Www.engageNY.org Common Core Implementation How a change in MINDSET and a SWITCH in approach can...

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Common Core Implementation

How a change in MINDSET and a SWITCH in approach can

make all the difference

Grade 6-12 Teacher AmbassadorsWednesday Evening Session

November 28, 2012


Why are we all here?

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• You are all doing great work• As ambassadors, your job is to:

• Implement the Common Core and its instructional shifts with fidelity

• Build capacity in your colleagues to implement the Common Core

• Motivate your colleagues and stakeholders around the importance of this work


But let’s be honest.

3


This is hard, hard work

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• These standards are new. • It’s a lot to digest. • You’re not entirely sure what your

role as Ambassador actually means.

And you probably feel like you

shouldn’t complain.


What kept you up last night?

5

• Turn to your neighbor and share the 2-3 biggest concerns that you have about Common Core implementation

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Tonight’s Objectives

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• Think about the impact of the Common Core on students and challenge our mindset around student learning

• Learn about a framework for thinking about change and how to relate that framework to Common Core implementation

• Develop your next steps as a Common Core ambassador


Two Books, One Night

8


In response to philosophers who said that intelligence was a “fixed quantity” that cannot be increased, he said:

“We must protest and react against this brutal pessimism… With practice, training, and above all, method, we manage to increase our attention, our memory, our judgment…

… and literally become more intelligent than we were

before.”

Alfred Binet (co-author of the IQ test)


What You Need to Know

Think you can.

Smart is not something you are.

Smart is something you can get.

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FIXEDFIXED GROWTHGROWTH


averagesmart

weakness

brightcan’t

slow

easy hard

not yet

currently

performing

strengths

and needs

capable

skilled

Move from using

words like:to using words like:



Fixed vs. Growth Mindset

13


Common Core looks

hard. I can’t do this.

Common Core looks

hard. I can’t do this.

If I participate in

professional development, I can learn.

If I participate in

professional development, I can learn.

My students can’t handle

this.

My students can’t handle

this.

Everyone of my students is capable of

achieving at these levels. My job is to

get smarter at teaching this way.

Everyone of my students is capable of

achieving at these levels. My job is to

get smarter at teaching this way.

I like the way I teach. Why

change?

I like the way I teach. Why

change?

I’m learning about new

ways to teach my

subject and I’m excited

about it.

I’m learning about new

ways to teach my

subject and I’m excited

about it.




Equation for Success

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Confidence

Effective Effort

High Expectations

Academic

Success


CALVIN AND HOBBES by Bill Watterson


Jeff Howard on Dweck

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Very smart

Kinda smart

Kinda dumb


Dr. Sheldon Cooper

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Vinny Barbarino

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Quiet Reflection: Who are your VSs, KSs, KDs?

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Very smart

Kinda smart

Kinda dumb


Find Your Students’ Greatness

22


Switching Gears….

23

• As ambassadors, your job is to:• Implement the Common Core and its

instructional shifts with fidelity • Build capacity in your colleagues to

implement the Common Core• Motivate your colleagues and

stakeholders around the importance of this work


Why Switch?

• Change is hard and we’re in the middle of a change process.

• To make change stick, we have to change our own behaviors and help change the behaviors of others.

• Tonight we’ll show you a framework to help you do that work. Reflecting on what you can do differently to

implement the Common Core effectivelyReflecting on what you can do to help your

colleagues implement the Common Core effectively

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Making a Switch

To effect change in ourselves and our colleagues and systems, we have to reach both the rider and the elephant.

The rational side:

The RIDER

The rational side:

The RIDER

The emotional side:

The ELEPHANT

The emotional side:

The ELEPHANT

Point to the

destination

Script the critical

moves

Find the feeling

Rally the

herd



The Switch Framework

• Direct the rider: • tell your rider why this change is important

(point to the destination) and what, specifically, you should be doing differently (script the critical moves)

• Motivate the elephant: make your elephant feel something (find the feeling) and motivate others to change as well (rally the herd)

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Directing the Rider: Point to the Destination

• Change is easier when you know where you are going and why it’s worth it.

• It helps to identify a “destination postcard,” a picture of a future that hard work can make possible

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Are we at the destination when all third graders are reading at grade level?


When more girls are taking advanced science

classes?


When we have a

100% graduation rate?


When all high school

graduates go on to

college?


Invent revolutionary products?


Build great things?


Directing the Rider: Point to the Destination

• Why do you do this work? • What does success look like for you?• What is happening in your

classroom/school that indicates that this work has been successful?

• Individually, write your destination on the front of your “postcard.”

• Share your destinations at your table.

35


Directing the Rider: Script the Critical Moves

• What looks like resistance is often a lack of clarity, or too many choices.

• Your rider needs focus and goals (i.e., “critical moves”) to avoid decision paralysis.

36


What are Critical Moves?

•They start with the destination in mind •They articulate how people should act•They begin with an achievable first step


Critical Moves: 1% Milk

The USDA wanted people to eat healthier, but that task seemed daunting. It decided on a critical move: Recommend consumers switch to 1% milk.

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USDA created ads showing how a glass of milk contains as much fat as three strips of bacon.


Examples of Critical Moves

1.Identify and map out the Common Core standards you will be teaching and when next semester

2.Plan a PD session for your colleagues around the shifts and the modules

3.Review your next two units and determine what you can cut out that isn’t directly aligned to the standards

39


Script Your Critical Moves

The scene: •You need to make decisions about what you are going to do over the next several months to implement the Common Core and build the capacity of your colleagues to do the same.

The activity:•On the back of your postcard, write down the first 2-3 critical moves that represent your next steps in Common Core implementation.


Motivating the Elephant

• Find the feeling•Knowing something isn’t

enough to cause change. People need to feel something.

• Rally the herd •Behavior is contagious.

Help it spread.

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Finding the Feeling: Examples

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Motivating the Elephant: Rally the Herd

• Behavior is contagious: We often do things because our peers are doing them.•Overeating•Getting married, having kids•Shaking hands to greet someone•Wearing fashionable fluffy boots•Buying an iPhone


Nothing attracts a crowd like, well, a crowd

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Elevator pitch


How will you rally your herd?

You walk onto an elevator on the 30th floor of a building and find yourself standing beside a teacher who is skeptical of the new standards. The doors close. You have 1 minute until you reach the lobby.•Find a partner and develop convincing, motivating and passionate reasons why the Common Core standards are relevant and important and write them on your postcard


Recapping….

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Move from a fixed to a growth mindset

Change!

Point to the

destination

Script the critical

moves

Find the feeling

Rally the

herd


Next Steps

• Next week:•Use your destination postcard, your critical moves

and your elevator pitch to begin drafting your own ambassador plan

• Before the holiday break:• Share your plan with your principal/leadership team• Share your plan with your NT/NTE• Begin implementing your plan

• By the February NTI:• Refine and update your plan as needed• Bring success stories from plan implementation

50


Thank You.

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