1/11 DBQ project, SSLC

Started the day with the DBQ project meeting at CSD.  Notes form the meeting here:

http://www.dbqproject.com/

Beth Montgomery - beth@dbqproject.com

Core beliefs:

1. All students need to learn how to think
2. learning to think requires practice
3. clear thinking is hard work
4. thinking is clarified by writing
5. thinking is for everyone

What is DBQ: http://www.youtube.com/watch?v=y8MlNzi1s_k

Issues

• teachers underprepared
• PD models are lacking
• teacher need alignment
• SS teachers fear "owning the writing process" (ELA)
• Rigor is a dangerous word

Beware of CCSS test prep

• emphasize deep, inquiry base instruction model that emphasize writing
• the rest will fall in place

Help district by emphasize

• Site based coaching
• vertical dialogue around skills
• paradigm instructional shifts take time
• being hopeful

Strategies included:

• Identify the question
• Clarify the question
• Rephrase the question

Put it in the bucket….Analytical category as a container for information

• Identify structure of argument
• establish purpose for reading
• Buckets become body paragraphs

"If it doesn't fit into a bucket, blow it off" - setting a purpose for reading/writing

Buckets and reading for purpose:

• Close reading of informational text
• experience with text complexity

Graphic organizer - Chicken foot

This changes to outline and then becomes a guided essay

Afterwords came back to WG to pick up my vehicle to head over the SSLC meeting

I updated the Wiki and attended the session.  The session started with one of the writers of the NGSS giving a presentation:

Dr. Michael Wysessions: http://epsc.wustl.edu/seismology/michael/web/index.html

literacy documents led to framework framer led to standards

Key aspects:

• shorter but deeper
• fewer factoids
• greater integration across grade levels
• greater integration of all sciences
• greater integration with engineering and technology
• Greater integration of and focused on human-related content

Missouri is weak on Earth and SPACE sciences

Conceptual framework:

• Small set of core ideas
• key cross cutting elements
• major scientific and engineering practices
• articulate how these core ideas, cross-cutting ideas and practice intersect for 4 grade level bands

Who's leading the way? 

States: http://epsc.wustl.edu/seismology/michael/web/index.html

Two versions of how you "view" the standards

• Topical
• Disciplinary Core Ideas

Students who demonstrate understanding are:

• Science and engineering practices sub-bullets through science and engineering practices
• Look for the same standard within the boxes 

RED

• Clarification

use blue and orange for clarification

Reading scientific literature is different than typical literature

You can do this NGSS with 3 years of high school science

Appendix E and J set forth advice as to when/when things can/should happen Course 1 2 3

Afterwords we broke up into groups and read, deeply, the standards and discussed their interpretations in an hour we only got through K-1.