Download Influences on the Modern Paradigm in Education

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