Influences on the Modern Paradigm in Education 1. STANDARDS - CCSS – ELA Anchors a. Reading RI and RL (Anchor K-12) (Does not include Foundational Skills) i. Key Ideas and Details (1, 2 and 3) ii. Craft and Structure (4, 5 and 6) iii. Integration of Knowledge and Ideas (7, 8 and 9) iv. Range of Reading and Level of Text Complexity (10) b. Writing (Anchor K-12) i. Text Types and Purposes (1, 2 and 3) ii. Production and Distribution of Writing (4, 5 and 6) iii. Research to Build and Present Knowledge (7, 8 and 9) iv. Range of Writing (10) c. Speaking and Listening (Anchor K-12) i. Comprehension and Collaboration (1, 2 and 3) ii. Presentation of Knowledge and Ideas (4, 5 and 6) d. Language (Anchor K-12) i. Conventions of Standard English (1 and 2) ii. Knowledge of Language (3) iii. Vocabulary Acquisition and Use (4, 5 and 6) e. Appendix A i. Text Complexity 1. Qualitative 2. Quantitative 3. Reader and Task Considerations ii. Foundational Skills 1. Phoneme-Grapheme Correspondences 2. Phonological Awareness 3. Orthography iii. Writing – Three Text Types 1. Argument (NOT Persuasion) 2. Informational/Explanatory Writing 3. Narrative Writing iv. Speaking and Listening v. Language 1. Progressive Skills vi. Vocabulary (Three Tiers of Words) 1. Tier One – Every day speech 2. Tier Two – General Academic 3. Tier Three – Domain Specific f. Appendix B i. Text Exemplars ii. Sample Performance Tasks g. Appendix C i. Samples of Student Writing h. Shifts (handout) i. Balancing Informational and Literary Texts ii. Knowledge in the Disciplines iii. Staircase of Complexity iv. Text-Based Answers v. Writing from Sources vi. Academic Vocabulary Influences on the Modern Paradigm in Education 2. STANDARDS – CCSS – Math a. 8 Mathematical Practices i. Make Sense of Problems and Persevere in Solving Them ii. Reason Abstractly and Quantitatively iii. Construct Viable Arguments and Critique the Reasoning of Others iv. Model with Mathematics v. Use Appropriate Tools Strategically vi. Attend to Precision vii. Look for and Make Use of Structure b. Domains i. Counting and Cardinality ii. Operations and Algebraic Thinking iii. Number and Operations in Base Ten iv. Measurement and Data v. Geometry vi. Number and Operations – Fractions vii. Ratios and Proportional Relationships viii. The Number System ix. Expressions and Equations x. Statistics and Probability xi. Functions xii. Number and Quantity 1. The Real Number System 2. Quantities 3. The Complex Number System 4. Vector and Matrix Quantities xiii. Algebra 1. Seeing Structure in Expressions 2. Arithmetic with Polynomials and Rational Functions 3. Creating Equations 4. Reasoning with Equations and Inequalities xiv. Functions 1. Interpreting Functions 2. Building Functions 3. Linear, Quadratic and Exponential Models 4. Trigonometric Functions xv. Geometry 1. Congruence 2. Similarity, Right Triangles and Trigonometry 3. Circles 4. Expressing Geometric Properties with Equations 5. Geometric Measurement and Dimension 6. Modeling with Geometry xvi. Statistics and Probability 1. Interpreting Categorical and Quantitative data 2. Making Inferences and Justifying Conclusions 3. Conditional Probability and the Rules of Probability 4. Using Probability to Make Decisions c. Appendix – HS Math d. Shifts – Focus, Rigor and Coherence Influences on the Modern Paradigm in Education 3. ASSESSMENT a. Rigorous Curriculum Design (RCD) 1. Determine the units of study within a course 2. Prioritize standards and assign them to units 3. “Unwrap” standards for the unit 4. Determine the unit essential questions and big ideas 5. Design the CFAs beginning with the end of the unit assessment (include scoring guides and rubrics) b. PARCC (http://www.parcconline.org) i. Assessment Design ii. Item Tasks and Prototypes c. Smarter Balance (http://www.smarterbalanced.org) i. 4 Major Claims 1. Claim #1 – Read Analytically 2. Claim #2 – Write Effectively 3. Claim #3 – Speak and Listen Purposefully 4. Claim #4 – Conduct Research d. Assessment Vocabulary i. Pre-Post ii. Selected and Constructed Response iii. Formative and Summative iv. Common Formative Assessments (CFAs) v. Rubrics 1. Holistic 2. Analytic vi. Performance Scales vii. Exemplars viii. Performance Tasks ix. Engaging Scenarios x. Standards-Based Report Cards e. Bloom’s Taxonomy f. Webb’s Depth of Knowledge (DOK) g. Hess’s Cognitive Rigor Matrix h. Unwrapping/Deconstructing/Unpacking Standards i. What do students KNOW (Concepts/Content)? ii. What can students DO (Skills)? Influences on the Modern Paradigm in Education 4. INSTRUCTION - The Formative Process and Classroom Instruction a. “Inside the Black Box” by Black and Wiliam b. “Visible Learning” by John Hattie i. Meta-Analyses ii. Effect Sizes c. Feedback (Specific, Timely, Descriptive, Corrective, Accurate, Fair) d. 21st Century Skills (according to Robert Marzano) i. Cognitive – Analyzing and Utilizing Information ii. Cognitive – Addressing Complex Problems and Issues iii. Cognitive – Creating Patterns and Mental Models iv. Conative – Understanding and Controlling Oneself v. Conative – Understanding and Interacting with Others 5. COLLABORATION - PLCs and Data Teams a. b. c. d. Create and Analyze Student Data Use Data to Inform Classroom and Assessment Practices Guide Differentiating Instruction The 6-Step Data Team Process i. Collect and Chart Data ii. Analyze Data and Prioritize Needs iii. Set, Review and Revise incremental SMART Goals iv. Select Common Instructional Strategies v. Determine Results Indicators vi. Monitor and Evaluate Results 6. CONNECTIONS TO INITIATIVES a. Danielson Framework i. Four Domains 1. Planning and Preparation 2. The Classroom Environment 3. Instruction 4. Professional Responsibilities b. PERA and SB7 c. Rising Star i. Continuous Improvement 1. Comprehensive Planning ii. Learning Environment 1. Conditions for Learning 2. Community and Family iii. Educator Quality 1. Professional Development 2. Leadership iv. Teaching and Learning 1. Curriculum 2. Instruction Influences on the Modern Paradigm in Education 3. Assessment Putting It All Together! Use prioritized Common Core Standards/Other Standards as the guide for what students need to learn. Unwrap and assign Bloom’s Taxonomy Levels to Priority Standards in order to determine what students should be able to know and do. Using PLCs Develop and Use Common Formative Assessments to determine whether students are proficient in the skills and concepts the standards require Using PLCs Use the Formative Instructional Process to build the skills and concepts. Using PLCs Reflect collaboratively in PLCs/Data Teams and determine instructional strategies that will improve learning