Rigor, Relevance and Relationships: Bill Daggett for the ESOL Classroom

1. Rigor, Relevance and Relationships: Bill Daggettfor the ESOL Classroom Michelle Fidalgo, EdS, Lovejoy High School ESOL Specialist, Clayton County Public Schools

2. What exactly are we looking for when we discuss rigor?

3. An Example of Inquiry-Based Teaching https://www.teachingchannel.org/video/inquiry-based-teaching-discussing-non-fiction

4. Rigor and Relevance Framework

5. A - acquisition Students develop a mastery of facts, but their use is not generalized to other areas. This is not as rigorous, though it is necessary to act as a base for the other stages. One cannot use what he does not acquire.

6. B - application While the low end of the continuum is knowledge acquired for its own sake, the high end signifies action—use of that knowledge to solve complex, real-world problems and create projects, designs, and other works for use in real-world situations.

7. C - assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.

8. D - adaptation Students have the competency to perform higher-level tasks in real world situations. Their ability to discuss and analyze problems goes deeper; their thinking is complex and critical. adaptation assimilation application

9. “Old” Bloom’s Taxonomy on the left of the grid

10. Revised Bloom’s Taxonomy on the right

11. Application model at the bottom 1 2 3 4 5 Apply to Real-world Unpredictable situations Apply to Real-world Predictable situations Apply across disciplines Knowledge in one discipline Apply in discipline

12. Generalization • If students can use the knowledge creatively, they own it in the same way they own may other integral bits of knowledge – and you recall something better if you apply it.

13. Issues about Relevance • Seek out what interests your students – what makes them tick? • What is going on in the world that keeps students engaged? Can it become a learning experience? • What are the assignment parameters? What is the capacity for differentiation? How do I meet the demands of the standard and consider my WIDA training as well as create student interest?

14. If the only connection is testing, question the relevance but… we all know we’re mandated to teach the GSE standards, and districts have curricula that we must adhere to. However, we ESOL teachers are often allowed some creativity in how the standards are taught.

15. Relationships will be your currency at times. There are times when we have to teach grammar or how to factor trinomials, skills that may not seem transferable to real life. Demo

16. Why relationships are critical • When polled, high school students said that they felt that their social/ professional development had been neglected by the school. They believed that they had not been taught how to adapt, how to get long with others in a professional setting, and how to resolve differences constructively. • So social instruction is part of preparing students for the real world, and should be Included with the Rigor and Relevance Framework.

17. Thomas Hoerr, PhD’s student success skills • Self-control • Integrity • Empathy • Embracing diversity • Grit EL’s need grit – persistence in the face of frustration – more than most.

18. Short’s (et al): The Six Principles for Exemplary Teaching of English Learners • Their second principle is: Create conditions for language learning. “Teachers create a classroom culture that will ensure that students feel comfortable in the class. They make decisions regarding the physical environment, the materials, and the social integration of students to promote language learning.” (p.8)

19. Think of it this way - • Rigor is the what – What are we focusing on? Have we challenged our students enough? Are they thinking for themselves? Can they apply the knowledge to atypical problems and solve those problems? • Relevance is the why – Relevance gives the tasks meaning because it answers the questions, “Why are we learning this?” “What is the further application of this knowledge?” • Relationship is the how – relationship makes effective, rigorous teaching possible. It also grounds students in Hoerr’s principles for social development and satisfies the student’s need for professional socialization.

20. How does all this apply to the ESOL classroom?

21. Integration of the four domains of language • To involve students in rigorous learning means that there is reading, writing, discussing, analyzing, and problem solving going on. In Deborah Short’s (et al) The Six Principles for Exemplary Teaching of English Learners, two of her six principles are: • Design high-quality lessons for language development (learning objectives define the path to critical thinking skills). • Adapt lesson delivery as needed (assessing as the teacher is working).

22. Dovetails with the SIOP Protocols SIOP’s conceptual framework encourages the transition to higher level thinking through the provision of background and comprehensible input to start, leading to practice and application. Those in the upper grades and those who score over three on the WIDA Screener/ ACCESS test should be challenged with working with the knowledge, analyzing it to solve more complex, real world problems.

23. How does this look in the high school classroom? Many of the skills you have developed as an ESOL teacher prepare you well for introducing greater rigor and relevancy in your classroom. Remember, frequently we have the closest relationship of any teacher to our students!

24. Gun Control Nothing can/ should be done. We could try this. Registration of guns, not just owners Tax breaks for alarm systems Elimination of semi-automatic weapons Local police conduct more extensive background checks, not the FBI • There are over 300 million guns in the country, and over 120,000 semi-automatic rifles. • 22% of gun sales are between individuals – no background checks by the FBI can be done • If you live in a troubled neighborhood, you might need a handgun for self-defense.

25. Gun Control (grades 9-12) Students were polled at the beginning of the lesson to assist them in delving into their personal beliefs on gun control. I provided background videos and other materials. I compiled their data and returned with it the next day. This led to a rich, complex discussion of the role of guns in America. After reading and discussion, students were given parameters for writing that differentiated expectations for each learner. Students used Google Docs to write their text. They received two handouts from sources I provided - one that discussed the remedies that have been considered, the other a list of mass shootings from the past twenty years. Students were given the information to access the NRA site.

26. Results - Articulate opinions were offered, using high-level vocabulary from the handouts and independent research. • Students usedtextual citations to substantiate claims. • Numerical data was put to use to support arguments. • Some papers exceeded the length requirements. • Some students changed their minds, indicatingindependent thought took place.

27. https://www.pinterest.com/rigorrelevance/dr-bill-daggett/?lp=truehttps://www.pinterest.com/rigorrelevance/dr-bill-daggett/?lp=true For Information – Rigor and Relevance • Daggett, W. (2008). Rigor and Relevance from Concept to Reality. ICLE. • http://www.leadered.com/our-philosophy/rigor-relevance-framework.php

28. More Sources Hoerr, T. (2016). The Formative Five: Fostering Grit, Empathy, and other Success Skills Every Student Needs. ACSD. Short, D. and Echevarria, J. (2016). Developing Academic Language with the SIOP model. Pearson. Short, D. (2018). The Six Principles for Exemplary Teaching of English Learners. Alexandria, VA: TESOL Press.

29. Any questions? Comments? Concerns?