REFLECTING ON STUDENT FREEDOMS Toby Spencer February 4, 2017 - PowerPoint PPT Presentation

REFLECTING ON STUDENT FREEDOMS Toby Spencer February 4, 2017

Critical Thinking THE 4 C’S Communication OF THE COMMON Collaboration CORE STATE STANDARDS Creativity 2

Knowing your students and attending to Students all strengths and needs Content Strong content knowledge Knowledge Use of effective instructional strategies Instruction & Pedagogy and Depths of Knowledge (DOKs) Incorporating the 4 SBAC Claims and Claims & Assessment multiple assessments

ELA Shifts Math Shifts 1. Informational Text 1. Focus Building knowledge through content- Narrow the scope of content and rich non-fiction. deepen how time and energy is spent. 2. Evidence from Text 2. Coherence Reading, writing, and speaking Integration across grades & subject grounded in evidence from text, both areas. literary and informational. 3. Text Complexity 3. Rigor Regular practice with complex text Conceptual understanding, and its academic language. procedural fluency, and application of skills in problem solving situations. 4

COMMON CORE NGSS Sciences in schools Sciences in schools Literate Reading Intertwining three crucial aspects of material about, and for, science issues • Disciplinary Core Ideas • Cross-Cutting Concepts • Science and Engineering Practices Literate Writing Working towards specified Performance Expectations to build and present knowledge as claims backed up by arguments from readings, or consistent with that vision, for all grade bands, personal experience and all sciences. Lots of Reading Lots of Exploring of, and with, materials as the source of making reasoned empirical in many genres, to fully comprehend what arguments. others said. Writing routinely Constructing deep, discipline-specific understandings for a range of discipline-specific tasks, purposes and audiences. from empirical arguments, neither cluttered nor front-loaded with highly specific vocabulary bits. Students become literate, adept at Students know science as something making meaning from, and with, they, and scientists do, in order to come 5 discipline specific texts (all types) to know something new, to know how they know it, and why they trust it.

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Bloom’s Taxonomy Updated Creating Evaluating Analyzing Applying Understanding Remembering 7

Teaching Strategy Reflection Tool: Charting Creative and Social Freedoms Collaborative Collegial Enhanced Community Interdependent Discursive Solitary Prescriptive Suggestive Investigative Constructive Innovative Enhanced Creativity

Reading Strategies Matrix R.A.F.T. Cornell Notes Student Video SQ3R Assignments Creation Fill In Graphic Powerpoint/Prezi Concept Mapping Philosophical Chairs Organizers Presentations Graphic Organizers 10-Word Summaries Think, Pair, Share Memorizing and reciting text Fill in the Blank Group Peer Editing Lecture Notes (direct instruction) (Cloze Procedure) Posters Metacognitive Web Posters Interactive Anticipation Conversations Journals Guides or Sets Peer Editing of Non-Linguistic Recreating Producing Writing or Video Representation Dramatic Scenes Dramatic Scenes Poetry, Raps S.S.R. Group Wiki Pages Computer Lab Songwriting Games/Practice Audio Book Teacher Read-Aloud Jump-in Reading Guest Speaker Listening (Popcorn Reading) Presentation Creating Creating Websites Class Discussions Multiple Choice Crossword Puzzles Testing Notetaking from Socratic Seminar Project-Based Plan and Conduct Readings Learning Lab Experiment Completing Study Take Home Tests Jigsaw Student Guides Reading/Teaching Demonstrations Activities at Board Writer’s Workshop Reader’s Workshop Literacy Microlab Four Corners (gradual release) (gradual release) Rotations Formal Research Debate

