• How would your teaching need to change in order to help develop this type of student? Your teaching need changes and become focus.

• How would using the Bogan Instructional Frame support your practice in developing the successful students described above? The Bogan Instructional frame allow student to grow and become independent thinkers.

• How will the description of the successful student impact your scope and sequence work? This allow me to address the student needs and build on what they know.

• How do those skills help develop a successful student /IB learner (as described IB LP) These skill build global leaders.

• What worked/ We were able to address major concerns.

• How will you address your content into unit one? We will have to regroup as department and address this.

ATL Use appropriate forms of writing for different purposes and audiences links to the CC standard Write routinely over extended time frames for a range of purposes

The ATL provides the skills to complete the Common Core objectives. We found that several ATLs would apply to the common core standard. For example for the common core standard Drawing evidence from literary or informational texts relates to the ATL Read a variety of sources for information and pleasure and Negotiate ideas and knowledge with peers and teachers. 

Common Core standard Research project to answer a question or solve a problem correlates to ATL Read a variety of sources for information and for pleasure.

These skills help develop a successful student as in IB LP Communicators: They understand and express ideas and information confidently and creatively.

For the PARCC Exam we need to prepare students to analyze and evaluate texts as opposed to simply reading for comprehension. The questions on the PARCC Exam have similarities to those on the IB Diploma exam in that the format is not just multiple choice. Students must select answers from a bank of questions that contain several correct options and several incorrect options.

6/18/14

What worked in today's scope and sequence planning was that every teacher has been exposed to the CC standards and was given the opportunity to create objectives based on those standards. In addition the teachers placed those objectives in order for the school year and indicated which would be covered throughout the year.

What did not work was that some teachers had difficulty seeing how these objectives would connect with their content area.

I see the first common core standards for literacy being applied to math.

1) They both integrate critical thinking for successful learning

2) They both should be used when designing unit plans for teaching and learning

3) They are both a skill-based approach to learning

These skills develop a successful student/IB learner because it helps them explore concepts and key ideas across different subjects and helps them become responsible for their own learning.

The Bogan Instructional Frames supports teaching and learning because it provides explicit instruction, guided practice, and independent practice (I teach you watch, I do you help, you do I help, and you teach and I watch) which is a successful approach to learning.

These skills help develop a successful student /IB learner by giving them well rounded opportunities to make connections in reading and writing and helps them to allow the characteristics of the IB Learner Profile flourish.

Using the Bogan Instructional Frame students can be successfully developed by incorporating multiple aspects of the ATL Skills and the CCS in Unit Plans.

The description of the successful student will impact scope and sequence because it forces you to organize the unit from start to finish, ending with a solid product.

I would need to change the ways I differentiate instruction in order to develop this kind of student in my Arts classroom.

The Bogan Instructional framework would support me in developing successful students by allowing me to structure the classroom learning environment in such a way that the roles of both teacher, and student are clearly defined. These well-defined roles help to best maximize academic achievement by allowing all contributing parties to create a sense of ownership and accountability in the learning process.

The new revelation that I have regarding parcc is that my students need to familiarized with how to navigate through an online testing environment. My students also need to have an ability to navigate through difficult texts that will test their abilities to analyze and locate information.

The Bogan Instructional Frame gives the aTLspecific & uniform focus in an identified core subject.

Knowing the description of a successful student allows you the teacher to develop unitplans with these app.roac.hes in mind

This allows the successfully teacher to modify and re-examine their approach.

In order for students to be successful on PARCC, I noticed that the students would need to spend a great deal of time learning how to pay attention to specific details both in questions and within passages, along with being able to locate information and using the appropriate technology. Students will need to be able to analyze text and be able to answer different types of questions whether they are summary questions, finding information questions, or sequential questions. A great deal of time will also need to spent on vocabulary terms so students can understand the questions and the readings.

Align specific skills with standards/ learning activities

CCS are the end products we expect students to produce, ATL are the steps along the way and the rubric we will grade these products using

CCStandards answer, "Why are we doing this?" "What value does this hold?" While the ATL scaffold the process.

How do those skills help develop a successful student/IB Learner?

The ATL are the steps to being successful within the CCS. When these are laid out for the students in the beginning, they get a clear picture of "the light at the end of the tunnel" (end goal - CCS) and snapshots along the way that don't make that end product seem so impossible or far away. This also paints a clear picture for students that these assessments are made up of all these smaller spinning parts, so work along the way, bit by bit, is what it takes for success.

How does the Bogan Instructional Frame support your practice of developing successful students? -

As stated above, the CCS and the ATL work so well together because the CCS is the end expectation and the ATL breaks into smaller, more concrete steps along the way. When combine with the Bogan instructional frame, the students are supported in success every step of the way.

How does your description of a successful student impact scope and sequence?

THAT'S WHY WE SCOPE AND SEQUENCE!!!! to produce successful students and later life!

Teaching Changes?

Keep backward design at the fore front, NO MATTER HOW BUSY AND OVERWHELMED!!!

These skills give students the ability to learn and experience the ten attributes from the learning profile

These skills help a student become more successful

Develope increased critical thinking

Increase student ability to think through written work in multiple perspectives.

The students will need tremendous literacy training, especially for the non-fiction readings. These skills necessary for deep understanding of these kinds of readings not only require comprehension but critical analysis. I also looked at the math test and it was full of complex readings that require formulaic knowledge for understanding, and for interpretation require reasoning skills as well.

For those of us not teaching Ib already our students are going to have to develop a whole new set of skills. We have been focusing on data skills. We now need a new approach.

I think that after various attempts to design an scope and sequence aligned to CCSS and ATL skills, we were able to come together as a team and create a well-planned out scope and sequence that will potentially work next year. I believe that working in groups to design objectives according to each of the nine CCSSS really worked. However, I think we spent too much time on putting the CCSS in sequential order.

-trying to rearrange them

-carefully

What Did Not Work: Understanding how our content areas standards are going to fit in with the Common Core Standards and the ATL

How will you address your content into unit 1: I will teach my students the first two common core standards that we have chosen as a grade level to use for the first unit.

What did not work: A realistic time line for how long it will take to teach each skill. We won't know the feasibility of our efforts until the following year.

Im not quite sure as of yet how I will go about addressing my content.

Trying to place the teaching of specific skills in specific dates

As for what went well. We all seemed to agree on the objectives matching the standards and even how to use them in order. I have no idea how i"m integrating my content,yet.

We had productive discussions about the order and sequence of skillsets What did not work:

The level of detail in the scope and sequence may have to be changed when content scope and sequence is delievered

How will you address content in unit 1:

start with content skill strands -> generate activites -> further refine activites around Common Core -> Develop