INCREASING RIGOR IN THE CLASSROOM

WELCOME A FOUR STEP MODEL FOR INCREASING RIGOR IN THE CLASSROOM DOE# KIS 178375 Brandman University # EDDU 9233 Honolulu, HI INCREASING RIGOR IN THE CLASSROOM

We are going to start out today with a quiz. There are 8 states in the US that whose name begins with the same letter. Actually this is true for 2 letters in the alphabet. Identify those letters and list all the states that begin with each letter. INCREASING RIGOR IN THE CLASSROOM

Next I need you to identify from that list of 16 states, the 2 with the largest and smallest populations. Also, the 2 states that have the largest and smallest land masses. INCREASING RIGOR IN THE CLASSROOM

The first question simply required recall information. You have heard the names of all 50 states at some point in your life. The next questions required recall of information about each state and then you had to compare that information from one state to another. INCREASING RIGOR IN THE CLASSROOM

So…Did the second questions require more rigor? We’ll answer that question in this class. Before we give you the answers, let’s look at the concept of rigor. INCREASING RIGOR IN THE CLASSROOM

The concept of rigor in the classroom is not an easy one to define. Does it look like this… INCREASING RIGOR IN THE CLASSROOM

Or this… INCREASING RIGOR IN THE CLASSROOM

The truth is that it can be any of these. INCREASING RIGOR IN THE CLASSROOM

Educational experts define it in many different ways. For example… INCREASING RIGOR IN THE CLASSROOM

Linda Blackburn: Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at that high level, and each student demonstrates learning at a high level. INCREASING RIGOR IN THE CLASSROOM

William Schmidt: Rigor is a “focused, coherent, and appropriately challenging” curriculum. INCREASING RIGOR IN THE CLASSROOM

Richard W. Strong “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” INCREASING RIGOR IN THE CLASSROOM

Tony Wagner “Rigor for the 21st century includes a focus on skills for life: critical thinking and problem solving, collaboration and leadership, agility and adaptability, initiative and entrepreneurialism, effective oral and written communication, accessing and analyzing information, and curiosity and imagination.” INCREASING RIGOR IN THE CLASSROOM

Bob Lenz Rigor in the classroom means students not only learn, do, and reflect, they also master such twenty-first-century skills as critical thinking, problem solving, creativity, collaboration, project management, and written and oral communication. INCREASING RIGOR IN THE CLASSROOM

Rigor is one of those concepts that is easy to throw around, because it sounds crazy to be against it. Like caring and flexible… Can anyone ever say, “I think we should care less about the students.” INCREASING RIGOR IN THE CLASSROOM

Sometimes it is easier to look at what something doesn’t mean. INCREASING RIGOR IN THE CLASSROOM

It doesn’t mean more… -Time in the classroom -Credits to graduate -Work…assignments, projects, etc. INCREASING RIGOR IN THE CLASSROOM

Program for International Student Assessment (PISA) tests students around the world and creates a ranking for each countries’ performance. The following rankings are for 15 year olds around the world and combine reading, math and science scores. INCREASING RIGOR IN THE CLASSROOM

Let me pass out another quick quiz for you. INCREASING RIGOR IN THE CLASSROOM

China South Korea Finland Poland United States 20. Germany 25. England 29. Italy INCREASING RIGOR IN THE CLASSROOM

So how do hours in the classroom for the average 15 year olds in each of those countries equate to their ranking. The average 15 year old in the US spends 1050 hours in school each year. This equates to 5.83 hours a day of instruction for a 180 day school year. INCREASING RIGOR IN THE CLASSROOM

Hours China __________ South Korea __________ Finland __________ Poland __________ United States 1050 20. Germany __________ 25. England __________ 29. Italy __________ INCREASING RIGOR IN THE CLASSROOM

Hours China Over 1500 South Korea Over 1500 Finland 680 Poland 486 United States 1050 20. Germany 713 25. England 714 29. Italy 1001 INCREASING RIGOR IN THE CLASSROOM

Understand that these numbers are hard to equate from exactly from one country to another. Factors... -Lunch, other breaks -Art, music, PE, etc. -”Hagwons” in South Korea -Differences in regions of each country INCREASING RIGOR IN THE CLASSROOM

So…should we lengthen the school year in the US? INCREASING RIGOR IN THE CLASSROOM

More credits… INCREASING RIGOR IN THE CLASSROOM

While almost every district is now requiring more credits to graduate, the number of students needing remediation to take college classes is increasing. INCREASING RIGOR IN THE CLASSROOM

