6 Fundamental Shifts for ELA in the Common CoreThe Common Core tsunami has arrived --just as Irene leaves us! Next week, schools in the NE will open and the paradigm shift has begun. Over the next few days, I will spotlight a few of the instructional focus fields that our area librarians and educators will need to be apprised of. Some are great, and some will likely be met with resistance. Hey, we didn't make the rules so don't shoot the messenger! If librarians disseminate this news, you are likely to be the town crier taking a midnight ride in a sea of darkness, but you'll also be a valuable resource. Remember, Paul Revere was not shot.
Section 4 - David Coleman - 6 Paradigm shifts....
1 -Literacy begins in the earliest grades, but needs more non-fiction focus (currently is 80% literature)
2 - Literacy is a K-12 Road (not just elementary)
3 - Text Complexity matters
4 - Text-Dependent Questions (Questions that require students to pay attention to the text itself).
5 - The ability to write an argument based on evidence and complex information
6 - Focus on Vocabulary
David Coleman claims that ..."we have evidence that in kindergarten through 5th grade kids read informational text 7% of the time." Thus the new focus on complex text and searching for captivating articles that suck the reader in and make them want to know more. Now, we as librarians know how to find those and could likely become the teachers' new best friend. Take a look at EBSCO Searchasaurus and see how easy it is to find a correctly Lexiled article for classroom use!
"... the general knowledge that you [students and teachers] develop in those [early]years plays a crucial predictive role in not only your performance in those other disciplines...." Thus the focus back to building common knowledge. Common Knowledge can't be built in the first two years of high school. Elementary grades have to return to activities such as current events and non-fiction content. Listen to an additional quote from David Coleman's presentation to the NYS Education Department: "the elementary school’s a magnificent place for students to learn about the world through reading. Whoever thought otherwise? So the core standards for the first time demand that 50% of the text students encounter in kindergarten through 5th grade is informational text, meaning primarily text about science and history, text about the arts, the text through which students learn about the world. That is a major shift and if you think about what’s happening in this country unintentionally literature and stories dominated the elementary curriculum. And then we expanded the literacy block. So we made the literacy block 80% of the time. Guess what that meant? We destroyed history and science in the elementary school." Once again, librarians can come to the rescue! This is our moment... sound the bell, bring the books, show them how to find Lexiled non-fiction articles. Yippee - bring 'em on baby.
Read more from David Coleman's transcripts at the NYSED website:
http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/part4transcript.pdf
Showing posts with label APPR. Show all posts
Showing posts with label APPR. Show all posts
Monday, August 29, 2011
Thursday, August 25, 2011
Educational Makeover Contest - bring us your "packets"!
Bloom, Socrates, Gardner, Vygotsky , Hunter & = Danielson APPR
As I sat in an APPR seminar today, I couldn't help but observe that some of the basic precepts, or learning platforms of the past, are being resurrected as mandates. Blooms taxonomy wasn't mentioned once, yet teaching methods which foster the same objectives were cited, modeled, and encouraged. Blooms has been re-packaged in the Common Core. The difference? The CCSS are content, but the appendix, accompanying documents, and paradigm shifts cited all foster the top tier synthesis that Bloom's held up in its' pinnacle point.
With the parameters of RTTT to include teacher observation (APPR) come an onslaught of training for administrators on the Danielson model of teacher evaluation. Most are familiar with the Four Domains of Danielson: Planning And Prep; Classroom Environment; Instruction; Professional Responsibilities. I found it interesting that a tool originally planned to foster great instruction, was not really intended to be a tool for evaluation--no less reduced to a cumulative point system in NYS. However, the result should actually work to encourage good teachers to become great.
Bring us your "packets"
In the evaluation rubric were performance indicators which drew from the best of yesterday's educational experts. This is the perfect storm, synthesizing the premises of educational experts. This could very well be the change our students need to improve our current "stand and deliver" model. Librarians have been proponents of higher level research projects for years, but have often had a hard time getting people to jump aboard the Inquiry model. Now teachers are being told; "students should research, draw evidence from the text, draw conclusions, digest rigorous text, discuss with experts, evaluate, and present increasingly complex information, ideas, collaborate with their peers, create knowledge products that reflect deep understanding and more." (see http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts) This is the mode of learning in which librarians excel. We encourage people to bring us their bogus research "packets" so we can "repackage" them for higher level thought. We challenge you to bring us those "worksheets"! Give me a curriculum goal, and I can repackage it in a question that students will have to research, examine, digest, synthesize, conclude, and create to answer. (Global footprints= Paper or plastic? Support your decision with evidence from reliable sources, citing experts, give me data, and create an infomercial to inform the public.)
