LOGGING INTO THIS PD
LOGGING INTO THIS PD Logging Into this Presentation 1. Go to schoology.com 2. “Sign-Up” as “STUDENT” M42DD-385HM 3. Enter course access code: 4. Enter relevant information 5. Navigate to “COURSES” (top) then 6. Navigate to “COMMON CORE VIRTUAL CLASSROOM” 7. Navigate to “UCLA SUMMER INSTITUTE” 8. Navigate to “IMPLICATIONS OF SMARTER BALANCED ASSESSMENTS…”
Implications of CCSS and Smarter Balanced for Instruction and Assessment Adam Ebrahim 8th ELA/Hum & Design Tech (IB) NEA/SBAC Teacher Ambassador CTA IPD Trainer/Presenter FTA Vice President
AGENDA 1. Background & Context 2. SBAC Architecture: Blueprints & Appendix B
30 minutes
3. Activity: Assembling the Pieces in Context 4. Closing
40 minutes Objective:
Understand the implications of Smarter Balanced assessments within the Common Core and be able to articulate the alignment of curriculum Disclaimer: I do not claim to be an expert in anything
BOTTOM LINE UP FRONT FOR TEACHERS/UNION LEADERSHIP ▪ Days of closing door and waiting for the next paradigm shift are over
▪ Do it right, do it in the open ▪ Teachers must own and constitute their space FOR ADMINISTRATORS ▪ Be honest with the role the test will play in the overall ed. program ▪ Work to demystify the test for teachers
▪ Buy time, tech, and training, not silver bullets FOR BOTH ▪ This test will absolutely facilitate high stakes, curriculum narrowing behavior…
MODIFIED INSTRUCTIONAL SHIFTS IN LITERACY 1. Building knowledge through contentrich literature, content-rich nonfiction, and informational texts 2. Reading and writing grounded in evidence from text, deepened by the schema students bring with them into our classrooms 3. Regular practice with complex text texts of varying complexity and the academic vocabulary included within
SMARTER BALANCED CLAIMS 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. 2. Students can produce effective writing for a range of audiences and purposes.
3. Students can employ effective speaking and listening skills for a range of purposes and audiences. 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
FRAMEWORK FOR
ST 21
CENTURY LEARNING
Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration Info, Media, and Tech Skills • Information Literacy • Media Literacy • Information, Communication and Tech Literacy Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility
Interdisciplinary Themes • • • • •
Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
Norman Webb’s “Depth of Knowledge” Concept (a note on pedagogy)
Confuse and Support Smarter Balanced Blueprints & Appendix B
WHAT IS BEING ASSESSED? Smarter Balanced CAT/PT Blueprints
SBAC Comprehensive Assessment CCSS
SBAC Assesses Targets. Targets are either single standards or clusters of standards. Non-tested targets are also included in Appendix B
CAT-Claim 1: Reading
14 Targets
CAT-Claim 2: Writing
5 Targets
CAT-Claim 3: Speaking/Listening
1 Target
CAT-Claim 4: Research
3 Targets
Perf. Task-Claim 2 + Claim 4
8 Targets
Smarter Balanced
Assessment Blueprint Claims
Smarter Balanced Assessment Blueprints
Smarter Balanced Assessment Blueprints
Literacy Content Specifications Appendix B—Claim 1: Target 12
Implications for Assessment and Instruction SBAC Appendix B in Context
WHY CONCEPTS? Space
Sacrifice Time
Context
How do we give meaning to sacrifice?
PHASE 1: PRIMING CONCEPT “Schubert's 'Winterreise' Paints Bleak Landscape For Bill T. Jones" As you read/listen to the interview, annotate for selections that relate to the concept of sacrifice ▪ Discuss: How do we give meaning to sacrifice?
▪ Create: A concise group response to prompt supported by a quote from the text ▪ Time Pressure: High, 10minutes ***Tech Specialist: Please push response to discussion board
PHASE 2: CREATE A TASK Eulogy for the Martyred Children The Rev. Dr. Martin Luther King Jr. “All the world's a stage, and all the men and women merely players: they have their exits and their entrances; and one man in his time plays many parts, his acts being seven ages.” –William Shakespeare Close read the text and annotate for selections that relate to the concept of sacrifice. THEN: Create a short task prompt for students that demonstrates: 1. Conceptual knowledge “How do we give meaning to sacrifice?” 2. Content knowledge (both texts) AND
3. SBAC Claim 1, Target 12 “ANALYSIS WITHIN OR ACROSS TEXTS” ***Tech Specialist: Please push prompt to discussion board.
Reflection/Discussion Being the expert in your room This activity supports the shifts by_______________________. It also is building 21st Century skills by__________________.
It further incorporates several DoK levels, but manages to get them up to __________________ based on____________________. It seems like you’re in a rush to leave, but I’d really like to also explain how this activity is aligned to SBAC Claim_______________ which is ________________________________ and target _______________ which is inclusive of several CCSS standards. Lastly, wait just one more second, it’s an activity that is rich, worthy and honors the agency, experiences and intellect of the students in my classroom.