INCREASING RIGOR IN THE CLASSROOM

Those of you who took the Data Driven class…You are thinking to yourself, yes more students need remediation, but is that because more high school graduates are going to college now. The answer to that is…yes and no. INCREASING RIGOR IN THE CLASSROOM

Almost 75% of high school grads attend a four year or two year institution within six years of graduating. Not all of these students are seeking a degree. In 1965 5.9 million students In 2005 17.5 million students INCREASING RIGOR IN THE CLASSROOM

But this does not account for all of the increase of students needing remediation. More students are going to colleges because of inflated grades. INCREASING RIGOR IN THE CLASSROOM

More work… If you are having students do the same assignments and homework, that alone is not the answer. It is like Albert Einstein’s definition of “insanity.” INCREASING RIGOR IN THE CLASSROOM

“Doing the same thing over and over again and expecting a different result.” Doing more of what we are doing is not the answer. That is unless you are already challenging your students to the peak of their abilities. INCREASING RIGOR IN THE CLASSROOM

How we will define it for this class. “Rigor is when every student in your classroom is challenged to achieve at their highest level of learning and performing.” INCREASING RIGOR IN THE CLASSROOM

In our minds, rigor is nothing more than good instruction. Assessing each student’s knowledge and potential…. Challenging them based upon that knowledge and potential… Giving them the opportunity to demonstrate their learning in a variety of ways… INCREASING RIGOR IN THE CLASSROOM

So for this class… Rigor is not just demanding more out of your students, it’s getting more out of them. INCREASING RIGOR IN THE CLASSROOM

To accomplish this: You must assess the potential of each of your students in relationship to the content you are teaching. Expectations!!! INCREASING RIGOR IN THE CLASSROOM

You must first find what is the appropriate level of expectation for each student. Is the standard achievable for this student? Then you must constantly reassess that level as it is constantly changing as the student learns and the expectations become higher. INCREASING RIGOR IN THE CLASSROOM

Think of it in terms of classroom control. As a Principal coming into a classroom to observe a teacher, would I have different expectations if I was observing a first year teacher or someone who has taught for 10 years. INCREASING RIGOR IN THE CLASSROOM

How many of you have had to reassess yourselves or have someone else reassess your potential? On the back of one of the quiz sheets, we want you to write down something you think you are not very good at. It could be a sport, music, writing, math, relationships, art, design, organizing parties, buying a car…anything. INCREASING RIGOR IN THE CLASSROOM

Now I want you to write down the last time you tried it. I would challenge you to reassess your ability in every area of your life. As human beings we are constantly learning and changing. Think of all the ways in which you are a different person than the one you were 5 years ago…10 years ago…20 years ago! INCREASING RIGOR IN THE CLASSROOM

A great teacher is one who sees the potential in a student that the student doesn’t see in themselves and gets it out of the student. How many of you ever had that teacher that saw more potential in you than you saw in yourself? INCREASING RIGOR IN THE CLASSROOM

2. Provide a supportive and encouraging environment for them to learn and perform in. You can not demand excellence in your students without providing the tools and conditions for them attaining excellence. INCREASING RIGOR IN THE CLASSROOM

This includes: Academic help 2. Emotional help Opportunities to demonstrate their learning. (Other than tests) INCREASING RIGOR IN THE CLASSROOM

Think of academic help in terms of the first year teacher and classroom control. Their knowledge base is limited because their experience is limited. They can be experiencing certain situations for the first time. INCREASING RIGOR IN THE CLASSROOM

Even if they know what they should do, can they apply that knowledge in a “real life” situation. Have you ever had “restraint” training? INCREASING RIGOR IN THE CLASSROOM

On my second day as an Administrator at the elementary level, I had to deal with a second grader who was twice the size of every other student in the class, had anger issues and was a “selective mute.” He was knocking over everything he could in the classroom. INCREASING RIGOR IN THE CLASSROOM

What would be my expectation for you when you have to deal with a student like this for the first time? INCREASING RIGOR IN THE CLASSROOM

Emotional help is providing… -Encouragement and belief in them -A learning environment where they feel safe -Help with an issues they might be dealing with INCREASING RIGOR IN THE CLASSROOM

Think back to your high school experience. Did you have a teacher who provided that emotional support to you… INCREASING RIGOR IN THE CLASSROOM

If you did, you are lucky. When a former student is ever asked it they had a teacher who they thought really cared about them….Maybe your name will come up. INCREASING RIGOR IN THE CLASSROOM

3. Provide them with the opportunities to demonstrate what they have learned at the highest levels possible. This means projects, performances, speeches, videos, etc. The more authentic the better. INCREASING RIGOR IN THE CLASSROOM

