Content Enhancement and the NC Standard Course of Study Patty Graner & Pam Leitzell NC Fall...
33
Content Enhancement and the NC Standard Course of Study Patty Graner & Pam Leitzell NC Fall Symposium 2014 University of Kansas Center for Research on Learning [email protected]
-
Upload
clifton-james -
Category
Documents
-
view
213 -
download
0
Transcript of Content Enhancement and the NC Standard Course of Study Patty Graner & Pam Leitzell NC Fall...
Content Enhancement and the NC Standard Course of Study
Patty Graner & Pam LeitzellNC Fall Symposium 2014
University of Kansas Center for Research on Learning
Five on State Standards
Focused on how teachers:• Lead High-Level, Text-Based Discussions
• Focus on Process, Not Just Content
• Create Assignments for Real Audiences and with Real Purpose
• Teach Argument, Not Persuasion• Increase Text Complexity
The higher order thinking challenges in the State Standards are often already addressed in Content Enhancements (CE).
The Response: A Good Match
What are the higher order thinking demands in the Standards?
How do these higher order thinking demands grow increasingly complex across grade levels?
How are these demands similar across curricular areas (science, math, social students, English/ Language Arts, fine arts)?
Critical Questions
• Factual information to higher order reasoning.
• Questions that begin with “How” and “Why” not “Who,” “What,” Where,” and “When.”
The Standards Big Picture
• “Literacy” now encompasses more expanded components.
• Basic reading, writing, listening, and speaking skills are the foundations for demonstrating higher order thinking and reasoning.
The Standards and Literacy
• Key Ideas and Details
• Craft and Structure
• Integrate knowledge and Ideas
• Range
Thinking Patterns
Key Ideas Range
NAMEDATEUnit Organizer BIGGER PICTURE4
LAST CHAPTER CURRENT UNIT NEXT CHAPTER
is about... CHAPTER SCHEDULE CHAPTER MAP
1 32
58
Patterns Across CCSS
S
EL
F-T
ES
T
QU
ES
TIO
NS R
EL
AT
ION
SH
IPS
67
Helping all Student Succeed
The CCSS focus on four goals in a
repeated pattern
Comparison
Question Exploration
Cause-Effect
Evaluate Arguments
must be understood
by
that can result in
Providing foundations with
Craft & Structure
Integration
Organize Information
Learned by analyzing
Content Enhancements already ENCOMPASS
many of the higher order thinking demands presented in the Standards.
The Response: Don’t reinvent the Wheel !!!
Key Ideas and Details:• Determine information, make inferences, cite evidence, draw conclusions• Determine central ideas or themes, their development and summarize• Analyze development of people, events and ideas.
Craft and Structure• Interpret words and phrases• Analyze structure of text to get the big picture• Assess point of view or purpose
Integrate knowledge and Ideas• Integrate and evaluate content in different formats• Identify and evaluate arguments, claims, reasoning and evidence• Compare approaches to different themes or topics
Range, Quality, & Complexity (Text Types)• Literature: Stories, Dramas, Poetry spanning Cultures and Period• Informational: Exposition, Argument & Functional text for broad audience
Anchor Standards in Reading
Higher Order Thinking ChallengesKey Ideas and Details:• Determine information, make inferences, cite
evidence, draw conclusions• Determine central ideas or themes, their
development and summarize• Analyze development of people, events and ideas.
Craft and Structure• Interpret words and phrases• Analyze structure of text to get the big picture• Assess point of view or purpose
Integrate knowledge and Ideas• Integrate and evaluate content in different formats• Identify and evaluate arguments, claims,
reasoning and evidence• Compare approaches to different themes or topics
• Comprehend complex information• Comprehend critical ideas• Analyze development, process, causes
• Interpret meanings and concepts• Analyze text structure• Determine author’s goals
• Compare and integrate• Evaluate argumentation• Compare and contrast
Key Ideas and Details:complex information Unit
Organizer critical ideasQuestion Exploration development, process, causes
Sequence and Causation
Craft and Structuremeanings and concepts
Concept Mastery, Anchoringtext structureUnit Organizerauthor’s goalsQuestion Exploration
Integrate knowledge and Ideasevaluation, comparison,
Question Explorationintegration of information
argumentation evaluationArgumentation & Explanation
comparison and contrast of ideas Concept Comparison
Thinking Structures & CEs
• The Map: organize information
• The linking lines complete meaning
• Critical Concepts highlighted
• The Thinking Relationships Cued
• The Critical Questions identified for development of Thinking Routines
The Match: Organizer Routines for Organizing and Linking
Key Ideas and Details:Determine information, make inferences, cite evidence, draw
conclusionsDetermine central ideas or themes , their development and
summarizeAnalyze development of people, events and ideas.
