Unwrapping the Common Core

(Oklahoma Academic Standards)

Moving ForwardOne Step At A

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Introductions

Brent McKee

bmckee@alcaweb.org

(Cell) (918) 629-9515

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ALCA Mission (Commitment)“Identify Problems – Provide

Solutions”

• Listen to educators to identify where educators need assist in accomplishing their mission. (i.e., Where does the current system feel inadequate, slow, impossible to accomplish, fragmented, frustrating?)

• Listen to educators and provide solutions (whenever possible) to the statement, “Wouldn’t it be nice if…..?”

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“Identify Problems – Look for Solutions”

“Wouldn’t it be nice if…?”

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Acknowledgement

This is an overview – no time for significant processing.

Overviews provide opportunities to pushing information to the audience so they have the big picture as opposed having time to learn using effective instructional practices - learning with purpose.

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Steps to understanding the challenges…

Step 3: MAPPING the Common Core (Oklahoma Academic Standards)

Unwrap the Common Core Content- and Skills-Based Vocabulary Learning Targets Big Ideas and Essential Questions

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Unwrap the Standard

• What is standards unwrapping?

• Why do you unwrap standards?

• How do you unwrap the standards?

• What do you do with the unwrapped standards?

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What is standards unwrapping?

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Standards Interpretation

This procedure is known as “unwrapping” standards and asks teachers to analyze standard statements’ explicit and implicit concepts, content, and skills…

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...and focuses on the collective agreement regarding the interpretations of standards statements’ explicit and implicit expectations.

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Two Forms of Vocabulary

• Skills-based Vocabulary (universal to all grades and subjects)

• Content-based Vocabulary (subject specific)

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How do you unwrap a standard?

Six Basic Steps

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First Steps to Unwrapping

1. Review standards and objectives for the essential or Power Standards (Blueprints).

2. “Unwrap” standards and objectives to identify the critical content (nouns) and skills (verbs).

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Unwrapping Paper/Pencil Activity

Each individual needs:

Instruction Table for Unwrapping

ALCA Graphic Organizer for Explicit Only

Bloom’s Short Form

Single Sheet CCSS TABLOID

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• Discuss the Unwrapping Standards Table

• Place Key Nouns in the Content Section

• Place Key Verbs in the Skills Section

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Use the Bloom’s Taxonomy to identify and label verbs

with the Bloom’s Levels

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• It is Important to Remember!

The central verb(s) alone is/are not sufficient information to assign any type of learning expectation. You must also consider the complexity of the task and/or information, conventional levels of prior knowledge for students at the grade level, and the mental processes used to satisfy the requirements set forth in the standard.

Adapted from Norman Webb’s

Guide to DoK Levels, 2009

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4. Explore Learning Targets as “I can” statements for improving student learning.Standards

• Why Learning Targets?

Students can't see, recognize, and understand what they need to learn until we translate the learning intention into developmentally appropriate, student-friendly, and culturally respectful language. ASCD March 2011 | Volume 68 | Number 6

What Students Need to Learn    Pages 66-69

• Student-friendly language

• “I can statement….” creates focus.

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One way to do that is to answer the following three questions from the student's point of view:

•What will I be able to do when I've finished this lesson?

•What idea, topic, or subject is important for me to learn and understand so that I can do this?

•How will I show that I can do this, and how well will I have to do it?

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5. Identify Big Ideas (enduring understanding or overarching ideas) we want students to remember.

6. Write Essential Questions to guide instruction and assessment.

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What do you do with the unwrapped standards when you are finished?

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• Focus of Unit of Study

• Formative Assessment

• Summative Assessment

• Documented EvidenceStandards

PROFESSIONAL DEVELOPMENTEVALUATION

http://www.alcaweb.org/arch.php/room/5362

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“The definition of insanity is doing the same thing over and over again expecting different results.” –Albert Einstein

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Move Forward One Step at a Time

• Have a Plan.

• Chunk it up!

• Don’t be a pusher!

• Don’t be part of the problem – Be a part of the solution.

• Give teachers TIME to process and move forward through the levels of understanding.

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Reflect

What have you gained from this session?

Share with your elbow partner.

Be prepared to share with the group.

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THANK YOU!!!

Brent McKeebmckee@alcaweb.org

(Cell) (918) 629-9515

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