IMPORTANT INFORMATION We do not use the payment tab on the PDE3 website. Because of that, it will always show that you haven’t paid for the class. We keep our own records and if there is problem with your fee, we will contact you. INCREASING RIGOR IN THE CLASSROOM

After the class is completed, we don’t send you back your Portfolios. They will be available next February. Come to one of the classes that we teach in February and Dave will have your Portfolio available. INCREASING RIGOR IN THE CLASSROOM

You can download all the Powerpoints used in this class at Joe’s website: JoeLoVerde.com Also the Portfolio, Practicum and Workbook are available for you to download on the website. INCREASING RIGOR IN THE CLASSROOM

The Portfolio, Practicum and Workbook are in Microsoft Word format. If you have any problems downloading the pages, contact Joe. I have created a Google Docs file so you can download them all at once now. Thanks for Jill Yamasawa for helping me with that. INCREASING RIGOR IN THE CLASSROOM

You can turn in your Portfolio/Practicum in either a hard copy or electronic form. If your handwriting is an issue, please type up the Portfolio. We have had a couple of Portfolios rejected because the reviewer had a difficult time reading the responses. INCREASING RIGOR IN THE CLASSROOM

Once the Portfolios are turned in, we review them and will contact you if we have any concerns about the quality of your responses or if you failed to address one of the questions. We then forward the grades to the PDE3 office and they then ask for around 10% of the Portfolios for them to review. INCREASING RIGOR IN THE CLASSROOM

The selection of those 10% of the Portfolios is random and we have no control over whose Portfolio is selected or not selected. INCREASING RIGOR IN THE CLASSROOM

We have the system down and if you answer all the questions and put some thought into those responses, your Portfolio will pass review. INCREASING RIGOR IN THE CLASSROOM

We must require that you turn your Portfolio in on time. We have to send the grades in together, so if a Portfolio is late, it is holding up the credit for everyone else in the class. INCREASING RIGOR IN THE CLASSROOM

Be sure to keep the Data Sheet which is page # of your Workbook. It contains our contact information and other important data about the class. It also explains our refund policy. INCREASING RIGOR IN THE CLASSROOM

If you decide that the class is not for you for whatever reason in the first 3 days of the class, you will get a full refund. If you can’t complete the Portfolio for any reason, you won’t lose your $185 as you can apply it to any future class we teach. We teach 4 classes per year and there is no expiration date on that credit. INCREASING RIGOR IN THE CLASSROOM

Let’s get started with an overview of the class. 1. Definitions… INCREASING RIGOR IN THE CLASSROOM

Higher and deeper… These two words will be used interchangeably in this class. Higher order thinking skills and depth of knowledge INCREASING RIGOR IN THE CLASSROOM

“Base knowledge”…it is also called “core knowledge” or “background knowledge.” It is knowledge that you have stored in your brain. You don’t have to look it up on the internet, look it up in a book or ask someone else. This is information you have in your head that you can access. INCREASING RIGOR IN THE CLASSROOM

Think of it as a file cabinet of information stored in your head. Some students have very organized files and can assess the information they need very quickly. Others know the information is in there, they just don’t know where. INCREASING RIGOR IN THE CLASSROOM

Their minds are similar to this desk. INCREASING RIGOR IN THE CLASSROOM

The term “Core Knowledge” is a curriculum created by E. D. Hirsch who we will talk about in a few minutes. INCREASING RIGOR IN THE CLASSROOM

This base knowledge is a low level of thinking, but needed to go higher/deeper with your thinking. Look at the following picture. These are graves of a husband and wife. Why are they separated by a wall? INCREASING RIGOR IN THE CLASSROOM

Think of all the base knowledge you are accessing right now to answer that question. What do walls do? The time the two were buried? The location of the cemetery? INCREASING RIGOR IN THE CLASSROOM

In the taxonomies that we will discuss later…it is “Recall,” “Recognition” and “Application” knowledge. INCREASING RIGOR IN THE CLASSROOM

Recall Identify List Name Match Label Define Recognize Quote INCREASING RIGOR IN THE CLASSROOM

The question comes up then about how much and what type of “base knowledge” should an individual have. In 1991, E.D. Hirsch, the Core Knowledge guy, came out with a series of books about what he thought a student should know at each grade level. INCREASING RIGOR IN THE CLASSROOM

This idea was the basis for the game show, Are You Smarter than a 5th Grader?, that ran on Fox network for 2007 to 2009. INCREASING RIGOR IN THE CLASSROOM

