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I was able to understand and hear better when I was in the 9th grade meeting.

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I am overwhelmed. Fitting all of this together...and the sped component. ...and assessment..its a challenge....and my brain physically feels it!ng

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For the first time I attend my own grade level meeting, it really made me feel apart of the team. I felt with all of us participating we got a lot done.

I am pleased that we will be working on the same thing as a team.

I was overwhelmed. I know with my Team Lead I will learn a lot even if I have to do it on an one on one meeting.

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As a first year teacher, I feel this PD in which we've broken down the Common Core Standards, aligned them with ATLs, then created specific year long objectives that the entire 9th and 10th grade class will follow, was amazing.

Regardless of whether we come to a consensus or not, the fact that a community exists in which open debate can happen will go a long way toward the improvement of our own teaching, and the performance of our students.

It's rather intimidating for me because I'm not as vocal as I've noticed other to be, but I am proud to be part of a team that is not afraid to demonstrate their passion for teaching... It's actually very inspirational and motivational. With the work that we've done I personally feel I have a guide to help me figure out what to do with the readings in my art class, what exactly i should be targeting, which is what I was lacking before this.

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Getting to the objectives was fine. Hopefully these are not written in stone in the sense that when we apply them, we can adapt and adjust as they become field tested at Bogan. This is a work in progress and it is a step in the right direction, maybe its two steps.

Things worked well because of the outcome, democracy is messy and time consuming but very much worth the effort.

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Mrs. Watkins - Reflection from 6-19-14: It was satisfying knowing that the 10th grade level and the ninth grade level created objectives that were similiar.  We also determined that the verbiage in the standards are at a high cognitive level for some students and that we must be on one accord when teaching the skills.

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Mrs. Watkins - Reflection from 6-19-14: It was satisfying knowing that the 10th grade level and the ninth grade level created objectives that were similiar.  We also determined that the verbiage in the standards are at a high cognitive level for some students and that we must be on one accord when teaching the skills.

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Each subject area focus on different ATLs

Just a thought

Dilo

I am so confused!!!!!?

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The students need to learn more critical thinking skills in order to locate the information

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Skills: How to analyze three or more sources for the purpose of documents and the value of primary source. Vocabulary and close reading of documents need to be addressed. Reading stamina has to be increased.

Practice with text in class to build these skills up

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I feel the students will need to know how to maintain focus and know how to skim for the important facts.

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Two of the most important skills will be consistency and confidence

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I found the questions challenging at the 9th grade level. Therefore practice practice practice....hours hours hours of reading comprehension inference,etc. If the teacher exists who can develop this in a series of lessons I would send my children to that teacher and send them straight to college.

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students need to practice practice and practice this test but also reflect with each other and themselves.

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Student will need to know how to read for comprehension daily.

Giving more exams for practices.

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Skills- term meanings, decoding the text, citing evidence, compare and contrast,

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ELA 9th grade test... found that the exam would be extremely challenging for students with disabilities. Would definately expose the students to this type of format in my instruction and exams.

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Students must be able to look at the abstract ideals of mathematics. The proof a theory needs to be understood. They need the big ideals. I will adapt my instruction by aiming to teach the full scale of algebra topics instead of focusing on the basics.

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I did the Math section so they need to know the math. I had problems figuring out what the question was asking. They need to see examples of this in the classroom. How to do this I would have the students do the practice section too so they know how to do this.

I could add sections to my lessons to do questions like those on the practice.

I feel the math and science department needs to get together to work with each other.

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Mrs. Watkins - Skills required by students: inference, sequencing, relationships, identify arguments, vocabulary, identify evidence. I will need to alter my teaching by including and being consistent with including these skills within my lessons/learning activities.

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Mrs. Watkins - Skills required by students: inference, sequencing, relationships, identify arguments, vocabulary, identify evidence. I will need to alter my teaching by including and being consistent with including these skills within my lessons/learning activities.

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VERONICA L SMITH

i think the students will need to know how to skim for info in answering the questions. they will also need to know how to clump together info in order to provide proof (evidence) of why certain answers where chosen. i think i will adapt my lessons by allowing more time on the computer so that they understand how to navigate pages, backspace, and some test taking strategies

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My instruction will be adapted in such a way that it will provide students with opportunities to develop the discipline and patience for an exam such as PARCC. Students must be able to derive meaning from context clues, analyze the use of metaphors, have a knowledge of vocabulary in which they can recall synonyms and be able to refer back to the text to find evidence to support their reasoning.

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After viewing the TEACHERS VOICES video and completing the PARCC exam, answer the following question in ONE post.What skills and strategies are students required to understand to be successful on this new assessment? How will you adapt your instruction?

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MURRY

This professional will be able to help me to plan with my grade level team to plan for our scope and sequence

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We have a clearer understanding of what we expect students to be able to do. This day set the tone for us to work as a team to develop our scope and sequence.

