The CORE Six: Strategies for Achieving Excellence in the ...
Transcript of The CORE Six: Strategies for Achieving Excellence in the ...
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© ASCD 2012 | Common Core State Standards
The CORE Six: Strategies for Achieving Excellence in the Common Core
Presented by
R. Thomas Dewing, EdD
© ASCD 2012 | Common Core State Standards
Today’s Learning Goals…
1. Explore the challenges of the Common Core and learn how The Core Six respond to these challenges.
2. Learn two Core Six strategies and how they work in classrooms.
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© ASCD 2012 | Common Core State Standards
What year are we talking about?
• “Massive bank failures”
• “Economy overextended”
• “A large banking house declares bankruptcy”
• “A declining market and deflation”
• “Investors in Europe anxious”
• “Increasing numbers of unemployed”
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1873
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Also…
• 1819• 1832• 1836• 1837• 1857• 1893• 1901• 1929• 1987• 2008
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Olympic Winners of the 100-200 Dash
Year Athlete Country 100 2002012 Bolt Jamaica 9.63 19.32
2008 Bolt Jamaica 9.69 19.30
1984 Lewis US 9.99 19.80
1972 Borzov USSR 10.14 20.00
1956 Morrow US 10.62 20.75
1936 Owens US 10.3 20.7
1932 Tolan US 10.3 21.2
1928 Williams Canada 10.8 21.8
1912 Craig US 10.8 21.7
1904 Hahn US 11.0 21.6
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Rules for Lady Teachers in 19151. You will not marry during the term of your contract.
2. You are not to keep company with men.
3. You must be home between the hours of 8pm and 6am unless attending a school function.
4. You may not loiter downtown in ice-cream parlors.
5. You may not travel beyond the city limits without the permission of the chairman of the board.
6. You may not ride in a carriage or automobile with any man unless he is your father or brother.
7. You may not smoke cigarettes.
8. You may not dress in bright colors.
9. You may under no circumstances dye your hair.
10.You must wear at least two petticoats and your dresses must not be shorter than two inches above the ankle.
11.To keep the school clean you must:a. Sweep the floor a least once daily.b. Scrub the floor with hot soapy water at least once weekly.c. Clean the blackboard at least once a day.d. Start the fire at 7:00am so that the room will be warm by 8:00am.
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What’s consistent
about change?
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Image source: Unknown.
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The Purpose of Schooling
To prepare the youth of today for their lives of tomorrow
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In the News Today
• Educational Leadership• ASCD NewsBrief• Education Weekly• USA Today• Chicago Tribune• New York Times• Binghamton Press• Educational blogs• Educational websites
Image source: Microsoft, Inc. Used with permission.
© ASCD 2012 | Common Core State Standards
In the News Today
Common Core Drives Interest in Open Education Resources
Common Core Guidelines Released
for English Language Learners
Scores Drop on KY’s Common Core-Aligned Tests
Adaptive Testing Evolves to Assess Common-Core Skills
Image source: Microsoft, Inc. Used with permission.
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The Challenge: New and Rigorous Standards
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Seeing the Common Core as a Tapestry
Image source: Unknown.
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Common Threads in the Common Core
• Evaluating evidence and using it to support positions
• Reading and understanding rigorous texts• Understanding and contributing to meaningful
discussions about content• Finding important patterns and structures built
into content• Mastering academic vocabulary and integrating
it into speech and writing
© ASCD 2012 | Common Core State Standards
Common Threads in the Common Core
• Using writing to advance learning and clarify thinking
• Writing comfortably in the Common Core text types: argument, informative, and narrative
• Conducting comparative analysis
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Introducing The Core Six
The Core Six is a collection of research-based strategies selected in light of these “common threads.” Core Six strategies will help teachers and students meet the demands of the Common Core.
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The Core Six
• Reading for Meaning
• Compare and Contrast
• Inductive Learning
• Circle of Knowledge
• Write to Learn
• Vocabulary’s CODE
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© ASCD 2012 | Common Core State Standards
Today’s Learning Goals…
1. Explore the challenges of the Common Core and learn how The Core Six respond to these challenges.
2. Learn two Core Six strategies and how they work in classrooms.
© ASCD 2012 | Common Core State Standards
Is it reading words and understanding them?