Craft and StructureInterpret words and phrasesAnalyze structure of text to get the big pictureAssess point of view or purpose
Integrate knowledge and IdeasIntegrate and evaluate content in different formatsIdentify and evaluate arguments, claims, reasoning and evidenceCompare approaches to different themes or topics
The Match: Question ExplorationIt’s all about Critical Questions and Main
Idea Answers
Critical Questions Question Exploration Guide
Date: TitleCritical
Question #:
Name: Text ReferenceCourse
LessonUnit
How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6
1 What is the Critical Question?
What is the main Idea answer?4
2 What are the Key Terms and explanations?
3 What are the Supporting Questions and answers?
How do effects of useful products cause problems for the ozone layer and for humans ?
Environment = Ozone layer =Ultraviolet (UV) rays =
All the things surrounding us - air, land, water, living thingsInvisible layer of gas that shields us from ultraviolet rays harmful rays from the sun.What happens to the ozone layer?
How do products cause problems?What happens when chemicals are released?Why is it a problem if ozone is not formed?What do UV rays of the sun cause?
The ozone layer is being hurt by household products we use on earth.Products like hair spray contain chemicals that are released into the air.When chemicals like chlorine are released into they air, they keep ozone from being formed in the stratosphere.This is a problem because ozone protects us from UV rays of the sun.UV rays cause skin cancer and disrupt weather and crop production.
How can an individual who thinks there is a problem with ozone respond at home?
1-25-06
Our Environment
4
How can we explore the effects of chemicals for ourselves?
Useful products that contain chemicals can disrupt the formation of ozone with bad effects on living things, the weather and crops.
SUMMARIZATIONOf Main Ideas
Human Use of ResourcesScience124
Lydia L.
QUESTION GENERATION
Critical Words & Phrases
Critical Questions
THE BIG Picture,Conclusions &
Summarization
Development,Evidence,
Point of View
Key Ideas and Details:Determine information, make inferences, cite evidence, draw
conclusionsDetermine central ideas or themes , their development and
summarizeAnalyze development of people, events and ideas.
Craft and StructureInterpret words and phrasesAnalyze structure of text to get the big pictureAssess point of view or purpose
Integrate knowledge and IdeasIntegrate and evaluate content in different formatsIdentify and evaluate arguments, claims, reasoning and evidenceCompare approaches to different themes or topics
Range
The Match: Concept Mastery & Concept Anchoring
CONCEPT DIAGRAM
Pollution
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
ÅPRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Æ
À Á
ÂÃ
ÀÁ
 Contamination
Waste
Acid rain
In the air
Causes harm
Smog
Wastewater
Dumps
Recycled by nature
Examples: Nonexamples:EXPLORE EXAMPLESÄSmog
Acid rain
Non-decomposed dumps
Greenhouse
gases?
Clouds
Treated wastewater
Recycled plastics
Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature.
HarmPresence of wastesWastes are too great to be recycled by
nature
In air
In water
On land
DecompositionRecycled by nature
Apply reasoning &
analysis
Acquire big pictureunderstandings
Knowledge of word & phrases
Main Idea, Conclusion, Summary
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Hannah B Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Roof on a house(from outer to inner)
Layers of the Atmosphere(from outer to inner)
third layer
second layer
The four layers of the atmosphere have different locations and components.
insulation
tarpaper
Reason by Analogy, Inference
Comparison
Main Ideas
fourth and lastlayer before spaceshingles or tiles
tarpaper
shingles
tileswood
plywood & insulation
wood supports & rafters
thermospheremesosphere
stratosphere (contains the ozone layer)
tropospherefirst layer closest to where we live
1212/2/06
Acquire content knowledge
Key Ideas and Details:Determine information, make inferences, cite evidence,
draw conclusionsDetermine central ideas or themes , their development and
summarizeAnalyze development of people, events and ideas.