Hirsch believes that every 5th grader should be able to answer the following questions without looking them up. These should all be in the file cabinet in your brain. Take out the sheet of paper you used to answer the previous questions and number it 1-10. INCREASING RIGOR IN THE CLASSROOM

A heptagon is a shape with how many sides? A. 4 B. 6 C. 7 D. 8 E. 9 INCREASING RIGOR IN THE CLASSROOM

2. Which of the following states is NOT on the Gulf of Mexico? A. Georgia B. Texas C. Florida D. Alabama E. Louisiana INCREASING RIGOR IN THE CLASSROOM

3. Name the 5 Great Lakes. ________________________ ________________________ ________________________ ________________________ ________________________ INCREASING RIGOR IN THE CLASSROOM

4. How long is a regular term for someone who is elected as a United States Representative? ____ Years INCREASING RIGOR IN THE CLASSROOM

5. What planet is closest to the sun? A. Venus B. Earth C. Mercury D. Mars E. Jupiter INCREASING RIGOR IN THE CLASSROOM

6. Who was the first person to step foot on the moon? A. Neil Armstrong B. Edwin 'Buzz' Aldrin C. John Glenn D. Sally Ride E. Alan Shepard INCREASING RIGOR IN THE CLASSROOM

7. What state is the Grand Canyon in? A. California B. Arizona C. Utah D. New Mexico E. Colorado INCREASING RIGOR IN THE CLASSROOM

Inca civilizations were concentrated on what continent? A. South America B. Africa C. North America Asia Europe INCREASING RIGOR IN THE CLASSROOM

9. How many times can an individual be elected President of the United States? INCREASING RIGOR IN THE CLASSROOM

10. What is the largest South American country by area? A. Argentina B. Brazil C. Chile D. Mexico E. Peru INCREASING RIGOR IN THE CLASSROOM

Answers… C. 7 sides A. Georgia Erie, Superior, Michigan, Ontario, Huron. 2 years C. Mercury INCREASING RIGOR IN THE CLASSROOM

Answers… A. Neil Armstrong B. Arizona A. South America 2 times B. Brazil INCREASING RIGOR IN THE CLASSROOM

Do you believe this is essential “base knowledge” for 5th grader? How did you do? INCREASING RIGOR IN THE CLASSROOM

Let’s look at the 4 Step Model we will be using in this class. INCREASING RIGOR IN THE CLASSROOM

The Four-Step Model: Assessment Modifications Implementation Evaluation INCREASING RIGOR IN THE CLASSROOM

ASSESSMENT MODIFICATION EVALUATION IMPLEMENTATION INCREASING RIGOR IN THE CLASSROOM

This model is truly the blue print for all models related to improving instruction in your classroom. INCREASING RIGOR IN THE CLASSROOM

Assessment: Determine the level of rigor required in the content you are teaching to the ability level of each of your students. Is it too high or low? INCREASING RIGOR IN THE CLASSROOM

My guess is that is probably both. Too difficult for some of your students and not challenging enough for others? This situation becomes even more challenging when teaching in an “inclusion” classroom. INCREASING RIGOR IN THE CLASSROOM

When you think of assessment, we want you to think of it in the following 3 areas. INCREASING RIGOR IN THE CLASSROOM

CONTENT -Information -Facts -Concepts -Ideas -Rules -Principles INCREASING RIGOR IN THE CLASSROOM

The content you are teaching is determined by the district. It is the standards, both district and Common Core as well as the General Learner Outcomes. There is a knowledge base associated with each standard or benchmark. INCREASING RIGOR IN THE CLASSROOM

In order for your students to understand a concept or idea at a higher level, they must some “knowledge base” related to that concept or idea. INCREASING RIGOR IN THE CLASSROOM

PROCESS -Instructional strategies used -Learning activities These include the following. INCREASING RIGOR IN THE CLASSROOM

-Lectures -Visuals -Vide0 -Audio -Graphics -Questions -Discussions -Demonstrations -Simulations INCREASING RIGOR IN THE CLASSROOM

-Exercises -Projects -Role play -Problems -Case studies -Inventions -Analysis -Discovery -Exploration INCREASING RIGOR IN THE CLASSROOM

PRODUCT -Essays/Papers -Tests -Videos -Audios -Projects -Demonstrations -Speeches INCREASING RIGOR IN THE CLASSROOM

PRODUCT -Visuals (Charts, graphs, pictures, etc.) -Exhibits -Websites -Portfolios -Songs -Stories -Models INCREASING RIGOR IN THE CLASSROOM

What is the tangible product that was created by the students that demonstrated their understanding of the information, ideas or concepts presented? INCREASING RIGOR IN THE CLASSROOM

