ARE YOU LOOKING FOR A. Today’s Agenda Get acquainted (Find Someone Who) Establish Shoulder Partners/Groups Norms for the day Introduction to the Cure.

ARE YOU LOOKING FOR A

Today’s Agenda

•Get acquainted (Find Someone Who)•Establish Shoulder Partners/Groups•Norms for the day•Introduction to the Cure•Accountable Talk

Four Teacher Moves•Making Thinking Visible

Three Thinking Routines•Lots of Practice•Tons of Thinking•Leave with much to think about and perhaps a new perspective in which to approach our transition to common core

Find Someone Who . . .

Shoulder Partners/Groups

Norms for the day

First Things First

ARE YOU LOOKING FOR A

Are you now, or have you recently, experienced any of these symptoms?

Are you tired of simply . . .

Would you rather simply unwrap . . .

Before you . . .

TRY THIS!Inhale Deeply

Hold ItExhale Fully

Inhale DeeplyHold It

Exhale FullyInhale Deeply

Hold ItExhale Fully

TURN TO THE PERSON SITTING NEXT TO YOU AND SAY,

“We can do this!”“This is simply the next thing we must learn.”

“We have learned many things before.”“We can learn this next.”

AND THAT IS THE

secret

Surface of the Common Core

Unwrapping StandardsCurriculum Mapping

Using New Strategies and Best PracticesLesson Development

Working with your shoulder partner

Headlines

Pretend you are a newspaper editor writing what you know right now about the common core.

What would your headline be?

Remember our analogy of the Common Core?

What if we were to tell you that the cure for the common core, really lies beneath the surface?

Hidden Curriculum of the Common Core

Talk with your partner about what you believe the hidden curriculum is in the Common Core?

This is what we will be looking at today: the Hidden Curriculum, those pieces that are below the surface.

OUR GUIDING QUESTION FOR THE DAY

TWO THINGSJust 2 things

And Routines for

Strategies for

Break

Time!

Visible Thinking

3 Thinking Routines with 21 Strategies

Things to Do

•Routines for Introducing and Exploring

•Routines for Synthesizing and Organizing Ideas

•Routines for Digging Deeper into Ideas

Accountable Talk

4 Teacher MovesThings to Say

• Moves in Group Discussion

• Moves that Support Accountability to the Learning Community

• Moves that Support Accountability to Accurate Knowledge

•Moves that Support Accountability to Rigorous Thinking

For a Quick Introduction to Accountable Talk

Accountable Talk Sourcebook

Read silently:Page 1 and 2

(to the gray box on page 2)

Highlight, underline, or annotate as you feel necessary.

ACCOUNTABLE TALKTHINKING ROUTINE

THINK-PUZZLE-EXPLOREYou will need a pen and sticky notes.

1.What do you think you know about Accountable Talk?

2.What questions do you have or what puzzles you about the concept of Accountable Talk?

3.What are some other considerations to explore before putting Accountable Talk into practice?

Page 71

Accountable Talk4 Teacher Moves

Things to Say

1. Moves in Group Discussion Marking: “That’s an important point.” Challenge: “What do YOU think?” (turn it back) Modeling: “Here’s what good readers do.” Recapping: “What have we discovered?”

2. Moves that Support Accountability to the Learning Community

Keep channels open: “Did everyone hear that?” Keep everyone together: “Who can repeat . . . ?” Linking contribution: “Who wants to add

on . . . ?” Verifying and clarifying: “So, are you

saying . . . ?’

3. Moves that Support Accountability to Accurate KnowledgePressing for accuracy: “Where can we find that?”Building on Prior Knowledge: “How does this connect?”

4. Moves that Support Accountability to Rigorous ThinkingPressing for reasoning: “Why do you think that?”Expanding reasoning: “Take your time; say more.”

When do you use accountable talk?When do you use accountable talk?

Class Discussions

Teaching Academic Vocabulary

Reviewing Word Walls

Socratic Discussion Groups

Chalk Talks

Graphic Organizers

Gallery WalksDiscussion of

Current Events

Debates of Controversial IssuesExploring

Literary Elements

Checking Accuracy

of Problems

Solved

Attempting to Solve Problems

Investigating New Ideas

ALL THE TIME!

Science Labs

Read Alouds

Teaching the Routines for Talking and Thinking

1.Management routines prepare students for learning.

2.Discourse routines orchestrate conversations between teachers and students.

3.Learning routines focus on topic or content.