Are Between Consists
Continuously Corresponding Curve
Draws Variation Graph
If Isolated With
Making Only Often
One Points Relation
Set Table Values
Variables Known
What is Reading for Meaning?
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Draw a picture explaining your understanding of the text below.
If the known relation between the variables consists of a table of corresponding values, the graph consists only of the corresponding set of isolated points. If the variables are known to vary continuously, one often draws a curve to show the variation.
-Basic Math, 1945.
What is Reading for Meaning?
© ASCD 2012 | Common Core State Standards
What is Reading for Meaning?
It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.
The Montillation of Traxoline
Is it answering comprehension questions?
Why is it important to know about traxoline?What is traxoline?Where is traxoline montilled?How is traxoline quaselled?
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Reading for Meaning
What is it?
A reading strategy that uses simple statements to help students find and evaluate evidence and build thoughtful interpretations.
The strategy develops in all readers the skills that proficient readers use to make sense of challenging texts.
What is Reading for Meaning?
What is it?
A reading strategy that uses simple statements to help students find and evaluate evidence and build thoughtful interpretations.
The strategy develops in all readers the skills that proficient readers use to make sense of challenging texts.
© ASCD 2012 | Common Core State Standards
Good Readers, Great Strategy
Before Reading• The author’s main point is that film noir is a style, not a technique.
• Relocation is an inhumane policy.
• Francis Bacon would approve of Batman’s notion of private justice.
• A colony is a lot like a child.
• Countee Cullen was deeply hurt by the incident in the poem.
• Emerson’s feelings about personal responsibility are much like my own.
• Life would be much more difficult without plants.
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Good Readers, Great Strategy
During Reading
Middle School History
The Gettysburg Address
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A middle school science teacher helps students collect evidence during a lab.
During Reading
Good Readers, Great Strategy
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1st Grade
Language Arts/Nutrition
Gregory the Terrible Eater
During Reading
Good Readers, Great Strategy
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Good Readers, Great Strategy
After Reading
Gregory is a healthy eater.
Relocation is an inhumane process.
Relocation can be humane if people’s needs are first considered.
Gregory is a very good eater.
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Good Readers, Great Strategy
Synthesis Activity
“Although people shouldn’t eat tin cans and cardboard boxes like the goats in Gregory the Terrible Eater, it is a good idea to try new foods like Gregory does.”
• Cut out or draw pictures of different foods to create a balanced meal that you would enjoy.
• Your meal must include a new food that you are willing to try.
• You must explain how your meal is balanced and healthy.
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Good Readers, Great Strategy
Synthesis Activity
Which graph best depicts Galileo’s discovery about the behavior of pendulums?
Use the text to justify your choice.
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Reading for Meaning…Beyond Reading
In science
An elementary school student analyzes an imaginary creature called a “Woggle” using Reading for Meaning statements.
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Reading for Meaning…Beyond ReadingIn math
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Reading for Meaning…Beyond Reading
Going on a field tripThe zoo is a great place for animals.
Image sources: Microsoft, Inc. Used with permission.
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Reading for Meaning…Beyond Reading
Going to an assemblyMr. Andre’s performance was a very accurate portrayal of Mark Twain.
Image source: Library of Congress. Used with permission.
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Reading for Meaning…Beyond Reading
Supporting the rules for a schoolDooley School is a safe place for all.
As a means to explore conceptual understanding in all subjects.
© ASCD 2012 | Common Core State Standards
How Does Reading for Meaning Address the Common Core?
• Managing text complexity (Reading Anchor 10)
• Evaluating and using evidence (Reading Anchors 1 and 8, Writing Anchors 1 and 9)
• Developing the core skills of reading
Determining main ideas (Reading Anchor 2)
Analyzing characters and ideas (Reading Anchor 3)
Interpreting meanings (Reading Anchor 4)
Assessing point of view (Reading Anchor 6)
• Interpreting visual and quantitative information (Reading Anchor 7)
• Reading, interpreting, and solving complex mathematical problems (Mathematical Practices 1, 2, 3, and 7)
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The importance of discussion in the Common Core
© ASCD 2012 | Common Core State Standards
Agree or Disagree?