Rigor involves changing our focus from “knowing” to “understanding.” INCREASING RIGOR IN THE CLASSROOM

U N D E R S T A N D I N G KNOWING INCREASING RIGOR IN THE CLASSROOM

Knowing versus Understanding You can have a great deal of information about something without understanding it at a deeper level. About this class for example. When you heard about the Joe/Dave classes, what did you want to know? INCREASING RIGOR IN THE CLASSROOM

This… Where they live? Are they married? How old are they? What types of cars do they drive? Have they ever been arrested? What jobs in the school systems have they held? Where did they get their degrees? INCREASING RIGOR IN THE CLASSROOM

Or this… How much does the class cost? How hard is the Portfolio to complete? Where is the class held? How many days is the class? How much credit are they worth? Are they boring instructors? Who else that I know is taking the class? INCREASING RIGOR IN THE CLASSROOM

Understanding is: Knowing what something means…love How it is used in life…applies How it could change the future… How it impacts our lives… INCREASING RIGOR IN THE CLASSROOM

Understanding another person… Knowing what they value… What they want in life… What will upset them… What will make them happy… INCREASING RIGOR IN THE CLASSROOM

Tonight, ask your spouse… What is your most important accomplishment in life? What do I do that makes you the most angry? If I could work on changing one thing about me, what would that be? INCREASING RIGOR IN THE CLASSROOM

Turn to page #2 in your Workbooks. First you are going to pick a person. It can be a: -Student -Student’s parent -Someone you would date -Someone your child might date -Someone who would take care of your parent INCREASING RIGOR IN THE CLASSROOM

While there is infinite data about each one of those people you could get, what 5 things would be most important to you to know about them? You are making judgments here about what is important. INCREASING RIGOR IN THE CLASSROOM

The concept of “understanding” means that we know it a much higher or deeper level. This concept of different levels is applicable to many other areas of life. Humor is one of them. INCREASING RIGOR IN THE CLASSROOM

The lowest level of humor is “put down” humor. Simply making fun of another person or situation. Portagee jokes. Fat jokes… Blonde jokes… INCREASING RIGOR IN THE CLASSROOM

The next level of humor is “physical humor.” Charlie Chaplin Three Stogies Chevy Chase Chris Farley Jim Carrey INCREASING RIGOR IN THE CLASSROOM

The next level is observational humor. Jerry Seinfeld is one of the best of this group of comedians. INCREASING RIGOR IN THE CLASSROOM

The next level is that of analogies. Dennis Miller is an example of this as you must have a decent “knowledge” base to understand his humor. INCREASING RIGOR IN THE CLASSROOM

-These people avoid showers like a blond at the Bates Motel. INCREASING RIGOR IN THE CLASSROOM

-Giving a teenager a credit card to teach them about money is like getting them drunk and putting them behind the wheel of a car to teach them responsibility. The interest rates on these cards make Tony Soprano look like George Bailey. INCREASING RIGOR IN THE CLASSROOM

Miller’s references require you to have a broad knowledge base of some fairly trivial information. The movie, “Psycho” The HBO show “The Sopranos” The movie, “It’s a Wonderful Life” INCREASING RIGOR IN THE CLASSROOM

The last level of comedy is the “Dark Comedies.” These involve a great deal of knowing and understanding. You’re not sure if you should laugh,cry or be outraged at the situations described or shown. INCREASING RIGOR IN THE CLASSROOM

What level of thinking is required to understand this joke… “Deep thoughts” by Jack Handy. “I want to die like my Grandfather, in my sleep. Not screaming and crying like the people in his car.” INCREASING RIGOR IN THE CLASSROOM

There is no correct level of humor. You enjoy what you enjoy. INCREASING RIGOR IN THE CLASSROOM

We have this class broken into 3 parts. 1. Assessment of students in your classroom related to their knowledge base, potential and learner needs. INCREASING RIGOR IN THE CLASSROOM

2. An examination of your existing lessons. Tomorrow you will need to be able to talk about a lesson you used last school year. This will include the benchmark your lesson was addressing. INCREASING RIGOR IN THE CLASSROOM

3. We will talk about how to make modifications in your existing lessons to increase the level of rigor. INCREASING RIGOR IN THE CLASSROOM

So the course objectives are very simple. Today… Understand what rigor is and what it’s not. How to assess the learning level and potential of students in your class. Know what is expected of you in the first section of the Portfolio. INCREASING RIGOR IN THE CLASSROOM

Turn to page #1 in your Portfolios. These are the requirements for the class. INCREASING RIGOR IN THE CLASSROOM

