Student Work: The Anchor of Mount Rigorous Summer Leadership Conference: Teaching Our Way to the Top...
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Transcript of Student Work: The Anchor of Mount Rigorous Summer Leadership Conference: Teaching Our Way to the Top...
Student Work: The Anchor of Mount
Rigorous
Summer Leadership Conference: Teaching Our Way to the Top
Talent Development/Advanced Studies/AVID July 13, 2010
Course Outcomes (KUD)
Participants will KNOWHow rigor is defined and the rationale for its
emphasisWhat KUD is and its role in examining student
workHow Bloom’s Revised Taxonomy is used in
examining student work
Course Outcomes (KUD) cont’d…Participants will UNDERSTAND that We can promote academic excellence within the
classroom through abstract thinking and an engaging curriculum
Teaching requires the use of differentiated instruction to allow students to reach the appropriate level of rigor for their learning
Analysis of student work provides the blue print to improve planning and overall instruction
Course Outcomes (KUD) cont’d…
Participants will BE ABLE TO DOReflection on the level of rigor in their schoolMeaningful analysis of student work with the
use of protocols to find strengths and areas of growth
Classification and redesigning of student work using Blooms Revised Taxonomy
● Yet to roll out Rigor school-wide
Defining Rigor…
● Move to the front of the room
● Work as a team to….
- Brainstorm what words, phrases, and/or ideas about rigor are essential to write a concise summary
- Construct a one or two sentence summary of rigor, using no more than 20 words
● Be prepared to share
● Have already rolled out Rigor as school-wide initiative
What it is and is not…
● Move to the back of the room
- Discuss what myths and misunderstandings educators, students, and/or parents have about rigor
- How can we debunk these myths and misunderstandings?
● Be prepared to share
“Official” CMS definitionRigor is a characteristic of the learning experience which helps students develop the capacity to understand content that is complex, ambiguous, provocative and personally or emotionally challenging.
As a result of rigorous content, students create a process of thinking and problem-solving that is self-directed and applicable to the real world.
(based on definition of Jolly and Kettler, 2007; Tomlinson, 2007; Small Schools Project/ASCD, AVID, NCDPI)
Rigor in Content, Process, Product
Content is interdisciplinary and real world Process is inquiry based and utilizes multiple
perspectives and connections Products answer essential questions and relate to
real world application Assessment is authentic
Together they produce an “enduring understanding”
Worth Being Familiar With It
Important To Know and Do
EnduringUnderstanding
The Ring of Learning
How do we get better at recognizing rigorous work when we see it?
If our students’ work is not as rigorous as we would like, how can we bump it up?
If only there was a silver bullet…
Planning a Focused, Rigorous Curriculum Means Clarity About What Students Should….
Know…………………Understand…………………Be Able To Do
KnowFacts, names, dates, places, information
Primary and secondary colors Thomas Jefferson1492The Continental DivideThe multiplication tablesSimple & compound interestTimeline of key events in the Civil War
UnderstandEnduring understandings of concepts & BIG
ideasMultiplication is another way to do additionPeople migrate to meet basic needsEntropy and enthalpy are competing forces
in the natural worldVoice reflects the author
Be Able To Do
Analyze text for meaning Identify parts of speech Solve a problem to find perimeter Write a well supported argument Evaluate work according to criteria Contribute to the success of a group or team Use graphics to represent data appropriately Write a check Create and arrange music to accompany readings or
dramatizations
The KUD Cycle
KNOW (The Details)
UNDERSTAND (The BIG Picture;
The “Why?”)
DO (The Real-World
Proof)
In the differentiated classroom, the teacher may vary the KNOWS & Dos, with caution and based on evidence that a
student needs to learn backwards as well as forward to catch up – or that a student needs to move ahead in order to keep learning.
But the UNDERSTANDS are always the fulcrum for all students on which effective differentiation pivots for all.
-Tomlinson, 2008
Let’s use KUD to Better Understand our Standards…
Work with an elbow partner to identify the Know, Understand, and Do in this objective:
Alg I - 4.01 Use linear functions or inequalities to model and solve problems; justify results. Solve using tables, graphs, and algebraic properties. Interpret constants and coefficients in the context of the
problem.
Breaking it DownK – Linear functions/inequalities
U – The connections between mathematical representations (in the context of tables, graphs, algebraic properties, constants and coefficients)
D – model, solve, justify, interpret
Once we identify the KUD, we can increase the rigor by using
Bloom’s Revised Taxonomy
Bloom's taxonomy has proven itself a flexible and enduring structure to:
● lend rigor to the teaching of critical thinking skills, and
● guide purposeful learning in teaching environments.