Craft and StructureInterpret words and phrasesAnalyze structure of text to get the big pictureAssess point of view or purpose
Integrate knowledge and IdeasIntegrate and evaluate content in different formatsIdentify and evaluate arguments, claims, reasoning and evidenceCompare approaches to different themes or topics
The Match: Concept Comparison
Concept
Comparison Table2 Overall Concept
1
3 Characteristics3 Characteristics
9 Extensions 4 Like Characteristics
6 Unlike Characteristics
8 Summary
5 Like Categories
7 Unlike Categories
1 Concept
C Communicate targeted conceptsO Obtain the Overall ConceptMMake lists of known characteristicsP Pin down Like CharacteristicsA Assemble Like CategoriesR Record Unlike CharacteristicsI Identify Unlike CategoriesN Nail down a summaryG Go beyond the basics
Resources
Renewable resources(Oxygen, water, sunlight)
Non-renewable resources(Metals, minerals, fossil fuels)
Part of natural environment
Used by humans
Replaced or recycled by nature
Unlimited
Part of natural environment
Used by humans
Not replaced or recycled by nature
Limited
Where found
Who uses
Unlimited Limited
Replaced by nature Not replaced by
natureRenewable and non-renewable resources are both part of the natural environment on earth used by
humans.
They differ in availability and nature’s ability to replace them.
Part of natural environment
Used by humans
Availability
Replacement
Evaluate the
success of
recycling efforts
on two non-
renewable
resources
Inference &Generalization
Content Informaiton
Comparison & Integration
Draw Conclusion
Key Ideas and Details:
Determine information, make inferences, cite evidence, draw
conclusionsDetermine central ideas or themes , their development and summarize
Analyze development of people, events and ideas.Craft and Structure
Interpret words and phrases
Analyze structure of text to get the big pictureAssess point of view or purpose
Integrate knowledge and IdeasIntegrate and evaluate content in different formats
Identify and evaluate arguments, claims, reasoning and evidence
Compare approaches to different themes or topics
The Match: Causal Reasoning
Name: Cole D._________________ Date:12.3.06_______ Unit: 12_________________ Lesson/Topic:_Environmental Problems __ Cause and Effect Table
Question:
4 5
7
Describe Beginning Situation:
Conclusion:
Key Words:
Cause(s) Action(s) Effect(s)
21
6 End Result(s)
Sequence3
How does burning in a rain forest affect our environment?
Atmosphere - gaseous mass surrounding the earthrain forest-dense evergreen forest in rainy, usually hot, areascarbon dioxide-gas formed in respiration, combustion & decomposition Before 20th century during the 20th century
Today
Tropical rain forests
remove carbon dioxide
from the atmospher
e and create
oxygen to keep the
atmosphere in
balance.
Farmers cut rain forest to grow crops to feed more people.
Burning the forest releases carbon dioxide into air.Fewer trees means less carbon dioxide is removed from the air.
Increased carbon dioxide in the atmosphere traps heat energy and makes the earth hotter.
The entire
earth is becomin
g warmer,
even though the rain forest is being
destroyed in the
tropics. What happens in one part of the world can affect everyone.
EvaluationAnalyze
development
Big Picture
Key Ideas and Details:Determine information, make inferences, cite evidence,
draw conclusionsDetermine central ideas or themes , their development and summarizeAnalyze development of people, events and ideas.
Craft and StructureInterpret words and phrasesAnalyze structure of text to get the big pictureAssess point of view or purpose
Integrate knowledge and IdeasIntegrate and evaluate content in different formatsIdentify and evaluate arguments, claims, reasoning and
evidenceCompare approaches to different themes or topics
Argumentation and Evaluation
Argumentation & Evaluation Guide
C Bulgren revised 2/15/2008
Name: TeacherDate: _____________________________________
Topic/Title A Little Lead is Too MuchSource Environmental Health
7Conclusion: Accept/reject/withhold judgment. Present and summarize your reasoning. I accept the claim that lead level standards in children should be lowered based on the arguments in the article. The research cited is an excellent source and earlier changes as a result of removing lead from gasoline seem to support theClaim.
