1 / 39

Department of ADVANCED ACADEMIC PROGRAMS

Let’s talk about it!. Department of ADVANCED ACADEMIC PROGRAMS. Division of Curriculum Broward County Public Schools Cynthia Park Advanced Academic Programs c ynthia.park@browardschools.com. The purpose of this conversation is to evolve a learning environment

milly
Télécharger la présentation

Department of ADVANCED ACADEMIC PROGRAMS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Let’s talk about it! Department of ADVANCED ACADEMIC PROGRAMS Division of Curriculum Broward County Public Schools Cynthia Park Advanced Academic Programs cynthia.park@browardschools.com

  2. The purpose of this conversation is to evolve a learning environment that willinfusethe experience of rigor into every facet of the studentexperience. Department of ADVANCED ACADEMIC PROGRAMS Division of Curriculum Broward County Public Schools Cynthia Park Director, Advanced Academic Programs cynthia.park@browardschools.com

  3. How do we get our kids here? Workforce and college ready students can master APcourses and Common Core State Standards andnavigate successfully across many frames of reference. Department of Advanced academic programs ……but keep in mind that AP is NOT the definition of rigor! It is ONE of the many things you might choose to do if you have the “rigor habit of mind.”

  4. AP courses are exclusive to the College Board • College-level courses taught in high schools by high school teachers • 34 courses offered in 19 subject areas • In 2010, more than 1.7 million students took 2.8 million AP® Examinations • AP teachers must submit a college-level syllabus for approval by the College Board in order for a course to carry the AP name • Exams for each course are administered in May and are scored by College Board on a 1-5 scale Advanced Placement Program®

  5. $ pay off of college • Relationship between AP and college success Advanced Placement Program®

  6. Advanced Placement Program®

  7. Other Accelerated Options… Department OF ADVANCED ACADEMIC PROGRAMS • Dual Enrollment • Collegiate High Schools • Private vendors who are accredited

  8. 2002 AP® English Literature and Composition Free-Response Question Morally ambiguous characters – characters whose behavior discourages readers from identifying them as purely evil or purely good – are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her ambiguity is significant to the work as a whole. Avoid mere plot summary. Department OF ADVANCED ACADEMIC PROGRAMS You must be able to think in “shades of grey,” argue your point, back it up with evidence, and create the concept in your own words. Download more AP exams at www.apcentral.collegeboard.com

  9. Sample Common Core State Standards Sample Assessment Task Students determineRichard Hofstadter’spoint of view in his “Abraham Lincoln and the Self-Made Myth,” analyzing how both Hofstadter’s tone and content contribute to the eloquent and powerful contrasthe draws between the younger, ambitious Lincoln and the sober, more reflective man of the presidential years. Department OF ADVANCED ACADEMIC PROGRAMS You must be able to understand other points of view and the tones/styles that accompany them, effectively support points of view, and thoughtfully describe similarities and contrasts.

  10. Department OF ADVANCED ACADEMIC PROGRAMS These courses are for gifted kids, right? NOT. Highest subtest score possible.

  11. Here is what the classroom looks like…. Department of advanced academic programs • Instruction • Vertically aligned • Develops “habit of mind” • Full of thoughtful discourse

  12. Rigor is……the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging. (Strong, R.W., Silver, H. F., and Perini, M. J., (2001). Teaching What Matters Most: Standards and Strategies for Raising Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.) Rigor is……the EXPERIENCE of constructing MEANING in multiple literacies. Margaret Peggy Livingston, Broward County Public Schools Department OF ADVANCED ACADEMIC PROGRAMS What did you notice in the video? Are these students experiencing rigor? Why?

  13. Test what you are about to hear: • Lens of legitimacy • Superficial or successful learning? • Alfred Tatum Department OF ADVANCED ACADEMIC PROGRAMS Rigor is……the EXPERIENCE of constructing MEANING in multiple literacies. Margaret Peggy Livingston, Broward County Public Schools

  14. Frame of Reference Necessary for Academic Achievement RIGOR happens here… Frame of Reference Necessary for Academic Achievement Frame of Reference Necessary for Academic Achievement MY Frame of Reference MY Frame of Reference MY Frame of Reference Department OF ADVANCED ACADEMIC PROGRAMS RIGOR is not a course or level of instruction. Rigor is an experience that happens in the mind of the learner.

  15. Frame of Reference Necessary for Academic Achievement RIGOR happens here… Frame of Reference Necessary for Academic Achievement Frame of Reference Necessary for Academic Achievement MY Frame of Reference MY Frame of Reference MY Frame of Reference Department OF ADVANCED ACADEMIC PROGRAMS “…..I can connect MY frame of reference to the academic frame of reference necessary to ACADEMIC ACHIEVEMENT…..”

  16. Frame of Reference Necessary for Academic Achievement RIGOR happens here… Frame of Reference Necessary for Academic Achievement Frame of Reference Necessary for Academic Achievement MY Frame of Reference MY Frame of Reference MY Frame of Reference Department OF ADVANCED ACADEMIC PROGRAMS What does this mean to the child who’s only frame of reference is his neighborhood? Students must be capable of FLUENTLY moving in and out of different frames of reference.

