Learning Opportunities for the Corning-Painted Post School District

The Secondary Learning Emphases in Curriculum Matrices and Units document details how matrices and units for all subject areas are guided first by the concepts identified in IB Learner profile (as well as via more content-specific concepts detailed in the Aims and Objectives sections of the MYP/DP courses guides), and then by standards specified by the Common Core Learning Standards and the New York State standards for learning. This document should help further identify how the concepts identified by the IB and the standards identified by the CCLS and NYS merge together, enabling the creation of curricula that will help students become independent learners and thinkers, as well as obtaining success on standards and content-based measures. Additionally, this document lists some tools/measures that can be utilized when building matrices and units guided by these concepts and standards.

IB Learner Profile Students are engaged in/ demonstrate:

Inquiry Conducting purposeful inquiry &
research Being independent, active learners

Common Core Learning Standards & Next Generation Science Standards

Students are:

Sample Evidence-Based Practices & Tools

This research model revolves around questioning The Big 6 This article discusses ways of structuring questioning in the classroom The Design Cycle Presented in chart form, this list details ways to structure the classroom and class activities to increase questioning and student participation Classroom Structures Carousel Brainstorming Learning Protocol Word Wall Learning Protocol These links can be used as guides to help ask questions and build activities that will challenge students to become more complex, focused learners: Hess Cognitive Rigor Matrix for ELA/Literacy Hess Cognitive Rigor Matrix for Math & Science Vocabulary Strategies Learning Protocol Checking for Understanding Learning Protocol This site provides information and tactics for teaching and assessing critical thinking skills, along with many links to articles and useful sources: Critical Thinking.net This article discusses utilizing Socratic Questioning in teaching critical thinking skills Socratic Questioning and Critical Thinking Mystery Piece Learning Protocol Getting the Gist Learning Protocol Organizer to help students organize ideas before discussion: Discussion web Lesson/Chart on analyzing evidence/inference Evidence/Inference Fishbowl Learning Protocol Word Caf Learning Protocol

Using appropriate tools strategically. Using technology and digital media strategically & capably. Planning & carrying out investigations. Conduct original research to answer questions or solve problems/Asking questions and solving problems Demonstrating procedural fluency. Engaging in writing as part of the inquiry process. Demonstrating independence. Developing conceptual understanding of key ideas & on how knowledge is organized and generated. Building strong content knowledge. Exploring Tier 2 Vocabulary Making connections among ideas and between complex texts. Reasoning abstractly & quantitatively. Modeling with mathematics/Developing and using models. Looking for and expressing regularity in repeated reasoning. Analyzing and interpreting data Actively engaging in solving problems. Comprehending and critiquing

Knowledge Exploring concepts, ideas, & issues

that have global relevance Using knowledge across disciplines

Critical Thinking Thinking critically Thinking creatively Approaching complex problems Making reasoned decisions

Risk taking Approaching new situations with

confidence Exploring new roles, ideas, strategies Being courageous/articulate in

defending beliefs

Constructing viable arguments and critiquing the reasoning of others Engaging in argument from evidence. Justifying conclusions Using evidence to support points of view and evaluating others use of evidence.

IB Learner Profile Students are engaged in/ demonstrate:

Communication Receiving/expressing ideas & info
confidently & creatively in more than one language in a variety of modes

Common Core Learning Standards & Next Generation Science Standards

Students are:

Sample Evidence-Based Practices & Tools

This article discusses strategies for higher-level discussions with students: Zwiers & Crawford, Academic Conversations A series of templates to design CCLS compliant literacy tasks (for all content areas): Literacy Design Collaborative (LDC) Template Task Collection 1 Sample modules/units/activities utilizing the templates above: LDC Sample Modules Chalk Talk Learning Protocol Mystery Quotes Learning Protocol Jigsaw Learning Protocol From the Center for Research on Learning and Teaching, this page provides many links for teaching and promotion academic honesty: Teaching Academic Honesty

Obtaining, evaluating, & communicating information. Reading like detectives & writing like investigative reporters. Engaging in the phases of the writing process Writing a variety of text types: argument/opinion, informative/explanatory, research, and narratives. Responding to the varying demands of audience, task, purpose, and discipline. Flexibly communicating and collaborating. Effectively using language conventions and vocabulary

Principles Moral reasoning; Honesty;

Integrity; Fairness; Justice

Caring Empathy; Compassion; Respect

toward others; commitment to action & service

Appropriate accommodations to ensure maximum participation of students with special needs. Analyzing and creating a high volume and extensive range of print and nonprint texts in media forms old and new

The Universal Design for Learning is is a set of principles for curriculum development that give all individuals equal opportunities to learn Guidelines for UDFthe main ideas behind the program, in flowchart form UDF at a Glancea YouTube video explaining the program IB Slideshow with definitions/examples of International-mindedness: What does it mean to be international-minded in a noninternational school? IB OverviewAreas of Interaction IB Areas of Interaction Hosted Gallery Walk Learning Protocol Online program for students to map persuasive arguments, helping guide them to examine both sides of issues (printable handout available): Persuasion Map Online Program Graphic organizer for comparing/contrasting: Comparison/Contrast Chart Share and Debrief Learning Protocol This self-assessment helps students track progress on goals: Student goal setting Model of how to collect and use classroom data: Analysis of student performance data Learning Logs Learning Protocol Peer Critiques Learning Protocol

Open-mindedness Respecting views, values, and

traditions of other individuals & cultures Seeking & considering a range of points of view

Deviating from a known procedure to find a shortcut. Understanding other perspectives and cultures.

Balance Physical & mental balance Personal well-being Perseverance & self-discipline

Looking for & making use of structure Attending to precision Productive disposition Belief in diligence & ones own efficacy Making sense of problems and persevering in them Working mindfully Stepping back for an overview

Reflectiveness Thoughtful consideration to personal learning and development Analyzing personal strengths and weaknesses constructively