Integrated Instruction: Taking on the Challenge of the New Core The new Core standards can be daunting, but well worth the work as you’ll see the results from your students. Let’s work together and delve into bringing the new standards into your instruction. Participants will leave with more knowledge about the Core and how to implement the standards.
29
Embed
Integrated Instruction: Taking on the Challenge of the New Core
Integrated Instruction: Taking on the Challenge of the New Core. - PowerPoint PPT Presentation
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Integrated Instruction: Taking on the Challenge of
the New Core
The new Core standards can be daunting, but well worth the work as you’ll see the results from your students. Let’s work
together and delve into bringing the new standards into your instruction. Participants will leave with more knowledge about the Core and how to implement the standards.
BookAssignments Matter: Making the Connections That Help Students Meet Standards
Eleanor Dougherty
9781416614401
Teach
• Effective instructional practice requires educators to clearly communicate learning goals, content, instructions, and expectations of students. Effective educators use a variety of instructional strategies and learning activities, instructional time and appropriate pacing, and engage students in higher order questioning, thinking, and metacognitive skills. Educator enthusiasm and interest in the content being studied maximize student engagement and learning.
• Engages students in a variety of best practice instructional strategies and learning activities
• Uses instructional strategies to promote higher levels of thinking
Quick Intro • Task 1
•On the sticky notes, write one thing you know and understand about the Utah standards
•Also, write one thing you would like to know more about the Utah standards
• Share in your group
• Find a commonality and share out for one thing you know and one thing you’d like to know more about
Utah Standards (T2)
•http://www.corestandards.org/ELA-Literacy/
•http://www.corestandards.org/Math/
•Quickly scan through one of these and determine which standard or group of standards you’d like to use in an assignment.
Cognitive Rigor Matrix (T3)• Identify distinctions among the DOK levels and explore
how, unlike Bloom’s Taxonomy, the Depth of Knowledge is NOT determined by the verb, but rather by the context in which the verb is used and the depth of thinking required.
• Analyze one of the two DOK charts (HANDOUTS)
• Pair up with someone from the other group (the group that analyzed the chart different from your group) and share your discoveries.
DOK example• DOK 1 Describe three traits of the main character
(Simple Recall)
• DOK 2 Describe the differences between the protagonist and antagonist. (Requires cognitive processing to determine the differences)
• DOK 3 Describe the indirect characterization methods the author uses to develop the protagonist’s characteristics (Requires deep understanding of characterization and a determination of how to best represent it)
Determine DOK (T4)• Writing Prompt: After reading Winston Churchill’s
“Blood, Toil, Tear and Sweat,” analyze the development of his ideas
• Determine Churchill’s argument
• Include how word choice impacts meaning and tone
• Include the structure Churchill uses to organize this speech
• Cite evidence from the text to support your analysis
Text Dependent Questions (T5)• Take a moment to read the “Guide to Creating Text
Dependent Questions.”
• Read MLK text “The Purpose of Education” and respond to the first column of the graphic organizer on the “Secondary Note-Taking Guide” for your text. On your own paper please
• Share your responses with a partner and work to complete the next two columns together.
TDQ’s (T6)• At tables discuss the following questions:
• How do open-ended TDQ’s support discussion in the classroom?
• How can asking these questions support struggling students? High performing students?
• How do these questions support the shift of grounding reading, writing, and discussion in evidence from text?
Question Quality (T7)
•With a partner read the “Checklist for Evaluating Question Quality” and use to write TDQs on an informational text from your grade.
• Prompt: What features determine a “civilization”? Write an essay in which you define “civilization” and explain its features, drawing from our unit on ancient societies. Would you claim that any of these societies were not civilizations?
Step 5
•Write a rubric
•This is the statement that asks students to do something
Rubric
• A rubric is variously define as “rules,” instructions,” and “guidelines.”
• Holistic rubric
• Analytic rubric
• Webb Scale
• Single Statement
• Beware of so-called rubrics that only list “to do” criteria, not qualities
• Examples: Your proposal must be convincing and logical, providing three reasons supported by your survey.
Rubric sample• Prompt: What features determine a “civilization”? Write an
essay in which you define “civilization” and explain its features, drawing from our unit on ancient societies. Would you claim that any of these societies were not civilizations?
• Rubric: Your essay should demonstrate the following qualities to receive a passing score: 1) a researched definition of “civilization”; 2) a detailed explanation with references to unit texts; 3) a convincing argument focused on the question; 4) organization using three-point logic; and 4) readable, neat copy, including a 3 on the ELA mechanics rubric. This is a two-week assignment.
Step 6
•Do your assignment
•Check you assignment. Revise if needed.
Step 7
•Make an instructional plan
•What resources and strategies will you use to guide students through the assignment? How will you teach demands and qualities? Make a calendar.
Step 7•Next step is to design a plan by making deliberate instructional choices that support that assignment. Your plan creates a series of instructional events as conditions for learning and leads students to complete the product embedded in the assignment.