particular emphasis on academic vocabulary - as they are used in a text, including determining their meanings and analyzing how specific word choices shape a text's meaning or tone. Assessment design will focus on student use of context to determine word and phrase meanings."
-PARCC ELA Item Guidelines
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
"Questions that require a written response:
Allow students to elicit evidence demonstrating that they have understood a text or texts read.
Allow students to demonstrate that they can communicate that understanding well both in terms of written expression and knowledge of language and conventions.
Allow teacher the opportunity to provide feedback on how individual pieces of writing meet or do not meet the criteria for quality writing."
Written Response Questions
-PARCC Understanding the ELA/Literacy Evidence Tables
"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
Pre-brief: Native American Removal in the Early 1800s (Bennett)

De-brief: Native American Removal in the Early 1800s (Bennett)

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?
Full transcript