The Instructional Implications of California Common Core Standards

The Instructional Implications of
California Common
Core Standards
December 13, 2012
Stephanie Pierce
Next Steps
 Review our next steps
 Keep our next steps in mind throughout the morning.
 What might I take from this presentation into the
Core Principles
 What were your initial impressions of the
 What did you notice about their district?
 What are our core principles?
Century Instruction
3R squared
4 c’s
Adapted from Susan Beers, ASCD 2012
 Common Core State Standards (CCSS)
has identified the WHAT!
Lady Gaga
 Did you know even Lady Gaga made the shift?
 Common Core This Way!
 When you think about the rigor of CCSS and 21st
Century Teaching and Learning, what keeps you up at
night? Write your thoughts on a index card.
“Instructional leadership” is only impactful to the
degree that it influences…
Content = the curriculum, level of work in the
Instruction = the knowledge and skills of
teachers, what they do
Student Engagement = the level of active
learning by students.
 Whip around your table and each person say one
word that describes a 21st Century student.
Tony Wagner (2008)
“We need to become “Ministers of Disturbance!” We
want our schools to be better, but almost no one wants
them to be different- EXCEPT the students.”
Mr. Manderfield’s Classroom
 Read the description of Mr. Manderfield’s
 Use the log to record your findings from this
 Jot down notes of your findings from this
 Compare your findings with a colleague.
Instructional Impact
Four C’s
Three R’s squared
Engaged, Motivated Students
Life and Career Skills
Use of Technology
Essential Question
 What can leaders do to increase rigor in
instruction and assessment?
What is academic Rigor?
 In your own words, write down what you think is
Rigor Definition
 Academic rigor is helping kids learn to think for
themselves…Academic rigor has four main
components: student know how to create their own
meaning out of what they learn, they organize
information so they create mental models, they
integrate individual skills into whole sets of
processes, and they apply what they’ve learned to
new or novel situations.
 -Robyn Jackson, ASCD Education Update August 2012
 Now take another look at your original definition
what would you change (add or delete) to your
working definition.
 Highlight the action verbs in her definition.
Rigor is not a Four Letter Word
by Barbara Blackburn, 2012
 Take a moment and review your definition. From this
definition, would you further change your definition?
Century Instruction
3R squared
4 c’s
Adapted from Susan Beers, ASCD 2012
Engagement Strategies
High Energy (Movement)
Missing Information (Curiosity)
Mild Controversy and Competition
The Self-System (Autonomy)
Mild Pressure (good anxiety)
 Robert Marzano, 2011
We must take Students
Above and Beyond
It Still Works!
The Impact of VISIBLE Learning
 When teachers SEE learning through the eyes of the
students and when students SEE themselves as their
own teachers. John Hattie
Mega Meta Analysis!
 800 meta-analyses of 50,000 research articles
 150,000 effect sizes
 240,000 million students
 Hattie, 2009 Visible Learning
What is a Visible Learner?
 A visible learner:
 Clearly understands what they are learning,
 Knows where they are in the learning progression,
 And can articulate their personal learning goals.
Your turn…
 Think critically as you read through the list of
influence factors from Hattie’s research. Rank each –
high, medium, low – regarding the positive impact
that the action, strategy, or attitude has on student
achievement. You may collaborate and communicate
with the table group!
Instructional Focus
 Of these strategies, what is happening at your school
 Which one of these instructional practices are you
willing to focus on with your staff as a next step?
 Choose one to think about a goal area for improving
instruction across your school!
Fieldtrip - 6th Grade
Performance Task
 Complete the task
 Think about:
 What “mathematics” are you engaged with; and
 What “else” are you applying to complete the task
SBAC and Rigor
Webb’s Depth of Knowledge
 A measure of rigor in terms of cognitive complexity; the
complexity of mental processing that must occur to complete
a task
 Levels name four different ways students interact with content
Skills and Concepts
Strategic Thinking
Extended Thinking
Each level is dependent on how deeply students
understand the content
Is grade level, course, and time dependent
Does NOT necessarily indicate degree of “difficulty”
Task and Rigor Matrix
Hess’ Rigor Matrix
 Measures the rigor of a task
 Combines Bloom’s Revised Taxonomy and Webb’s
Depth of Knowledge
 Defines rigor in terms of what we asking students
to do with what depth of knowledge
Fieldtrip and Rigor
 Revisit the “Fieldtrip” task
 Determine the Depth of Knowledge level each
individual problem
 Determine the Depth of Knowledge level of the task
as a whole
 Identify where the task as a whole falls on Hess’
Rigor Matrix
Introduction to the
Instructional Shifts
The Instructional Shifts…
 Focus strongly where the Standards focus;
 Coherence: think across grades, and link
to major topics* within the grades;
 Rigor: in major topics* pursue:
 conceptual understanding,
 procedural skill and fluency, and
 application
with equal intensity
Introduction to the
Instructional Shifts
 Revisit the Fieldtrip task
 Find evidence of conceptual understanding,
fluency, and application
 What kind of instruction will be needed to prepare
students for these types of learning expectations?
Lead into SMPs
 Look at the rubric for the Fieldtrip Task
 Two sets of standards under CCSS
 Content Standards
 Standards for Mathematical Practice
Content is not enough!
Standards for Math Practice
 You have cards at your table with numbers.
 Read over your number and jot down you thoughts
on the chart.
 Discuss at your table what you wrote
Draft Initial Achievement Level Descriptors Released for
Public Review
Four ALD
Deep Command
Sufficient Command
Partial Command
Minimumal Command

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