Middle School- High School Cohort

1. Exploring the Possibilities… R4 Rigor Relevance Relationships Reflection 2007-2008 Session #2 Middle School- High School Cohort

2. Imagine you’ve been accused of a crime that you did not commit… Describe the kind of jury members you would hope to have assigned for your trial.

3. List the 3 branches of government • Recite the steps in the appeal process • Name the Supreme Court Judges • Define the word “acquittal” • OR… • Critically analyze evidence in the case • Synthesize large amounts of information • Evaluate your guilt or innocence

4. The Year At A Glance

5. Today at a Glance 8:30 Welcome & Opener Indicators (possible outcomes for students) Break Questioning/Tasks (Rigor) Analysis of Assessments (Rigor) Content Alike Groups (Rigor) Lunch RRCC Demonstration Lesson Extended Activities & Team Planning 2:15 Closure

6. What if… … your school board decreed that the final assessment for any class that you teach had to be graded based on higher-order thinking skills and how students were able to apply their knowledge and skills in real-world predictable and unpredictable situations?

7. Think… Ink… Share • What would change about what you teach? • What would change about how you teach it? • What would change about how you assess what you’ve taught?

8. Possible Positive Outcomes for Students How would you know?

9. A !!!

10. Savings: Individually, jot down memories that you’ve “saved” from learning about RIGOR. Savings Loan

11. Loan: Move around the room, talking to at least 3 other people. Jot down ideas from their “savings accounts”… into your “loan” column. Savings Loan

12. RIGOR: How is each level of rigor defined? • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge/Awareness List some verbs that might be associated with each level of rigor.

13. RIGOR: What misconceptions might people have about what rigor is… and what rigor is not? • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge/Awareness

14. Rigor is not… Rigor is… For all students Intellectually stimulating & engaging Analysis, Synthesis, Evaluation… Exclusively for advanced students Less fun More work or harder work

15. RIGOR: (At what level must students think?) 1) Read the tasks below 2) Determine the Grade Level (ES, MS, HS) 3) Determine the Level of Rigor: Recall, Comprehend, Apply, Analyze, Synthesize, Evaluate Task 1: Identify complex elements of plot in a variety of classic literary works. Task 2: Compare the three main characters in a short story. Cite similarities & differences.

16. RIGOR: (At what level must students think?) 1) Read the tasks below 2) Determine the Grade Level (Elementary, MS, HS) 3) Determine the Level of Rigor: Recall, Comprehend, Apply, Analyze, Synthesize, Evaluate Task 1: Identify the next 4 numbers in a sequence 1, 3, 2, 4, 5, 7, 6, 8 . . . . Task 2: Solve this problem i(t)=10(.95)t ;Determine i(40)

17. RIGOR:(At what level must students think?) Task 1: Complete an in-depth geographic study of a world region by analyzing demographic data Task 2: Speculate on and describe how changes in the climate and natural resources will influence various regions of the world Explain how the low rigor task could be turned into a high rigor task.

18. Analyzing Assessments for Rigor and Relevance Using your colored sheet from the opening activity… partner with 2 to 3 people (from different schools) who hold the same color of paper. Discuss the findings from the analysis of your assessments.

19. Lunch is served! Don’t Forget! Credit Meeting

20. Content-Alike Groups: Where are the opportunities in your content area for requiring students to… analyze, synthesize, and/or evaluate?

21. Where are the opportunities in your content area for requiring students to… analyze, synthesize, and/or evaluate?

22. Content Alike Groups: Return by 11:45 (R4 MSHS Session 2 November 2007)

23. Don’t forget to sign up for the High School Summit: December 10-11, 2007 Hy-Vee Hall- Des Moines

24. Professional Learning Log _________ One can learn from experience. It is with conscious reflection on the experience that the learning is deepened. Reflection What would be the benefit of replicating this morning’s activities with your full building staff?

25. RRCC Demonstration Lesson Course: Health Unit:Bullying Lesson:Introduction to Roles & Reactions in Acute Bullying Situations Level:9th Grade Unit Length:1 week (5 lessons) Lesson Length:45 minutes

26. Turn to a partner & discuss: How did you feel as you were watching the video clip? (Video Source: AD Council)

27. A 2001 National Survey showed that… • 17% of students have been bullied “sometimes” or “more often”, during the school term. • 19% report that they have bullied others “sometimes” or “more often” during the school term • According to the 2005 Iowa Youth Survey… • verbal harassment is the most common form of bullying behavior in grades 6, 8, and 11

28. Our school conducted a survey… When it comes to bullying… We have a problem!

29. The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation Form Groups of 3 ? Bully/bullies Defender of the victim Follower Henchman ? Victim Supporter (Passive Bully/bullies) Possible Defender Passive Supporter (Possible Bully) Disengaged Onlooker

30. The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation 30% Bully/bullies Defender of the victim Follower Henchman 28% Victim Supporter (Passive Bully/bullies) Possible Defender Passive Supporter (Possible Bully) Disengaged Onlooker

31. In triads… Characteristics of a person who exhibits bullying behavior Characteristics of a person who is the victim of bullying • Using the NCR form, brainstorm • characteristics... • Turn in for later use

32. Research shows that students who are bullied… • Often have lower academic achievement than their peers • Suffer from anxiety and depression • Have suicidal thoughts much more often than their peers

33. The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation Bully/bullies 30% Defender of the victim Follower Henchman 28% Victim Supporter (Passive Bully/bullies) Possible Defender Passive Supporter (Possible Bully) Disengaged Onlooker

34. The Bullying Circle: Students’ Mode of Reactions/Roles in an Acute Bullying Situation Bully/bullies 30% 35% Defender of the victim Follower Henchman 28% Victim Supporter (Passive Bully/bullies) Possible Defender 27% Passive Supporter (Possible Bully) 38% Disengaged Onlooker

35. After viewing the video clip, discuss with your triad group: What possible roles did you observe being played-out in this bullying situation? Bully/bullies Defender of the victim Follower Henchman Possible Defender Supporter (Passive Bully/bullies) Victim Passive Supporter (Possible Bully) Disengaged Onlooker

36. For tomorrow… Establishing Baseline Understanding of Bullying & How to Prevent or Stop It

37. Regarding the lesson that you just experienced… • What looked, sounded, and/or felt similar to a traditional lecture? • What looked, sounded, and/or felt different than a traditional lecture? • Which “lecture format” do you think incorporates the most elements of human motivation theory? (CLICCCK) • Which “lecture format” do you think would result in higher levels of student learning… and long-term retention of the learning?

38. Individually first…. Then compare your thinking with a partner’s thinking. The Lesson:Introduction to Roles & Reactions in Acute Bullying Situations

41. Rigorous & Relevant Classroom Conversations …a stepping stone

42. The role of the leadership team …to understand why change is needed …to make the case for change in-district with teachers, parents, students, school board and community …to continue the above AND… …explore actions that might be taken… …to remove barriers

43. Extended Activities/ Team Planning

44. Team Planning Time

45. What “shards of truth” do you hear in this video clip?

46. See you in February! Please provide us with individual feedback regarding today’s workshop. THANKS!