Teaching the Routines for Accountable Talk

DVD

Connect – Extend – ChallengePage 132

Can you connect this to anything you already know from your teaching experience?

In work-alike teams, talk among yourselves to extend your thinking about how to use accountable talk in your

classroom.

Now, discuss the challenges you see may arise in using accountable talk.

Zoom InZoom Inpage 71page 71

• Zoom In is one way of introducing a topic using portions of a photograph or picture to

draw student thinking out. It uses description, inference and interpretation as an APK at the start of a lesson or to further

explore ideas.

Example Zoom InExample Zoom In• What do you see?• What does it remind you of?

• What new things do you see?• What word or phrase would you use to describe

the image?

• How does this image change your hypothesis about what is going on?

• When, where or what is this piece of art about? Does it remind you of anything?

The Twittering Machine by Paul Klee, 1922Art does not reproduce the visible, rather it makes visible.

Paul Klee

Now that the students can see the whole image, further connections to

the material can be made.

For example, what did Klee mean by The Twittering Machine?

Is it about industrialization? Music?

The caged bird? What does “twitter” mean to us today?

Applicable to MathApplicable to Math• How is this image applicable to math?• What shape do you see?• Can you equate the shape to any shape or form

in the real world?

• What other informationdoes this view give you? How do the surfacesgive off a mathematicalQuality?

• Can you tell now what the artist is trying to convey?

Does this new information change your perception?

• Picasso’s Cubistpainting Still LifeWith Bread

Cubism: 20th c. art form in which objects are renderedin geometric shapes.

What shapes can you see?What equations can we useto analyze the shapes?

BREAK

TIME!Meet in the computer lab after break.

How to Create a Zoom How to Create a Zoom InIn

• Choose your painting or photo• In Microsoft Paint or other editing program

crop each piece of the painting, one at a time, and save under a different name (1, 2, 3, etc.)

• Create your power point, adding various pieces to the screen where they would naturally fall in the painting to build interest and cognition

• Show the final work and discuss further

Cultures of Thinking Cultures of Thinking • http://americanart.si.edu/calendar/lectures/

archive/2011/ritchhart/

Ritchhart talk at the Smithsonian Museum – discusses Zoom In and other techniques for engaging and assessing student thinking.

BREAK . . .

FOR LUNCH!

C.S.I. for the CCSS

Color, Symbol, ImagePage 119

We’ll be using

The Gettysburg Address

Please read the copy provided.

For C.S.I.You will need:

The textBlank paper

Colored Pencils

C = ColorPick a color you feel represents the core ideas embodied in the Gettysburg Address.

Using that color record the color on the left hand side of your paper.

Now, let’s watch it . . .

http://www.youtube.com/watch?v=BvA0J_2ZpIQ

S = SymbolNow draw a symbol that you feel

represents the core idea of Lincoln’s address.

I = Image

Select an image that represents the core idea and sketch it on

your paper.

1. Explain your CSI activity to your shoulder partner.

2. Listen to your shoulder partner’s explanation of his/her CSI.

3. Turn and share your CSI activities with your table group.

STEP INSIDEPage 178

Set Up: Think about the text you just read, the video we watched, the words you heard, and the images. Pick a person or thing that was present at Lincoln’s delivery of The Gettysburg Address. You are going to “Step Inside” that perspective.

Ask: What can this person or thing see, observe, or notice?What might the person or thing know about, understand, or believe?What might the person or thing care about?What might the person or thing wonder about or question?

Share:In “like” groups.Then to whole group.

DISCUSSION OF COMMON CORE THE KINDS OF THINKING THE

TESTING WILL DEMAND

Common Core Standard Reading Informational Texts #9

ExemplarsPolitical Cartoon

Chicago Tribune Editorial

Sorting and Connections VIDEO

Kindergarten Thinking Keyshttps://learnweb.harvard.edu/wide/courses/resources/?

course_id=822

12th Grade Generate-Sort-Connect

On DVD with Making Visible Learning

EXPERT GROUPS

with

REMAINING ROUTINES

You and your partner will read through one of the remaining Routines for

Thinking and become the “experts” for that routine.

You will then give a quick, quick overview of that Thinking Routine to the whole

group.

HeadlinesHeadlinespage 111page 111

• http://www.youtube.com/watch?v=rMginVgsYPs

On the back of your original “Headline”, you and your partner need to rewrite your headline based on what you now know about Common Core – and its Cure.

Teaching to the Common Core is about . . .