LESSON PLAN GLOSSARY 10-Word Summaries: Students read a passage then create summaries of ≤10 words Anticipation Guides or Sets: Guided questioning to access student’s prior knowledge or perspectives  Cloze Procedure: Fill in the blank guides (for notes, videos, etc) Concept Mapping: Building a web of nouns with connecting verbs, showing relationships Cornell Notes: 2-Column AVID style note-taking format. Creating Crossword Puzzles: Using software or other means to make solvable crossword puzzle Creating Websites : Design a user-friendly webspace for teaching, learning, or collaborating Graphic Organizers: Template to organize ideas from readings, brainstorms, etc. Group Wiki Pages: Students interact and collaborate on an editable web document (like google docs) Interactive Journals: Students cite textual evidence and provide interpretations in an ongoing reading log. Jigsaw Activity: Students gain “expertise” in a piece of larger reading, then teach others in their “home” group. Metacognitive Conversations: Talking about thinking about your thinking (discussing how you learn and know) Non-Linguistic Representation: Drawing or diagramming, rather than describing ideas or events linguistically Peer Editing: Students read and give constructive feedback to other student work  Philosophical Chairs: Guided group discussion/debate of a controversial issue (AVID) Plan and Conduct Lab Experiment: Students design and modify a lab to test questions they formulate. Popcorn Read-Aloud: Class reads together and students select next reader Powerpoint/Prezi Presentations : Multimedia software presentations Project-Based Learning: Long-term creations that infuse reading, writing, technology, and content standards.  R.A.F.T. Assignments: Role, Audience, Format, Topic writing assignment generator S.S.R.: Silent Sustained Reading in class, usually of student-selected material  Socratic Seminar: Guided group discussion of a text selection, using a specific format (AVID)  SQ3R: Survey, Question, Read, Recite, Review (often done for homework) Student Demonstrations at Board: Students teach, guide, or explain their work on the board or overhead Take Home Tests: Content tests requiring extended thinking, writing, or research. Not a bubble test. Think, Pair, Share: Silent write, then whisper with your partner, then share out with class or table group Web Posters: Using images and words, students create a small online display and explanation of a concept.

Grade 9-10 History Literacy Standards Grade 9-10 Science Literacy Standards Key Ideas and Details: Key Ideas and Details: CCSS.ELA-LITERACY.RST.9-10.2 CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or conclusions of a Determine the central ideas or information of a text; trace the text's explanation or depiction of a primary or secondary source; provide an accurate complex process, phenomenon, or concept; summary of how key events or ideas develop over provide an accurate summary of the text. the course of the text. CCSS.ELA-LITERACY.RST.9-10.1 CCSS.ELA-LITERACY.RH.9-10.3 Cite specific textual evidence to support analysis Analyze in detail a series of events described in a of science and technical texts, attending to the text; determine whether earlier events caused later precise details of explanations or descriptions. ones or simply preceded them. Craft and Structure: Craft and Structure: CCSS.ELA-LITERACY.RST.9-10.4 CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of symbols, key terms, and Determine the meaning of words and phrases as other domain-specific words and phrases as they are they are used in a text, including vocabulary used in a specific scientific or technical context. describing political, social, or economic aspects of history/social science. CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among CCSS.ELA-LITERACY.RH.9-10.5 concepts in a text, including relationships among Analyze how a text uses structure to emphasize key terms (e.g., force, friction, reaction force, energy ). key points or advance an explanation or analysis. Integration of Knowledge and Ideas: Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RST.9-10.7 CCSS.ELA-LITERACY.RH.9-10.7 Translate quantitative or technical information Integrate quantitative or technical analysis (e.g., expressed in words in a text into visual form (e.g., charts, research data) with qualitative analysis in a table or chart) and translate information print or digital text. expressed visually or mathematically (e.g., in an CCSS.ELA-LITERACY.RH.9-10.8 equation) into words. Assess the extent to which the reasoning and CCSS.ELA-LITERACY.RST.9-10.8 evidence in a text support the author's claims. Assess the extent to which the reasoning and CCSS.ELA-LITERACY.RH.9-10.6 evidence in a text support the author's claim or a Compare the point of view of two or more authors recommendation for solving a scientific or for how they treat the same or similar topics, technical problem. including which details they include and emphasize in their respective accounts.