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RAISE THE LEVEL OF CONTENT

Valuing Depth. Leverage ?Will this standard provide knowledge/skills across multiple disciplines?Endurance- Will this standard/indicator provide knowledge/skills that endure through student career/professional life?Readiness- Will standard provide skills/knowledge for success at the next grade le

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RAISE THE LEVEL OF CONTENT

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    1. RAISE THE LEVEL OF CONTENT Valuing Depth Increasing Text Difficulty Creating Connections Reviewing Not Repeating Evaluating Content

    2. Valuing Depth Leverage –Will this standard provide knowledge/skills across multiple disciplines? Endurance- Will this standard/indicator provide knowledge/skills that endure through student career/professional life? Readiness- Will standard provide skills/knowledge for success at the next grade level?

    3. Vocabulary terms and /or concepts Critical Useful but not critical Interesting but not very useful

    4. Increasing Text Difficulty Is the content of the text : Pertinent to my standards or objectives? Appropriate to the purpose of the assignment? (independent reading , research , partner reading?) Challenging for growth (hard/easy) Appropriate to age or developmental level of students? Is this the only opportunity students given to read , or are they allowed choices at other times?

    5. Creating Connections Increase the level of content through units/interdisciplinary lessons Who has the time? What do we all have in common?-testing Example- 5 or 10 minute Do Now that addresses a test item in our discipline, on a given day of the week. Skills to address for each week could include vocabulary of the test , analysis of test stems, student evaluation of student created test items, word walls that refer to, review and reteach every week ,Read to’, peer led, teacher led, student group presentation, solo presentation, think aloud on test items , etc…

    6. Reviewing Not Repeating Repeating information over and over again does not work. Shift to a more difficult, authentic purpose for using basic knowledge. At times the best explanation for concepts comes from another student-peer to class or peer to peer. Use assessment scales/rubrics for each activity to determine how work measures up.

    7. Evaluating Content Evaluate our expectations related to content Respect students by expecting high quality work from each student Define high quality-rubrics Southern Regional Education Board(SREB)-research said that teachers expect advanced students to perform at the proficient level ,on-grade at basic level of competency-too low.

    8. Conclusion Raising the level of content DOES NOT mean throwing away standards or a textbook. FOCUS on depth, VARY offerings, CREATE interdisciplinary lessons and projects, ENSURE that content is challenging. Students will RISE to meet our EXPECTATIONS

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