Now turn to page #2 in your Portfolios. INCREASING RIGOR IN THE CLASSROOM

We are asking you to assess the learning and performing level of 3 students in your class. One high, average and low achieving student. INCREASING RIGOR IN THE CLASSROOM

Before we start, let’s look at you in high school. Were you a high, average or low achieving student? Blue for HIGH Yellow for AVERAGE RED for low INCREASING RIGOR IN THE CLASSROOM

High students…were you challenged at all? Did your teachers recognize your potential and push you? Did they differentiate and give you more challenging assignments or projects? INCREASING RIGOR IN THE CLASSROOM

If you were the low performing student… Were you in any programs? What accommodations did any teachers make for you in their classrooms or curriculum? INCREASING RIGOR IN THE CLASSROOM

Think of our priorities in education today. While we talk a good game, all you have to do is look at where they spend they time and money. You can tell a lot about an individual or organization based upon where they spend their time and money. INCREASING RIGOR IN THE CLASSROOM

What you value really comes out in times of shortages. What we mean by that, is when time or money is in short supply, where is it spent. If I have lots of time, I’ll go golf and go to my kid’s game. If I only have time for one, where do I go? INCREASING RIGOR IN THE CLASSROOM

When budgets are tight, what gets cut first… That will tell you what the priorities are in a district. Understanding that some monies come from Federal sources and can only be spent on specific items and others are based upon contractual agreements. INCREASING RIGOR IN THE CLASSROOM

So what programs get cut in the state and specifically at your school when money is tight? Write down the areas on the sheet of paper we will provide. Do the cuts impact the high, average or low achieving student more? INCREASING RIGOR IN THE CLASSROOM

Remember the furlough years… “Furlough Fridays” Who do you think that impacted the most… INCREASING RIGOR IN THE CLASSROOM

Page #2 is for the “high” performing student and the process is the same for the other two. INCREASING RIGOR IN THE CLASSROOM

We want you to collect a sample of their work. Collect the same sample for the other two students. -Essays -Projects -Videos -Models -Pictures -Anything you have asked them to create INCREASING RIGOR IN THE CLASSROOM

The purpose here is create a baseline of performance from each student. This will help you determine if your actions made a difference in improving their performance. INCREASING RIGOR IN THE CLASSROOM

A. Identification of the piece of work. This is a timeline that the student created related to the major battles of WWII. INCREASING RIGOR IN THE CLASSROOM

A. Identification of the piece of work. This is an essay the student wrote analyzing the effects that climate change is having on the State of Hawaii. INCREASING RIGOR IN THE CLASSROOM

A. Identification of the piece of work. This is a picture the student created that illustrates the “Plant life cycle.” INCREASING RIGOR IN THE CLASSROOM

B. Learning level of the evidence related to a learning taxonomy. The following are several different taxonomies that you can use. INCREASING RIGOR IN THE CLASSROOM

The first one is Depth of Knowledge that was developed by Norman Webb in 2005. INCREASING RIGOR IN THE CLASSROOM

He also created a chart related to the activitiesyou could use related to those different levels as well as products the students could create for each level. This chart is on page #5 in your Workbooks. INCREASING RIGOR IN THE CLASSROOM

The next is Bloom’s original model developed in 1956. INCREASING RIGOR IN THE CLASSROOM

The next one is a revision of Bloom’s by Anderson and Krathwohl. INCREASING RIGOR IN THE CLASSROOM

This model is on page #6 in your Workbooks. INCREASING RIGOR IN THE CLASSROOM

The next one is Marzano’s Taxonomy INCREASING RIGOR IN THE CLASSROOM

Bob’s levels also correlate to Blooms. INCREASING RIGOR IN THE CLASSROOM

The next one is Fink’s Taxonomy INCREASING RIGOR IN THE CLASSROOM

The final one is the SOLO taxonomy. INCREASING RIGOR IN THE CLASSROOM

My belief is that they all take from Bloom’s. They make modifications, but the idea and levels are very similar. The only reason to use one other than Bloom’s, is that the definitions might make more sense to you. INCREASING RIGOR IN THE CLASSROOM

Timeline example… B. Learning level of the evidence related to a learning taxonomy. The level of work related to this timeline is at a level 2, “Graphing,” on Webb’s depth of knowledge chart. INCREASING RIGOR IN THE CLASSROOM

Climate change example… B. Learning level of the evidence related to a learning taxonomy. The level of work on this essay is “Analysis” on Bloom’s revised taxonomy. INCREASING RIGOR IN THE CLASSROOM

