Weekly Coaching Communication
02-06 November 2015
On the Standards Front . . .
Many teachers are working on the Rigorous Curriculum Design (RCD) process, especially with the change in quarters. Some teachers are using the RCDs as a process for reflection of what was accomplished in the past quarter/class, and some are using it to plan for the quarter/classes to come. Others are finding their way through standards based learning/grading by using the RCD. No matter your purpose, the importance is to always be thinking of the standards and being deliberate in better practice (see Quote of the Week).
With another Write Tools training on Monday, I thought I would revisit the Iowa Core Literacy Standards for Writing 6-12 to refresh my understanding of how to improve literacy under the guidelines of standards based learning/grading and where literacy standards may be added in various units.
One standard that many of us already do but may not be aware of and can include in our RCD units is the W.10 "Range of Writing" standard. It reads the same for grade bands 9-10 and 11-12:
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
The great thing about this standard is its ease of understanding and multiple levels of use in terms of rigor. As we explore the different uses, it is important to also look at the Depths of Knowledge (DOK) that this standard can be used. From the Iowa Core website, I offer their explanation and suggestions for using standard W.10 at the various DOKs:
FOR EDUCATORS: DEPTH OF KNOWLEDGE LEVELS
Webb’s Depth of Knowledge (DOK) describes the kind of thinking and work required by students to demonstrate their attainment of the standard. Webb’s DOK has four levels: DOK 1 = Recall, DOK 2 = Skills and Concepts, DOK 3 = Strategic Thinking, and DOK 4 = Extended Thinking.
DOK LEVELS FOR WRITING
Writing Level 1 (Recall): Level 1 requires the student to write or recite simple facts. The focus of this writing or recitation is not on complex synthesis or analysis, but on basic ideas. The students are asked to list ideas or words, as in a brainstorming activity, prior to written composition; are engaged in a simple spelling or vocabulary assessment; or are asked to write simple sentences. Students are expected to write, speak, and edit using the conventions of Standard English. This includes using appropriate grammar, punctuation, capitalization, and spelling. Students demonstrate a basic understanding and appropriate use of such reference materials as a dictionary, thesaurus, or Web site. Some examples that represent, but do not constitute all of, Level 1 performance are:
- Use punctuation marks correctly.
- Identify Standard English grammatical structures, including the correct use of verb tenses.
Writing Level 2 (Skill/Concept): Level 2 requires some mental processing. At this level, students are engaged in first-draft writing or brief extemporaneous speaking for a limited number of purposes and audiences. Students are expected to begin connecting ideas, using a simple organizational structure. For example, students may be engaged in note-taking, outlining, or simple summaries. Text may be limited to one paragraph. Some examples that represent, but do not constitute all of, Level 2 performance are:
- Construct or edit compound or complex sentences, with attention to correct use of phrases and clauses.
- Use simple organizational strategies to structure written work.
- Write summaries that contain the main idea of the reading selection and pertinent details.
Writing Level 3 (Strategic Thinking): Level 3 requires some higher-level mental processing. Students are engaged in developing compositions that include multiple paragraphs. These compositions may include complex sentence structure and may demonstrate some synthesis and analysis. Students show awareness of their audience and purpose through focus, organization, and the use of appropriate compositional elements. The use of appropriate compositional elements includes such things as addressing chronological order in a narrative, or including supporting facts and details in an informational report. At this stage, students are engaged in editing and revising to improve the quality of the composition. Some examples that represent, but do not constitute all of, Level 3 performance are:
- Support ideas with details and examples.
- Use voice appropriate to the purpose and audience.
- Edit writing to produce a logical progression of ideas.
Writing Level 4 (Extended Thinking): Higher-level thinking is central to Level 4. The standard at this level is a multi-paragraph composition that demonstrates the ability to synthesize and analyze complex ideas or themes. There is evidence of a deep awareness of purpose and audience. For example, informational papers include hypotheses and supporting evidence. Students are expected to create compositions that demonstrate a distinct voice and that stimulate the reader or listener to consider new perspectives on the addressed ideas and themes. An example that represents, but does not constitute all of, Level 4 performance is:
- Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both.
Most of the writing that Write Tools for Opinion and Argumentation will fall into the DOK 3 & 4. The summaries we were taught in the Informational and Exposition training are a DOK 2; however, that is not to say that teachers are not requiring more than the summary writing and are encouraging students to write multi-paragraph essays at the DOK 3 & 4 level. Nonetheless, be deliberate in planning your writing instruction and challenge and encourage your students to write.