1 What is the Claim, including any Qualifiers)? (underline qualifiers) If the CDC cut the current acceptable lead level in the blood in half for children up to age 6 and enforced it, they would perform better on intelligence testing.
2 What Evidence is presented? Identify each as data, fact, theory or opinion.
A published study followed 200 children from 6 months to 6 years testing a total of 8 times and found that children with lead concentrations from 5 to 9.9 micrograms per deciliter preformed an average of 4.9 points lower on their IQ tests. (data)
In 2001, the head of the CDC said the acceptable level would probably be changed from 10 to 5 micrometers per deciliter of blood, but a change in committee changed that decision. (opinion)
Lower rates were requested by the Independent Clean Air Scientific Advisory Committee. (fact)
Eliminating lead in gasoline resulted in a sizeable increase in IQ levels in children throughout the country. (fact)
Evaluate the evidence as poor, average or excellent and explain(Use reliability, validity, objectivity, well designed experiment).
The published study was valid and well designed. (Excellent)The other evidence is not well supported by facts, but I have heard of the CASAC (average)
4
What are concerns about (sources of error, counterarguments, questions)? Note if concerns are from source or reader. Some members of the CDC Advisory Committee are from the lead industry. EPA does not want to enforce lower standards.
3
6
5 Evaluate the source’s reasoning as poor, average or excellent and explain.(Use logic, accepted ways of thinking, false assumptions)
I think the sources reasoning is excellent. It was based a good source and was logical.
What type of reasoning proves the evidence supports the claim? (Identify as authority ,analogy, correlation, cause and effect, theory, principles or generalization)
The published study was well designed and cited. (authority)
The assumption was made that what was true for the sample group of 200 children is true for all children. (generalization)
Higher lead levels in the blood reduce IQ performance. (cause and effect)
Identify claim, evidence, reasoning
Determine informationAssess purpose &
point of view
Analysis across content areas indicates • the emphasis on higher order
thinking and reasoning in incrementally more complex ways,
• repeated across content areas to achieve multiple exposures
Is there a matchacross Content Areas?
Cross Cutting Concepts: Patterns and Causes & Effects (Framework, selected)
Selected Next Generation Practices:1.Asking questions and defining problems2.Constructing Explanations3.Engaging in argument from evidence4.Obtaining, evaluating, and communicating
information.
The Match: Science Framework and Next Generation
Mathematical Practice Standards (Pattern)Reason abstractly.Construct arguments.Critique the reasoning of others.Look for and make use of structure.Look for an express regularity in reasoning.
Repeated challenges:InterpretSummarizeUnderstand processesEvaluate Make inferencesUnderstand relationshipsAnalyzeApplyReasoning
Patterns in Mathematics
HRW: American Nation: Comparing and Contrasting: What was the popular image of a mother’s role in the 1950’s? How did this image conflict with reality?
Cause & Effect: How did concern over nuclear weapons influence Kennedy’s foreign policy?
Point of View: Why did many members of Congress oppose President Kennedy’s tax-cut proposal?
Evaluate: How did the Warren Court’s decisions in Miranda v. Arizona strengthen individual rights?
Samples from Texts
How would integrated sets of Content Enhancement Routines facilitate and increase the learning specified in the Standards?
SIM Challenge
What do the CCSS say about student with disabilities?
• Instruction for students with disabilities must include:
• Supports to enable access to the general curriculum• An Individualized IEP designed to attain grade-level standards• Specialized teachers prepared to deliver support services
• Supports and services may include:• Universal Design for Learning instructional supports• Instructional accommodations• Assistive technology devices and services
How do Principles of Content Enhancement Support These Goals?
• The integrity of the content information is maintained.
• Teacher is the content expert
• Teacher mediates learning by selecting critical features of the content and transforming them in a manner that promotes learning.
• Instruction for academically diverse groups of students meets both group and individual needs.
Conclusion?
• Don’t reinvent the Wheel !!!
• Content Enhancement supports many of the goals contained in the Standards while adhering to what we know about supporting students with learning disabilities in the general education classroom.