Cycle of life example… B. Learning level of the evidence related to a learning taxonomy. The level of work on picture reflects Level 1, “Executing” on the Marzano taxonomy. INCREASING RIGOR IN THE CLASSROOM

Understand that the essay on Climate Change for example could be at many different levels on any of the taxonomies. The essay could have just provided a number of facts without any analysis. INCREASING RIGOR IN THE CLASSROOM

Or it could have provided ideas on how to address the issue. Which would have put it at the highest level of thinking on any of the taxonomies. INCREASING RIGOR IN THE CLASSROOM

C. Evaluation of the evidence in relationship to the student’s potential. We are asking you here to evaluate the student’s potential related to content, process and product. INCREASING RIGOR IN THE CLASSROOM

Let’s look at content again. We said it is the: -Information -Facts -Concepts -Ideas -Rules -Principles The student knows about the subject. INCREASING RIGOR IN THE CLASSROOM

The first question you must address is whether or not the student possesses the “base knowledge” to understand the concept you are teaching. Before I can ask a student to write a sentence for example. I need to know if they know what is required for it to be a sentence. INCREASING RIGOR IN THE CLASSROOM

Do they know what a noun and a verb are? INCREASING RIGOR IN THE CLASSROOM

Are there gaps in the student’s base knowledge that prevents them for learning what is being presented in class? They can’t go to higher or deeper levels of understanding because they lack the foundation that is needed. INCREASING RIGOR IN THE CLASSROOM

For some students the content is appropriate and at a level that challenges them without frustrating them. They have the base knowledge to understand the concepts, although they have to focus and work to understand them. INCREASING RIGOR IN THE CLASSROOM

That is our hope in this class. We believe you have the base knowledge to understand and do all the work that is required. We want to challenge you to look at this information in a different way and hopefully become better educators in the process. INCREASING RIGOR IN THE CLASSROOM

The third group of students are those who already know and understand the concepts that will be presented. The content is too easy for them. They need to be challenged with more information and deeper understandings of the concepts or ideas. INCREASING RIGOR IN THE CLASSROOM

If you are one of the people in that group and are sitting in the class today, it is your responsibility to challenge yourself. INCREASING RIGOR IN THE CLASSROOM

Given the size of the class and that we only meet for three days, it would be impossible for Dave and I to accurately assess where each of you are in relationship to your base knowledge of the concepts we will be covering. INCREASING RIGOR IN THE CLASSROOM

So as adult learners, you have the responsibility to either: Pick classes that challenge you. or… 2. Challenge yourself in the classes you pick. INCREASING RIGOR IN THE CLASSROOM

So under “Content” you may have: This student possesses a strong understanding of the content in this lesson. They demonstrated through their (writings, video, project, etc.) that they are using the higher order thinking skills of (analysis, evaluation) to form their opinion and ideas. INCREASING RIGOR IN THE CLASSROOM

You may also find that the content was not an issue for the student. The content knowledge required of the student in this assignment was not beyond their level of understanding. This work is not representative of what they know about the material or that they are capable of producing. INCREASING RIGOR IN THE CLASSROOM

Make sure you use the student work as the basis for your evaluation. Again, the content may have been too difficult or too easy for them. Or it was appropriate and they just didn’t put any effort into the product. Or it may have been well above their ability level and you have concerns that someone helped them with the product. INCREASING RIGOR IN THE CLASSROOM

Did you ever get this science project… INCREASING RIGOR IN THE CLASSROOM

From this student… and immediately know his parents did the project for him. INCREASING RIGOR IN THE CLASSROOM

Next we want you to evaluate the process used in the lesson. Again, list on the next two slides are strategies that you could have used in presenting the information. INCREASING RIGOR IN THE CLASSROOM

-Lectures -Visuals -Vide0 -Audio -Graphics -Questions -Discussions -Demonstrations -Simulations INCREASING RIGOR IN THE CLASSROOM

-Exercises -Projects -Role play -Problems -Case studies -Inventions -Analysis -Discovery -Exploration INCREASING RIGOR IN THE CLASSROOM

Did the teaching strategy you used in the lesson related to the student evidence challenge the student? What could you have done differently? INCREASING RIGOR IN THE CLASSROOM

The goal of every lesson should be to go higher/deeper so the students understands the material at a deeper level and to shift the responsibility of the learning from the teacher to the student. INCREASING RIGOR IN THE CLASSROOM

Process: Teacher Student RESPONSIBILITY DEPTH INCREASING RIGOR IN THE CLASSROOM

The depth refers to higher levels of thinking that the teachers demands from the students in the presentation of the material. Types of questions asked… Concepts in lecture… Problems the students were asked to solve… INCREASING RIGOR IN THE CLASSROOM

