For ppt slides…
Beyond the
Basics
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http://goo.gl/Km8Ttt
&
http://todaysmeet.com/Beyond
COMMON CORE:
Beyond the Basics
Dr. Barbara Adamos, Dr. Rowena Vega-Castro, Patty Kier,
Melissa Limo, Carla Masnayon, Michael Meno
http://goo.gl/Km8Ttt
Norms- “Ground Rules”
1. One-clap
-One focus
-Unified Task
2. Smile
- Think Positive to make things Positive
3. Talk
-Dialogue and share
Class Dojo
“Rock-Star” Graphic Organizer
• Rock-Star Notes
• State the positive
• Give the note
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What is new for me…
What I want more of …
What are my next steps . . .
Rock-Star
What we will accomplish:
• Teachers will be able to unwrap CCSS and
determine the Declarative and Procedural
knowledge of the standards
• Teachers will be able to create a 4-point
scale/rubrics to guide feedback of student
learning
• Teachers will create a CCSS Unit
Plan/Quarter
• Teachers will be confident and in control of
CCSS
“Shared Drawing”
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You and a partner
No talking /communicating
You will draw a face
Take turns
Draw a line and then pass the pen
2 minutes
Write a caption
Remember no talking
One letter (caps) and take turns
SMART Teams
• S = Start the conversation Specific to the
Task
• M = Motivate the team to Measurable
outcomes
• A = Agree or Disagree to something
Achievable
• R = Record all Results
• T = Time keeper—keep them Time-Bound
10 Effective Research-based
Instructional Strategies
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Vocabulary
Comparing, Contrasting, Classifying, Analogies, Metaphors
Summarizing and Note-Taking
Reinforcing effort and Giving Praise
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives/Targets and Providing
Feedback/Scales/Rubrics
9. Generating and Testing Hypothesis
10. Cues, Questions, Advanced Organizers
Identify the 11 elements essential to CCSS
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DQ1#1 Communicating Clear Learning Goals and Scales
DQ2#6 Identifying Critical Information
DQ2#7 Organizing Students to Interact with New Knowledge
DQ2#11 Elaborating on New Knowledge
DQ2#12 Recording and representing New Knowledge
DQ3#15 Organizing Students to Practice and Deepen
Knowledge
• DQ3#17 Identifying Similarities and Differences
• DQ3#18 Examining Errors in Reasoning
• DQ3#20 Revising Knowledge
• DQ4#21 Organizing Students for Cognitively Complex Tasks/
DQ4#22 Engaging Students in Cognitively Complex Tasks
Depth of Knowledge
• From Blooms to DOK
• Determining Rigor
• Critical Thinking Continuum
Understand Dr. Marzano’s New Taxonomy and use it
as a basis for planning, teaching, and assessing CCSS
• Knowledge
Utilization
• Analysis
• Comprehension
• Retrieval
• Design Question 2
• Design Question 3
• Design Question 4
“Bird Course”
Unwrap essential and supplemental
CSS
• Declarative (Nouns/noun phrases)
• Procedural (Verbs/verb phrases)
• List the Declarative and Procedural Knowledge
• Rigor and Relevance Framework
http://www.leadered.com/apsbdocs/IntroRR.pdf
Design a Common Core Unit
using References/Resources
• Learning Map
• Consensus Map ?
• Instructional Calendar ?
• Lesson Plan (School-adopted) ?
Design a Common Core Unit using the
Unit Planning Template
• Learning Map
• Learning Goals and Rubrics
• Learning Targets and Rubrics
• List of Targets
• 9 Clusters
• Choose 3 standards in your content
areas (you can work in your content
teams)
• Choose technology strategies for
lunch-time sharing
• Bring blank lesson plan template
Develop a formative and
summative assessment plan
• 4.0 Proficient with Advance
Knowledge
• 3.0 Proficient with CCSS Standard
• 2.0 Foundational Knowledge
• 1.0 Below Basic
Explore engagement strategies to
deepen lesson planning
• Big Ideas
• Technology Tools
Design a common Core Lesson using the
Intentional Thinking Map for Daily Lessons
• Each member of our team has
created a sample lesson
• Let’s do this together!
What we accomplished:
• I Can unwrap CCSS and determine the
Declarative and Procedural knowledge of
the standards
• I Can create a 4-point scale/rubrics to
guide feedback of student learning
• I Can create a CCSS Unit Plan/Quarter
• I am confident and in control of CCSS