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:
- All students need to learn how to think
- learning to think requires practice
- clear thinking is hard work
- thinking is clarified by writing
- 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:
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?
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
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.