Bloom’s Revised TaxonomyOriginal Terms New Terms
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
•Creating
•Evaluating
•Analyzing
•Applying
•Understanding
•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
THE TAXONOMY TABLE
COGNITIVE PROCESS DIMENSION
1. REMEMBERRecognizing
Recalling
2.UNDERSTAND
InterpretingExemplifyingClassifying
SummarizingInferring
ComparingExplaining
3.APPLY
ExecutingImplementing
4.ANALYZE
DifferentiatingOrganizingAttributing
5.EVALUATECheckingCritiquing
6.CREATE
GeneratingPlanning
Producing
KN
OW
LE
DG
E D
IME
NS
ION
Factual Knowledge
Conceptual Knowledge
ProceduralKnowledge
Metacognitive Knowledge
Factual KnowledgeFactual Knowledge The basic elements
students must know to be acquainted with a discipline or solve problems in it.
Knowledge of terminology
Knowledge of specific details and elements
Conceptual KnowledgeConceptual Knowledge The interrelationships among
the basic elements within a larger structure that enable them to function together.
Knowledge of classifications and categories
Knowledge of principles and generalizations
Knowledge of theories, models and structures
Procedural KnowledgeProcedural Knowledge How to do something,
methods of inquiry and criteria for using skills, algorithms, techniques and methods. Knowledge of subject-specific skills
and algorithms Knowledge of subject-specific
techniques and methods Knowledge of criteria for
determining when to use appropriate procedures
Metacognitive KnowledgeMetacognitive Knowledge Knowledge of cognition in general as well
as awareness and knowledge of one’s own cognition.Strategic knowledgeKnowledge about cognitive tasks, including
appropriate contextual and conditional knowledge
Self-knowledgeHow did I get that answer?
For Example…
Students will be able to evaluate editorials in newspapers and news magazines
Can you explain what will happen if you add baking soda instead of baking powder?
For Example
Can you explain what will happen if you add baking soda
instead of baking powder?
Students will be able to evaluate editorials in
newspapers and news magazines
Let’s Practice
Taxing our brains with the Taxonomy Game!
Devise a method of counting votes in an election.
List the names, identities, and ideas of two major western pioneers.
In ancient times, people invented stories to explain natural phenomena. Compose a story that explains what causes thunder and lightning.
Create and organize a service learning opportunity that extends one of your person interests.
Protocol for Examination of Rigor in Student Work Samples1. Alignment to standards
2. Quality work that will result in authentic engagement
3. Level of critical thinking and/or problem solving
4. Integrates the curriculum
5. Involves self-directed learning
Where does the work sample fall on the Revised Taxonomy Table?
Think-Pair-Share What are the next steps?
How would you increase the rigor in the assignment?
Examples of Different Protocolshttp://www.lasw.org/protocols.htmlAnnenberg Institute’s “Looking at Student Work” website
Burns and Purcell, 200250
TTT: Things Take Time
•One subject area at a time
•One unit at a time
•One lesson at a time
•One student at a time
•One strategy at a time
•One teacher at a time
•One grade level at a time
Who to call for help??Director – Stephanie Range
stephanie.schoen (6174)
Advanced Studies – Kathleen Koch kathleen.koch (2701)
Elementary – Shirley Kohl
shirley.kohl (6165)
AVID – Kat Eaker
kat.eaker (2645)
Compliance/Testing – Carol Staples
carol.staples (2700)
Horizons – Roberta Malickson
roberta.malickson (2644)
Please complete the evaluation!!!
ResourcesAcademic Rigor Non-Negotiables -
www.ncpublicschools.org/ec/development/gifted/nonnegotiablesJolly and Kettler. (2007). Rigor Presentation. National Association for Gifted Children
Convention, November 1-4, 2007.Tomlinson. (2007). Rigor Presentation. National Association for Gifted Children
Convention, November 1-4, 2007.Small Schools Project/ASCD - www.smallschoolsproject.org/PDFS/co21003/rigor_not.pdfAVID - www.avidonline.org/info/download.asp?ID=3741&criteria=%22rigor%22Lang and Atwood http://www.sdesa6.org/content/docs/SettingObjectivesandmore2.pptInternational Center for Leadership in Education (2000). Instructional strategies: how to
teach for rigor and relevance (kit and handbook). New York: Leadership Media.Blooms Presentation by Denise Tarlinton, July 4, 2004Erin Lyons – JV Washam Literacy Facilitator --- Marzano HandoutSpecial thanks to SW Middle School – for their ideas and suggestions!!(NAGC) Meeting the Needs of High Ability and High Potential Learners in the Middle
Grades http://www.nagc.org/index.aspx?id=400
http://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htmhttp://www.greenville.k12.sc.us/League/esques.htmlUnderstanding by DesignThe Parallel Curriculum Carol Ann Tomlinson, Sandra N. Kaplan,Joseph S.Renzulli,
Jeanne H. Purcell, Jann H. Leppien, Deborah E. Burns, Cindy A. StricklandBrookings Institute, Loveless. National Association of Educational Progress Analysis 2008