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well it will help because now i know exactly what atl entail and what are cluster skills. this will focus our teaching, learning and testing.

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C. Nwokocha, L.Brigham, C. Giles

Use and interpret a range of discipline-specific terms and symbols.

Make fair and equitable decisions.

Computer skills

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The first 3 key ideas for ccr in key ideas anchor standards are to cite,determine, and analyze. This connects the atl's because this will drive how students will learn and grow.

The professional development, with the help our grade level team, and using the parcc assessment will help drive our scope and sequence for the year.

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CCS and ATL are strands that can be linked together to create a lesson for class.

What will be taught

what will can be learned

Who will learn it

The information from today will help me to understand how to put the scope and sequence together.

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goal oriented, it details the how to apply this goal in the classroom, you will have to use specific strategies to obtain the goal

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I think it helps the students to become more critical thinkers. Using the instructional frame will help me to create more meaningful\purposeful lessons for the students. The description of the successful student impacts my scope and sequence by beginning with simple information and leading toward more complex information. I would need to change my way of thinking in regards to expectations of the students.

The information provided today will assist me in creating the scope and sequence by integrating specific information to increase student learning.

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CCS and ATL skills h.elp the students to become independent learners, leaders, and communicators. I feel that everything I learned today will help me to create scope sequence working with the group.

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It helps to develop successful students by braking what is suppose to be done step by step.

It will help me to be more understanding to the student learning profile.

It will help to develop the scope and sequence.

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CCS and ATL are rigorous standards which may be aligned to develop a student's abilities on basic comprehension, inferential thinking and author's point of view.

Students will conform to the learner profile the more they embrace the standards and exercise them in and outside of the classroom.

My magnetism, enthusiasm and risk taking may inspire students to embrace and utilize the standards.

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skills, learner profile,

As the students learn they will develop the learner profile through out their there high school career and life outside of school.

Using the backward design and MYP unit planner to develop your lessons and connected your planner the internal MYP assessment.

On Wed look at the scope and sequence and add the ATL and IB learner profile.

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veronicasped

ccs and atl allow the students to engage in active learning.

it also provides a cohesive and student friendly language that has been agreed and accepted by all those involved in the learning process

everyone becomes an active stakeholder in the teaching and learning process

it is a guide to providing focused teaching and active learners since we are all involved in the process from the beginning (how it helps develop a successful learner)

my teaching would need to change in the fact that i must aide the students in creating student friendly goals for the schoolyear. this is a change in my usual posting of the objective and standards thereby teaching from teacher made rubrics

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Relationship between CCR and the ATLs :

CCR strands are there to guide teachers in WHAT the student's need to know. ATL helps teachers with the process of the HOW to get there. ATLs provide teachers AND students with target skills that they will be developing during their comprehension of specific CCR strands. Through the process of CCR and ATL usage, students will develop specific Learning Profile Traits, allowing students to categorize their own traits to better understand their own learning.

IB Profile: Students will develop life skills, allowing them to be well-rounded, globally aware and critical thinking students.

My teaching would have to become more transparent for this method to work. Students need to be aware of their own learning, to be able to map and understand what skills, traits, and benchmarks they should be focusing on and striving for during each activity, lesson, project & unit.

how will all of the information from today inform the Scope and Sequence you are going to be doing on Wednesday ? This information has risen the expectation of my students. From CCR to ATL to PARCC, I am realizing students will have to perform at a much higher level than previously expect. The tasks that we create for these students will have to be developed in such a way that it feeds into these concepts, readying our students for achieving these expectations.

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Connecting the CC strands and the ATL affords you a manageable view of the the big picture. Ultimately, I'm not interested in developing skilled individuals, I want to help develop open-minded, balanced, communicators, and inquirers. Doing it this way, makes this connection pretty easy. Scope and sequence will seem more grounded in actual everyday practice. Thanks for playin'!

Usually I don't do this, but I. . .uh. . . I'm not trying to be rude, hey pretty girl, I'm feelin' you. . . Bounce, bounce, bounce. . .

Seriously, though: this is the remix. I'm going to see the big picture, man. I only see scope and sequence in terms of the LP traits I want to develop in my students. period. Bounce. . .bounce. . . . bounce.

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The CCS's are the final goals for student learning and the ATL's are the personal skills students need to achieve those goals. A student who is aware of how they learn and why they learn will be better prepared for life.

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McGuire Session One Reflection Questions in ONE POST. 

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McGuire Session One Reflection Questions in ONE POST. 

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Post a minimum of three relationships between the CCS and ATL  in Padlet box.

How do those skills help develop a successful student /IB learner (as described IB LP)?

How would using the Bogan Instructional Frame support your practice in developing the successful students described above?  How will the description of the successful student impact your scope and sequence work? How would your teaching need to change in order to help develop this type of student?