  17. Korean Air flight 801, on August 5th, 1997 • plane hits the side of Nimitz Hill killing 228 of the 254 people on board • pilots spoke in their cultural “frame of reference” • subsequent training by another airline allows for communicating across a more universal “frame of reference” Department OF ADVANCED ACADEMIC PROGRAMS Outliers by Malcom Gladwell

  18. …..we must learn to speak openly about cultural differences in communication (differences in frames of reference) because these differences can crash planes…. Department OF ADVANCED ACADEMIC PROGRAMS Outliers by Malcom Gladwell

  19. What can YOU do? Department OF ADVANCED ACADEMIC PROGRAMS The student must be able to successfully move in and out ofthe frame of reference required for academic achievement.

  20. What can YOU do? Department OF ADVANCED ACADEMIC PROGRAMS Give children the experience of interacting in different frames of reference….then TALK about it!

  21. How should one express an opinion about an issue? Department OF ADVANCED ACADEMIC PROGRAMS …when flying a plane ...in academics …in China

  22. …..we must learn to speak openly about the different frames of reference of our students…..none are better than the other…..they are just different Department OF ADVANCED ACADEMIC PROGRAMS The Academic Frame of Mind by Cynthia Park

  23. Which set of personal relationships will lead to success? Do our schools provide this? Department OF ADVANCED ACADEMIC PROGRAMS Encourage relationships outside of the family and the neighborhood…. and TALK about them!

  24. Which set of media should a learner interact with? How many types of TV programs, books, radio stations? Department of advanced academic programs For complex texts, find copies of texts by other authors and read what you are trying to learn from multiple voices.

  25. Why is it important to embrace ambiguity? z Department OF ADVANCED ACADEMIC PROGRAMS Look for shades of grey in everything…. then talk about it!

  26. Will it benefit the learner to understand similarities and differences? Why? Department OF ADVANCED ACADEMIC PROGRAMS Find the similarities and the differences in everything…. then talk about it!

  27. How should one resolve problems? Advanced academic programs Encourage multiple, context-specific approaches to problems…. then talk about “what works” and why!

  28. Learners must understand multiplemeanings and symbolic representations. Why? Does this describe our conversations with our learners? Department OF ADVANCED ACADEMIC PROGRAMS Speak symbolically…..…. and talk about the multiple meanings of words and events

  29. Department OF ADVANCED ACADEMIC PROGRAMS Assess the stress..…. and adjust the thermostat accordingly

  30. Why do I know we need this? • NNAT data • Retention research • CCSS DEPARTMENT OF ADVANCED ACADEMIC PROGRAMS REVISE

  31. The Rigor Infusion Plan Department of advanced academic programs

  32. Step 1: Value the need for creating students with multiple frames of reference, especially the frame of reference required for academic achievement. Department of advanced academic programs Who must do this? Parents, students, parents-to-be, grandparents, teachers, business people, students, maintenance engineers…….EVERYONE!

  33. Step 2: Infuse the RIGOR EXPERIENCE into every aspect of the student experience with a carefully thought-out plan that begins PRIOR TO CONCEPTION and continues throughout development. Department of advanced academic programs Where should we see the RIGOR EXPERIENCE overtly inserted into curriculum? Pre-K, Family Studies courses in high school, adult ESOL, parenting courses, employers, all content areas……THE LIST GOES ON AND ON!

  34. Step 3: Think about your discourse. Remembering What happened after...? Which is true or false...? What three important things happened...? Understanding Can you explain what you think about this...? Can you draw me a picture about this? What do you think they felt…? Applying Do you know of another time when...? What questions would you ask of ...? What would you do if you could go there…? Analyzing How is ___ similar to ___.....? Where there other possible outcomes…? Why is that important….? Does everyone act in the way that __does…? Can you give me an example of a similar situation in your life…? Evaluating What would you do in that situation….Why? Was this a good idea… Why? Convince me that you are right…. Do you believe...? How would you feel if ...? What are the pros and cons of ...? Who is the better person…. Why? Who will gain and who will lose….Why? Creating What would happen if…. Why? If you had been ____, what would you have done differently….Why? What would a lawyer/truck-driver think of that…Why? What could you do to create a different outcome? What new uses can you think of for?

  35. Step 2 : Infuse the RIGOR EXPERIENCE into every aspect of the student experience with a carefully thought-out plan that begins PRIOR TO CONCEPTION and continues throughout development. Department of advanced academic programs Where should we see the RIGOR EXPERIENCE overtly inserted into curriculum? Pre-K, Family Studies courses in high school, adult ESOL, parenting courses, employers, all content areas……THE LIST GOES ON AND ON!

  36. Step 4: Create the team. It’s the team that makes the difference. Department of advanced academic programs If institutions want the opportunity to develop human beings, they must become more humane themselves. Robert H. McCabe

  37. The TEAM • Teachers and parents who engage in thoughtful, active discourse with their students during MOST of the time • Teachers with a wealth of “frames of reference” that they actively share with their students; Parents who value and seek out multiple “frames of reference” • Teachers and parents who understand the frame of reference required for academic achievement • Teachers who have their OWN the frame of reference required for academic achievement….this requires CONTENT KNOWLEDGE Department of advanced academic programs If institutions want the opportunity to develop human beings, they must become more humane themselves. Robert H. McCabe

  38. Homework: Engage in thoughtful discourse about rigor with a child, a parent, and an educator. EXPECT your teachers to know your student. Bring the experience of other cultures, including the academic culture, to your child’s school and REQUIRE conversation. Department of advanced academic programs Broward County Public Schools Department of Advanced Academic Programs Cynthia Park 754-322-2870

More Related