Taking the High Road Hopewell HS Talent Development/Advanced Studies/AVID August 19, 2009.
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Transcript of Taking the High Road Hopewell HS Talent Development/Advanced Studies/AVID August 19, 2009.
Taking the High Road Hopewell HS
Talent Development/Advanced Studies/AVID
August 19, 2009
Objectives/Goal of today’s collaboration….• To reflect on the level of rigor in our schools• To evaluate the effectiveness of various strategies
that can increase rigor in our classrooms• To model practical applications for both staff and
students To promote academic excellence within the
classroom through abstract thinking and an engaging curriculum
Warm-Up Activity
Paint the Picture Provide a visual representation that reveals your
thinking and answers to the given question
What does a rigorous classroom look like, sound like, feel like?
The Crisis With Rigor in American Classrooms The NAEP analysis showed, while the nation’s lowest-
achieving students made respectable gains from 2000 to 2007, the performance of top students made little progress
88% of high school dropouts had passing grades, but dropped out due to boredom
80% of 10th grade students now aspire to earn a bachelor’s degree. Following trends since 1990, less than half of these students will achieve this dream
69.6% of employers rate high school graduates as deficient in critical thinking and problem solving skills
Rigor mortis
Although school leaders generally recognize the importance of rigor, many are not thoroughly and accurately measuring, monitoring, and encouraging rigor. Too often it is a vague concept that means that instruction is “hard, tough, and sometimes boring” SREB
Why Rigor??
Think-Pair-Share
How does rigor relate to your job as a classroom teacher?
How can increased rigor help your school reach its goals?
Why do we need Rigor in our classrooms? Better prepare students for future work Global Competitiveness Changing youth Ensure students achieve and excel beyond standards Increase student interest and motivation Increase teacher interest and enjoyment
The Jury Test
“How confident would you be getting a fair trial if the members of your jury had merely met standards?”Analyze an argumentWeigh evidenceRecognize biasBalance principles of justice and mercy
-Tony Wagner
“Official” CMS definition
Rigor 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)
Content, Process, Product1. How would you define rigor in terms of:
content process product
2. Think in terms of strategies as they relate to: student engagement/interestdepth and complexitycontextapplication
Rigor in Content, Process, Product
Content is interdisciplinary, and real world Process is inquiry based and utilizes multiple
perspectives, and connections Product answers essential questions and relates 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
“Sticky Bars”
Content, Process, ProductIn which area would you have the most
difficulty increasing rigor?
Content
NCSCOSEssential Questions
Essential Questions
Allow students to explore key concepts, themes, theories, issues
Provoke inquiry, foster questions and are not answerable in a brief sentence or not answerable at all
Spark meaningful connections and promote transfer of ideas
(Content)
Points to Consider with Essential Questions…. Can the question be addressed in many subjects? Does it generate a personal interest that will “hook”
the students? Does it lend itself to real world applications? How are the essential questions addressed?
(Content)
How do we write good essential questions?
1. Essential questions are concepts in the form of questions. 2. Essential questions are organizers and set the focus for the
lesson or unit3. Essential questions are initiators of creative and critical
thinking4. Essential questions are conceptual commitments focusing on
key concepts implicit in the curriculum
What is your teaching objective? Write the objective as a question. Do you need smaller key questions?
(Content)
Sample Essential Questions Must a story have a beginning, a middle, and an
end? To what extent is DNA destiny? Must heroes be flawless? In what ways is Algebra real and in what ways
is it unreal? Who is a “winner” in athletics? What makes a mathematical argument
convincing?
(Content)
Process the strategies Questioning Connections Multiple Perspectives/POV
Quick Question Challenge
What does the research say?
Questioning is the key to success in the 21st century The most recognized and accepted method to foster
critical thinking is questioning observations show most teachers keep questions at the recall level
Students who don’t ask good questions have many academic struggles
(Process)
Inquiry
• The most recognized and accepted method to foster critical thinking
• Questions should lead to multiple responses• Questions should be thought-provoking and
lead students to new questions• Teachers may not always know the answer
when asking the question• Bloom’s Taxonomy provides foundation for
scaffolding(Process)
Questioning Strategies
Question Chips
Question Stem of the day
Seminars(Process)
Connections
A Curriculum of Connections is designed to help students to think about and apply key concepts, principals, and skills:
Across disciplines Across times, locations, and/or cultures Through the eyes of people who affected and are
affected by the ideas As impacted by various conditions: social economic,
technological, political(Process)
The “Me” Connection
Students are asked to: Reflect on their skills and interests as they relate to the
discipline and how each is useful to the other Think about the impact of the discipline on the lives of
others and self in the wider world Examine the ethics and philosophy characteristic of the
discipline and their implications See a new way through creative and critical analysis
(Process)
Multiple Perspectives Look through the eyes of the expert
Assume a role as a means of studying the disciplineComprehend the daily lives of workers or
professionals in the discipline working conditions, hierarchal structures, fiscal aspects of the work, peer or collegial dynamics
Define and understand the implications of internal and external politics that impact the discipline
(Process)
Looking through the Eyes Of . . .
I can’t run fast enough to escape that evil eagle
Rabbit Environmentalist
We must do more to protect the endangered
Historian
Eagles originally nested in forty-five of the forty-eightstates. More than 100,000 bald eagles were killed in Alaska from 1917 to 1953
I am respected and honored as a symbolfor the United States. I am a commanding hunter with keen vision and powerful talons.
Bald Eagle
I don’t know why he gets so much attention. He’s nothing special
Falcon
The Product
Offers Student Choice (interest/engagement)Tiered option - “Must Do” and “May Do”
Answers essential questions and relates to real world application
Demonstrates practices of practitioners and scholars
Demonstrates an understanding of a Big Idea
Assessments Formative or Summative
Performance Assessment is testing that requires a student to create an answer or a product that demonstrates his or her knowledge or skills
Authentic Assessment is student assessment in which knowledge and skills are measured using the real world environment, rather than standardized tests
Let’s get to Work…
Examine the student work If you were having a conference with a
fellow teacher, what suggestions might you give (about content, process, or product) to increase the rigor of the activity?
Take Baby Steps…
Let’s Wrap Up…
Triangle – Three things you learned from the presentation
Square – One thing you have “squared” away
Circle – A question still circling in your mind (include your name so we can contact you)
Who to call for help??Director – stephanie.schoen (6174)Advanced Studies – kathleen.koch (2701)Elementary – shirley.kohl (6165)AVID – kat.eaker (2645)Compliance/Testing - carol.staples (2700)Horizons - roberta.malickson (2644)Stellar Intern – edwin.allen (5544)
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