• Classroom discussion is one of the most powerful techniques teachers have at their disposal.
• The Common Core makes rich classroom discussion more important than ever before.
• Classroom discussion is one of the most fragile of all classroom strategies.
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Common Core Skill:Oral Communication
“To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content.”
(CCSS for ELA, 2010, p. 48)
© ASCD 2012 | Common Core State Standards
Common Core Skills: Speaking and Listening
Students need to be able to “build on others’ ideas” (SL.CCR.1), “integrate and evaluate information” (SL.CCR.2), and “evaluate a speaker’s point of view, reasoning, and use of evidence” (SL. CCR.3).
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Common Core Skills: Collaboration and Interpersonal Skills
“The twenty-first century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together” (p. 7).
© ASCD 2012 | Common Core State Standards
The Research Behind Circle of Knowledge
Research shows that students in discussion-rich classrooms experience real academic and social benefits: deeper comprehension, greater empathy and respect for their peers, and an increased ability to handle rigorous content.
Polite & Adams, 1997 Tanner & Cascados, 1998
Tredway, 1995
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What gets in the way?
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Circle of Knowledge
The strategy builds these Common Core skills:
• Speaking, listening, and presenting
• Integrating and evaluating information
• Collaborating with peers
What is it?
A strategic framework for planning and conducting classroom discussions that engage all students in deeper thinking and thoughtful communication.
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© ASCD 2012 | Common Core State Standards
Good Discussion Includes…
• A clear structure– Purpose
– Content/Input
– Sparking question(s)
– Focusing question(s)
– Synthesis activity
• A set of moves to bring the discussion to life– Ensure high levels of participation
– Create a strong focus on critical content
– Promote deep thinking
© ASCD 2012 | Common Core State Standards
A Clear StructurePurpose: Second graders have finished reading The Drinking
Gourd, about a family of abolitionists and the Underground Railroad. In this discussion, students will develop their own perspective on a controversial question: When is it acceptable to break the law?
Content: Students refer to their text throughout the discussion.
Sparking questions: Why do we have laws? What do laws do for us?
Focusing question: Were the Fullers right to break the law?
Synthesis activity: Students write a simple “I think” essay.
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Criteria for SuccessfulClassroom Discussions
• High levels of participation
• Strong content focus
• High levels of thinking
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Circle of Knowledge Moves for…
Increasing Participation
• Allow students to test and share ideas in small groups.
• Use a variety of recognition techniques.
• Get students personally and actively involved.
• Court controversy.
For example: Can science go too far?
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Circle of Knowledge Moves for…
Keeping Focus
• Record responses and summarize frequently.
• Integrate note making into discussions.
• Encourage students to create both linguistic and nonlinguistic representations of their emerging understanding.
For example: Etch-A-Sketch
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Etch-A-Sketch
A student’s Etch-A-Sketch notes for a Circle of Knowledge discussion on the topic of tackling and brain injury in youth football.
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Circle of Knowledge Moves for…
Encouraging High Levels of Thinking
• Encourage students to stop and think about the question.
• Use question and response techniques to shape discussions.
For example: Q-SPACE
• Ask students to reflect on the quality of their contributions.
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QuestionSilence and Wait TimeProbeAcceptClarify and CorrectElaborate and Extend
Q‐SPACE
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Developing the Common Core Culture
The Power of Culture
Culture: The totality of socially transmitted behavior patterns characteristic of a people.
(American Heritage Dictionary)
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To prepare the youth of today for their lives of tomorrow
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Thank you for attending!
Now fielding questions
For questions or for more information:
800.962.4432
The CORE Six: Strategies for Achieving Excellence
in the Common CorePresented by R. Thomas Dewing
© ASCD 2012 | Common Core State Standards
Thank You!
Please contact Tom Dewing at
Image source: Author. Used with permission.