Quick Clicks
Tools (to Use or Peruse)
ORANGE SLICE TEACHER RUBRIC Easily and quickly make rubric selections and convert the Analysis or Holistic rubric into a percentage or points grade.
Teacher Rubric is an add-on that will increase your grading productivity and it professionally presents a scored rubric and grade for your students. Google docs and Classroom are fantastic applications to create, distribute and receive submitted assignments from students. However, the grading process seems to bring the efficiency to a screeching halt. Where can the grade be placed so it stands out from the assignment? How can rubric selections be made easily? I like rubrics but the final grade can be tedious to calculate. It takes too many highlights, clicks and time to format grades on 125 submissions. OrangeSlice: Teacher Rubric increases the teacher’s grading productivity by eliminating repetitive clicks, presenting the rubric selections in an easy to use format and presenting the final grades in a consistent, professional format. More time is created for the teacher to provide the needed constructive feedback their students need for success.Suggested Viewing
TED Talk
Carol Dweck researches “growth mindset” — the idea that we can grow our brain's capacity to learn and to solve problems. In this talk, she describes two ways to think about a problem that’s slightly too hard for you to solve. Are you not smart enough to solve it … or have you just not solved it yet? A great introduction to this influential field.
Trending Tweet
Dan McCabe @danieldmccabe Oct 28
Carol Dweck Revisits the 'Growth Mindset' #edchat #NSMSAPA http://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html?cmp=SOC-SHR-TW …
Paul Romanelli, Outlaw Innovation, Paul McNeil and 6 others
60 retweets 36 favorites
Quote of the Week
"Change is best done by practice and not theory. Practice, especially deliberative practice, drives better practice. Practice is our best bet for finding solutions and for liberating innovation.” Michael Fullan
As you transition from the first quarter of instruction to the second, I want to offer a reminder of being conscious of Fullan's idea of better practice. I see this working twofold:
1) As an educator working with multiple initiatives, as difficult as it may be, you have to deliberately plan the changes in your practice to allow room for innovation. If you shun the changes and wait until you "have to" do them, the practice will be deliberate, but room for innovation is stuffed with "have to do" instead of "get to do." Regardless, if you wait or are already deliberate, as long as you believe in the power of "yet," progress and growth are viable.
2) In working through new strategies, material, planning your standards, formative and summative assessments in your lessons and explicit instruction, be deliberate about incorporating enough practice for our students, as well, to be successful in their assessments, and strive for better practice with each use of the materials, strategies, tools and concepts.
The more intentional we are with better practice for ourselves and our students, the easier standards based learning/grading and other strategies may be incorporated into our teaching and learning.
COACHING SCHEDULE -- SEE GOOGLE CALENDAR FOR SPECIFIC "BUSY" TIMES **SCHEDULE SUBJECT TO CHANGE**
SUNDAY, 01 NOVEMBER -- SET CLOCKS BACK . . . ENJOY AN EXTRA HOUR THIS WEEKEND
Monday, 02 November PROFESSIONAL LEARNING
Write Tools -- Opinion/Argumentation -- Bring your binder!
Tuesday, 03 November -- BEGIN 2nd TERM
Serve Teachers & Students
Classroom Observations
Research & Resources
Wednesday, 04 November -- TERM 1 GRADES DUE 4:00 PM
Data Team Meeting 7:30, HS Library -- All Staff
Serve Teachers & Students
Classroom Observations
Research & Resources
Thursday, 05 November -- IOWA ASSESSMENTS/CPR 3rd BLOCK
IC/Principal Meeting 7:30 AM -- Libolt & Popenhagen
Serve Teachers & Students
Classroom Observations
Research & Resources
Friday, 06 November (Libolt gone) -- IOWA ASSESSMENTS/CPR 1st BLOCK
Serve Teachers & Students
Classroom Observations
CPU BLOOD DRIVE -- HS Gym, 12:00-5:00 PM
IC Team Meeting 11:30 AM -- High School Building
About Me . . .
Email: epopenhagen@cpuschools.org
Location: 145 Iowa Street, Center Point, IA, United States
Phone: (319)849-1102 (9)1015
Twitter: @Epopenhagen