Educational Makeover?
If you are looking for great collaboration in your cybrary, or library, give the teachers a challenge: Bring me your packet and I will redesign a common core aligned assignment that will be student-centered, have assessment imbedded, and will increase student engagement and achievement. See how many teachers offer you a worksheet for an educational makeover. With all the pressure of APPR and the Common Core, they might just welcome your suggestions. Share an makeover model @ a faculty meeting so people can see the possibilities!
Find inquiry lesson links at this site, if you don't know where to begin: http://www.wswheboces.org/SSS.cfm?subpage=419
As I sat in an APPR seminar today, I couldn't help but observe that some of the basic precepts, or learning platforms of the past, are being resurrected as mandates. Blooms taxonomy wasn't mentioned once, yet teaching methods which foster the same objectives were cited, modeled, and encouraged. Blooms has been re-packaged in the Common Core. The difference? The CCSS are content, but the appendix, accompanying documents, and paradigm shifts cited all foster the top tier synthesis that Bloom's held up in its' pinnacle point.
With the parameters of RTTT to include teacher observation (APPR) come an onslaught of training for administrators on the Danielson model of teacher evaluation. Most are familiar with the Four Domains of Danielson: Planning And Prep; Classroom Environment; Instruction; Professional Responsibilities. I found it interesting that a tool originally planned to foster great instruction, was not really intended to be a tool for evaluation--no less reduced to a cumulative point system in NYS. However, the result should actually work to encourage good teachers to become great.
Bring us your "packets"
In the evaluation rubric were performance indicators which drew from the best of yesterday's educational experts. This is the perfect storm, synthesizing the premises of educational experts. This could very well be the change our students need to improve our current "stand and deliver" model. Librarians have been proponents of higher level research projects for years, but have often had a hard time getting people to jump aboard the Inquiry model. Now teachers are being told; "students should research, draw evidence from the text, draw conclusions, digest rigorous text, discuss with experts, evaluate, and present increasingly complex information, ideas, collaborate with their peers, create knowledge products that reflect deep understanding and more." (see http://www.corestandards.org/about-the-standards/key-points-in-english-language-arts) This is the mode of learning in which librarians excel. We encourage people to bring us their bogus research "packets" so we can "repackage" them for higher level thought. We challenge you to bring us those "worksheets"! Give me a curriculum goal, and I can repackage it in a question that students will have to research, examine, digest, synthesize, conclude, and create to answer. (Global footprints= Paper or plastic? Support your decision with evidence from reliable sources, citing experts, give me data, and create an infomercial to inform the public.)
Educational Makeover?
If you are looking for great collaboration in your cybrary, or library, give the teachers a challenge: Bring me your packet and I will redesign a common core aligned assignment that will be student-centered, have assessment imbedded, and will increase student engagement and achievement. See how many teachers offer you a worksheet for an educational makeover. With all the pressure of APPR and the Common Core, they might just welcome your suggestions. Share an makeover model @ a faculty meeting so people can see the possibilities!
Find inquiry lesson links at this site, if you don't know where to begin: http://www.wswheboces.org/SSS.cfm?subpage=419
Wednesday, August 10, 2011
Engage NY - Don't Be an Educational Ostrich
NYS Education Department has launched a teacher's resource center that is a must-see. engageny.org is intended to help teachers in all disciplines meet the requirements of the Common Core Learning Standards. There are wonderful links that actually spell out the instructional paradigm shifts, provide curriculum exemplars, links to videos for understanding and more. Please take the time to wander through this virtual self-help site.
One example of a resource to wrap your head around is the explanation of the Instructional Shifts of the Common Core. This PDFprovides an overview of the rigor that has been embedded into the standards and changes expected. To ignore the CCSS focus on change, is to be an educational ostrich.
The language keeps returning to showing evidence, embedding complex text, and making students accountable for their claims. Here are two examples from page 4 of the Instructional Shifts:
One example of a resource to wrap your head around is the explanation of the Instructional Shifts of the Common Core. This PDFprovides an overview of the rigor that has been embedded into the standards and changes expected. To ignore the CCSS focus on change, is to be an educational ostrich.
