News from PARCC Curriculummaking for Common Core January

News from PARCC: Curriculum-making for Common Core January 8, 2014 With Dr. Dixie Keyes Arkansas State University Arkansas Delta Writing Project

Teamwork & Collaboration! • Our purpose today: – To collaboratively explore shifts and movements forward toward curriculum revisions and development aligned with college and careerready goals. – Writing and thinking (5 minutes): • How has teaching shifted or changed for you in the past two years?

TESS—connecting to shifts and change • Post-conference questions: • • • (4 d) How have you worked with colleagues on learning activities this year? Please describe some successes and areas for improvement for that collaboration. (4 d) What influence has your professional learning experiences had on your instruction this year? Describe some specific examples of change resulting from professional learning?

Changes in Classroom Practice—through ELA CCSS • Teacher-centered • Student-centered • Discrete lessons • Connected lessons for deep learning on a topic • Use texts to gain deep understanding • Communicate understanding about topics orally and in writing • Teach isolated texts • Test over the text

Teachers at the center of curriculum development and implementation- • Why? Because they have children (their lives and minds) at the center of the curriculum enacted in classrooms. • Teachers will always adapt and modify instruction based on hundreds of decisions in a classroom from day to day with sometimes over 100 children per day (this translates into thousands of interactions per week). • The Teacher Perspective: We have STUDENTS, we have SUBJECT MATTER, we have our LEARNING ENVIRONMENT, and we have the MILIEU (context) of the school and the community to consider.

Reading the Common Core carefully- • It’s a FRAMEWORK for curriculum in schools (not all encompassing and not the complete curriculum). This is noted in the Intro of the ELA Common Core State Standards:

The Importance of Pedagogy- • The space between teaching and learning:

Beyond CCSS: What elements or concepts are involved? • Multicultural education—how can we make school an educative environment for all students? • English Language Learners—what do we know or what can we learn about second language acquisition and about scaffolding second language learners in a community-oriented learning environment? • Special needs education—how can we collaborate to learn more about enrichment, team teaching and inclusive learning environments? • Service learning—how can we apply new knowledge in our school and neighborhoods? How can our students learn to give back and share their learning? • Problem-based learning—how can we integrate authenticity throughout our curriculum (in readings, writing projects, inquiry, science and social sciences)?

PARCC & Model Content Frameworks

What the CMF looks like:

TESS Summative Evaluation Form

TESS Summative Evaluation Form

TESS Summative Evaluation Form

In grade level teams… • Write and Talk about: – What units/themes/books (texts) has our grade level used in the past? – Always wanted to use? – Next texts or themes interesting or current to students that shift toward project-based learning or service learning ideas?

Let’s return to our purpose… • How do the shifts connect with TESS evaluations and teacher expectations and to our professional knowledge? • How will we move forward to create units/develop curriculum aligned to CCSS?