Seeing R.E.D.

1. Seeing R.E.D. Rigor, Engagement, and Differentiation

2. How comfortable are you with helping your teachers see R.E.D? http://www.polleverywhere.com/multiple_choice_polls/7NHdIMj2aK6BndK Seeing R.E.D.

3. TLW define academic rigor, student engagement and differentiation. • TLW understand the working relationships of rigor, student engagement, and differentiation. • TLW identify levels of engagement. Learning Targets

4. Instructions from Nat Are you zoned in?

5. More homework • Additional worksheets for students who completed work • Using a seventh grade textbook with your high performing sixth grade students • Covering more material in a shorter period of time • For just a select group of students Academic Rigor is Not….

6. “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Strong, Silver, and Perini 2001 Academic Rigor is….

7. Academic Rigor

8. Complexity versus Difficulty

9. Complexity versus difficulty

10. Complexity versus Difficulty

11. https://www.youtube.com/watch?v=c8jf2TN_-8Q • Post on http://padlet.com/wall/8yqslvrc5e • How is engagement related to rigor? Break!!!

12. 1st step is to admit that your teachers may have a problem  • Students may be working, but are they just going through motions. • What is authentic engagement and how can I identify it? Active Engagement

13. Engagement comprises active and collaborative learning, participation in challenging academic activities, and involvement in enriching educational experiences (Coates, 2007 ). Active Engagement is….

14. Authentic Engagement—students are immersed in work that has clear meaning and immediate value to them • Ritual Compliance—the work has little or no immediate meaning to students, but there are extrinsic outcomes of value that keep them engaged • Passive Compliance—students see little or no meaning in the assigned work but expend effort merely to avoid negative consequences • Retreatism—students are disengaged from assigned work and make no attempt to comply, but are not disruptive to the learning of others • Rebellion—students refuse to do the assigned task, act disruptive, and attempt to substitute alternative activities Schlechty, 2002 Levels of Engagement

15. The Engaged Classroom • The Compliant Classroom • The Off Task Classroom Schlechty, 2002 Classroom Engagement

16. Small group work • Presentations and debates • Journaling • Role playing • Learning Games • Field Experiences • Case Studies • Class Discussions • Simulations….more! (McKeachie, 1994 and Silberman, 1996) Types of Activities

17. Ad Hoc simple tasks” ad hoc exercises; little or no advanced planning; e.g. “think-pair-share” “minute paper” “concept mapping” Complex Task Longer duration, carefully planned and structured. Cooperative Learning a form of collaborative learning that has 5 specific criteria Collaborative Learning Carefully structured; group formation and student roles important Active Learning Types

18. 11 • Positive interdependence (each individual depends on and is accountable to the others); • Individual accountability (each person in the group learns the material); • Promotive interaction (group members help one another, share information, clarify); • Social skills (emphasis on interpersonal skills); • Group processing (assessing how effectively they are working with one another) Cooperative Learning

19. If engagement and differentiation were a Disney character, which ones would they be and why? Engagement and Differentiation

20. Differentiated Instruction is concept focused and principle driven.  The teacher pays attention to individual student needs by modifying content, process, and/or products via an assortment of instructional and management strategies. • Differentiated instruction is a way to reach students with different learning styles, different abilities to absorb information and different ways of expressing what they have learned. Differentiated Instruction

21. Differentiated Instruction is NOT:! • The “individualized instruction” of the 1970’s (assuming a separate level for each student) • Chaotic (teachers don’t lose control)! • Homogeneous grouping (blue group never works with red group)! Differentiation is not……

22. Seeing R.E.D.

23. Differentiate…According to The Students

24. Teachers need to get students to the sweet zone where students are engaged but not over stretched. Sweetest Hangover……..

25. Scaffolding is a term taken from the construction industry. It is when a student receives academic support from the teacher. Since students may be unable to understand the entire concept or complete the steps on their own, they are guided through the necessary steps until they can think or perform independently. Scaffolding helps students successfully move from one level of knowledge to a higher level. Successful schools scaffold grade level curriculum. Scaffolding

26. Directions that give more structure! • Tape record lectures or readings! • Re-teaching a concept different ways! • Modeling! • Clear and concise directions! • Reading buddies! • Teaching through multiple modalities! • Manipulatives! • Matching reading materials to student reading level! • Study guides! • Graphic organizers! Examples of Scaffolding

27. Read the assigned article at your table • Your lesson must incorporate all shades of R.E.D. • Be prepared to present your 15 minute lesson to the group • Each group will be given a specific element to incorporate Seeing R.E.D. Jigsaw

28. Tell us three strategies you will use to help your teachers see R.E.D… http://padlet.com/wall/gmvrwyg6wi Applying R.E.D. Strategies