The language keeps returning to showing evidence, embedding complex text, and making students accountable for their claims. Here are two examples from page 4 of the Instructional Shifts:
- Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
- Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.
Thursday, August 4, 2011
APPR, Assessment & RTTT - Ready or not!
As part of the RTTT requirements, states must find a way to evaluate all certified teachers (and principals) for efficacy. NYSED just announced the "approved" assessment tools for the 40% local assessment. We know that part of the 40% will be comprised of formal state assessments for "tested" areas, but for many certified teachers in non-assessed areas, this 40% becomes locally defined. NYSED just announced the list of approved 40% tools
This could very well be what we all see as this is not apt to cost each district money. Most of the options on the approved list of assessment providers cost considerably. This might be the time to start thinking about goal setting. To review a principal of goal-setting:
Between the locally chosen methods of assessment, goal-setting and achievement, and portfolios that you may be required to create, you will be evaluated. Why not give it your best shot to be a "highly effective" educator? This is our time to shine. We librarians and cybrarians are well-acquainted with Inquiry, Collaboration, and supporting the learning goals of the buildings in which we work. Never fear... with thought, planning, and determination, we can support the Common Core and our buildings' achievement.
for local use: http://usny.nysed.gov/rttt/teachers-leaders/assessments/home.html On the page, please note on part "2. Locally-selected measures of student learning"-- "If a district or BOCES decides to use a district-wide goal-setting process as part of the locally-selected subcomponent, a district or BOCES may use an assessment on the List of Assessments; a State assessment; or a school or teacher-created assessment, provided that the district or BOCES verifies that the goal-setting process is rigorous and comparable across classrooms."
This could very well be what we all see as this is not apt to cost each district money. Most of the options on the approved list of assessment providers cost considerably. This might be the time to start thinking about goal setting. To review a principal of goal-setting:
SMART goals = Specific, measurable, attainable, relevant, and timely.
What does this mean? Ask yourself the following questions:
- What can I do that will enhance student achievement and meet building goals?
- How can I measure this (2 points of time...specifically defined)
- Are these attainable? Can I reach these students? Are these EQ's on my curriculum maps?
- Is this relevant to the common core (remember, Dewey is no where in the Common Core, but finding information is. Synthesizing information is. Fostering information literacy and technology skills is. Increasing a students ability to evaluate information for credibility is....and more.
- Can I assess this between two points of time - probably September and June
You will also want to start day 1 this year building a portfolio of teaching efficacy. Start by preparing simple folders with the seven areas of NYS teaching standards labeled:
- Knowledge of Students & Student Learning
- Knowledge of Content & instructional planning
- Instruction - teaching for learning
- Learning Environment
- Assessing Student Learning
- Collaboration & professional responsibilities
- Professional Growth
These folders will help you archive evidence of student achievement, teaching effectiveness, and provide artifacts for evaluation. Here are some thoughts to help you figure out what to concentrate on: What are your building achievement goals and how can you support them? Can I help certain grade levels achieve better by collaborating? Are there data analysis reports that you can review to determine whether you can influence student achievement withing your library time? Are your curriculum topics closely aligned to the curriculum that is tested? Can I help teachers with inference? Can I begin a boys book club (if stats show that your male readers are falling behind)? Can I communicate with caregivers to insure that they are aware of our resources that are available 24-7 from home? This list could go on and on....
You may want to increase your knowledge of authentic assessment and how to capture assessment to demonstrate student growth. Traditional focus has kept a focus on "measuring" summatively, student knowledge -- recall. Truly effective assessment will measure at the beginning (diagnostically) to inform instruction. We can measure along-the-way, also (as knowledge is forming) to monitor and adjust our instruction. Or, students can self-assess and re-direct (also formative). The current shift in summative assessment is to create rubrics for knowledge products that concretely demonstrate that your students have created new knowledge via synthesis of information, ideas, technology, tools, and skills.
Between the locally chosen methods of assessment, goal-setting and achievement, and portfolios that you may be required to create, you will be evaluated. Why not give it your best shot to be a "highly effective" educator? This is our time to shine. We librarians and cybrarians are well-acquainted with Inquiry, Collaboration, and supporting the learning goals of the buildings in which we work. Never fear... with thought, planning, and determination, we can support the Common Core and our buildings' achievement.
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