CLOSING: IMPLICATIONS ▪ Under the conditions of scarce resources and time, within structures that have undergone very little change, there is an inherent tension between 21st Century skills and CCSS
▪ we need to work together to find a balance between intellectual grammars and the skills that will allows students to thrive as a member in a global society ▪ There is no textbook in the world that can accomplish this. The teacher is the fulcrum. Teachers must be empowered and supported to tailor curriculum and instruction to the unique needs of their students ▪ The organization of CCSS in Smarter Balanced assessments is significant in terms of unit construction, assessment and instruction ▪ This needs to be clarified and embedded up-front in the creation of units of inquiry, not addressed retroactively with supplemental materials
BUT FOR NOW… ▪ Learn the shifts and the DOK
▪ Learn the 21st Century Skills/Outcomes ▪ Learn SBAC Appendix B “Literacy Content Specifications” and start having some discussions with your colleagues
Feel free to get in touch
[email protected]
Implications of CCSS and Smarter Balanced for Instruction and Assessment Adam Ebrahim 8th ELA/Hum & Design Tech (IB) NEA/SBAC Teacher Ambassador CTA IPD Trainer/Presenter FTA Vice President
AGENDA 1. Background & Context 2. SBAC Architecture: Blueprints & Appendix B
30 minutes
3. Activity: Assembling the Pieces in Context 4. Closing
40 minutes Objective:
Understand the implications of Smarter Balanced assessments within the Common Core and be able to articulate the alignment of curriculum Disclaimer: I do not claim to be an expert in anything
BOTTOM LINE UP FRONT FOR TEACHERS/UNION LEADERSHIP ▪ Days of closing door and waiting for the next paradigm shift are over
▪ Do it right, do it in the open ▪ Teachers must own and constitute their space FOR ADMINISTRATORS ▪ Be honest with the role the test will play in the overall ed. program ▪ Work to demystify the test for teachers
▪ Buy time, tech, and training, not silver bullets FOR BOTH ▪ This test will absolutely facilitate high stakes, curriculum narrowing behavior…
MODIFIED INSTRUCTIONAL SHIFTS IN LITERACY 1. Building knowledge through contentrich literature, content-rich nonfiction, and informational texts 2. Reading and writing grounded in evidence from text, deepened by the schema students bring with them into our classrooms 3. Regular practice with complex text texts of varying complexity and the academic vocabulary included within
SMARTER BALANCED CLAIMS 1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. 2. Students can produce effective writing for a range of audiences and purposes.
3. Students can employ effective speaking and listening skills for a range of purposes and audiences. 4. Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
FRAMEWORK FOR
ST 21
CENTURY LEARNING
Learning and Innovation Skills • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration Info, Media, and Tech Skills • Information Literacy • Media Literacy • Information, Communication and Tech Literacy Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility
Interdisciplinary Themes • • • • •
Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
Norman Webb’s “Depth of Knowledge” Concept (a note on pedagogy)
Confuse and Support Smarter Balanced Blueprints & Appendix B
WHAT IS BEING ASSESSED? Smarter Balanced CAT/PT Blueprints
SBAC Comprehensive Assessment CCSS
SBAC Assesses Targets. Targets are either single standards or clusters of standards. Non-tested targets are also included in Appendix B
CAT-Claim 1: Reading
14 Targets
CAT-Claim 2: Writing
5 Targets
CAT-Claim 3: Speaking/Listening
1 Target
CAT-Claim 4: Research
3 Targets
Perf. Task-Claim 2 + Claim 4
8 Targets
Smarter Balanced
Assessment Blueprint Claims
Smarter Balanced Assessment Blueprints
Smarter Balanced Assessment Blueprints
Literacy Content Specifications Appendix B—Claim 1: Target 12
Implications for Assessment and Instruction SBAC Appendix B in Context
WHY CONCEPTS? Space
Sacrifice Time
Context
How do we give meaning to sacrifice?
PHASE 1: PRIMING CONCEPT “Schubert's 'Winterreise' Paints Bleak Landscape For Bill T. Jones" As you read/listen to the interview, annotate for selections that relate to the concept of sacrifice ▪ Discuss: How do we give meaning to sacrifice?
▪ Create: A concise group response to prompt supported by a quote from the text ▪ Time Pressure: High, 10minutes ***Tech Specialist: Please push response to discussion board
PHASE 2: CREATE A TASK Eulogy for the Martyred Children The Rev. Dr. Martin Luther King Jr. “All the world's a stage, and all the men and women merely players: they have their exits and their entrances; and one man in his time plays many parts, his acts being seven ages.” –William Shakespeare Close read the text and annotate for selections that relate to the concept of sacrifice. THEN: Create a short task prompt for students that demonstrates: 1. Conceptual knowledge “How do we give meaning to sacrifice?” 2. Content knowledge (both texts) AND
3. SBAC Claim 1, Target 12 “ANALYSIS WITHIN OR ACROSS TEXTS” ***Tech Specialist: Please push prompt to discussion board.
Reflection/Discussion Being the expert in your room This activity supports the shifts by_______________________. It also is building 21st Century skills by__________________.
It further incorporates several DoK levels, but manages to get them up to __________________ based on____________________. It seems like you’re in a rush to leave, but I’d really like to also explain how this activity is aligned to SBAC Claim_______________ which is ________________________________ and target _______________ which is inclusive of several CCSS standards. Lastly, wait just one more second, it’s an activity that is rich, worthy and honors the agency, experiences and intellect of the students in my classroom.
CLOSING: IMPLICATIONS ▪ Under the conditions of scarce resources and time, within structures that have undergone very little change, there is an inherent tension between 21st Century skills and CCSS
▪ we need to work together to find a balance between intellectual grammars and the skills that will allows students to thrive as a member in a global society ▪ There is no textbook in the world that can accomplish this. The teacher is the fulcrum. Teachers must be empowered and supported to tailor curriculum and instruction to the unique needs of their students ▪ The organization of CCSS in Smarter Balanced assessments is significant in terms of unit construction, assessment and instruction ▪ This needs to be clarified and embedded up-front in the creation of units of inquiry, not addressed retroactively with supplemental materials
BUT FOR NOW… ▪ Learn the shifts and the DOK
▪ Learn the 21st Century Skills/Outcomes ▪ Learn SBAC Appendix B “Literacy Content Specifications” and start having some discussions with your colleagues
Feel free to get in touch
[email protected]