Levels of questions… Who was the hero in the story? What did he/she do to become the hero? How did the other people in the story view their actions? How would the story have ended if hero didn’t take the actions they did? INCREASING RIGOR IN THE CLASSROOM

Lecture on… The Color wheel… Food groups… Finding a partner… Structure of proteins… INCREASING RIGOR IN THE CLASSROOM

Problems… Math, addition Math, algebra What is the best car to purchase Who to vote for INCREASING RIGOR IN THE CLASSROOM

The responsibility refers to shifting the act of learn from a passive to an active process for the student. Passive…student receives the information Active…the student discovers it for themselves. INCREASING RIGOR IN THE CLASSROOM

Many times you’ll hear passive versus active learner. We think of it more on a continuum. Passive Active The goal always being to move to more active learning. INCREASING RIGOR IN THE CLASSROOM

Passive: Teacher gives definitions of words. Active: Students look up definitions of words on their own. INCREASING RIGOR IN THE CLASSROOM

Passive: Teacher shows them examples of a concept…democracy Active: Teacher asks the student for examples or has students create examples. INCREASING RIGOR IN THE CLASSROOM

Think of it in terms of this class. We am giving you information…passive. We are asking you to apply that information to your classroom situation….active INCREASING RIGOR IN THE CLASSROOM

Lecture… Teacher generated….providing recall and recognition information. Invention… Teacher defines parameters, student creates. INCREASING RIGOR IN THE CLASSROOM

The smaller the knowledge base, the more passive learning. The greater the knowledge base, the more the individual can take responsibility for their learning. INCREASING RIGOR IN THE CLASSROOM

Demonstrations… Teacher….passive Student….active INCREASING RIGOR IN THE CLASSROOM

So how deep was the lesson and how much responsibility was given to the student for the learning? Based upon the student sample, did the process you used to present the material bring out the best product. INCREASING RIGOR IN THE CLASSROOM

Process: The teaching strategies of _____ used in presenting the material which resulted in the student sample did not challenge the student. This student is much more capable of examining the material at a deeper level on their own. I should have used….. INCREASING RIGOR IN THE CLASSROOM

Process: The process of ____ that I used in presenting the material was much too difficult for the student to do on their own. It required the student taking more responsibility and having a greater base knowledge than they possess to be successful with the assignment. INCREASING RIGOR IN THE CLASSROOM

Process: I was surprised that the strategy of ____ brought out work that is of higher quality than this student normally produces. This strategy engaged them and got them to produce work that is representative of what they can do when they challenge themselves. INCREASING RIGOR IN THE CLASSROOM

The last one is to evaluate is the product. Was the product a challenge for the student to create? Was it too difficult or too easy for them? Was there a specific answer that you were looking for. INCREASING RIGOR IN THE CLASSROOM

Where are the planets in our solar system in relationship to the sun? INCREASING RIGOR IN THE CLASSROOM

What level of knowledge did it require? Could they choose their product? Were the parameters of their choice very broad or fairly narrow. Think of it in terms of the Portfolio you are doing for this class. INCREASING RIGOR IN THE CLASSROOM

Honesty time… Many of you become frustrated with the parameters being too broad. Why… -Not enough direction to begin with -Too many other things going on -Creativity is not your strong suit INCREASING RIGOR IN THE CLASSROOM

Product… This product was too easy for this student. They were able to produce it with decent quality with minimal effort in a very short amount of time. It did not require them to do use any higher /deeper thinking strategies. INCREASING RIGOR IN THE CLASSROOM

Product… This product was quite appropriate for this student. It challenged them without frustrating them. The quality was above the level of work they normally submit. It also gave them to demonstrate some skills I have not seen in them before. INCREASING RIGOR IN THE CLASSROOM

Turn to page #8 in your Workbooks. Tomorrow we will look at: 2. Assessment of 3 existing lessons. We need you to come with a lesson that you used last year in your classroom. Think of a lesson that resulted in some product. INCREASING RIGOR IN THE CLASSROOM

Tomorrow is a work day… Think of it in terms of us shifting the responsibility of the learning to you. You now have the base knowledge…your job is to go deeper in how it applies to your lessons. INCREASING RIGOR IN THE CLASSROOM

If at any time you have a question or concern about the Portfolio, please contact Joe. His email and phone # are on the data sheet. INCREASING RIGOR IN THE CLASSROOM

End of day #1 INCREASING RIGOR IN THE CLASSROOM

INCREASING RIGOR IN THE CLASSROOM