Rigor VS Low Expectations

1. Rigor VS Low Expectations Learning Target I can articulate the 7 strategies of assessment for learning and describe how they relate to characteristics of HETL, especially rigor.

2. Real Learning • Think of a time when you learned something outside of school. • Why and how did you learn it? • Why do you still remember it?

3. When/why does real learning occur? • Picture Connection to past learning Relevance (survival, usefulness) Emotional reaction Decay

4. Which will move on? A carpet is 14 feet wide and 9 feet long. What is its area? A friend has a new carpet 14 feet wide and 9 feet long that he is giving away. Will it fit your room, which is 120 square feet? Why or why not? The Brain’s American Idol! Why?

5. A friend has a new carpet 14 feet wide and 9 feet long that he is giving away. Will it fit your room, which is 120 square feet? Why or why not? Uh, uh! It won’t fit because there is no way to make 120 square feet going 14 feet x 9 feet. You will have to cut off of one side and paste onto the other side, so you will have a Frankenstein carpet job! If you just had to cut off, it might be okay, but no matter what shape your room is, you can’t make it fit without pasting some on one side! Yes, it will fit. 14x9=126 square feet. 126 square feet >120 square feet, so the carpet fits! Wait, if your room is 14 feet wide, it would be 120.008 square feet if it was 8.572 feet long. That means you would just have to cut off about a half foot. You would have to be very lucky! What if your room was 9 feet wide? To get 120 sq. ft. you would only have to cut off about 4 inches and it would fit!

6. Growth Mindset:“Mistakes help you figure out what to learn.”ORFixed Mindset:“If at first you don't succeed, destroy all evidence that you tried.”

7. What makes it more rigorous? R I G O R • Raise level of content • Increase complexity • Give appropriate support and guidance • Open your focus • Raise expectations

8. How do I make it “un-rigorous”? A friend has a new carpet 14 feet wide and 9 feet long that he is giving away. Will it fit your room, which is 120 square feet? Why or why not? “What’s the formula for area?” “What’s 14x9? “What is the area of the room?” “What could the dimensions of the room be?” “blah, blah, blah, blah….”

9. Parallels for Language Arts Is it rigorous? Why or why not? How could rigor be increased? How could rigor be decreased?

10. But, what about the “G”? R I G O R • Raise level of content • Increase complexity • Give appropriate support and guidance • Open your focus • Raise expectations

11. How (and why) do we let go?

12. Seven Strategies of Assessment for Learning Where am I going? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

13. Are these in place? • Provide students with a clear and understandable statement of the learning target. • Use examples and models of strong and weak work. 3. Offer regular descriptive feedback.

14. Provide students with a clear and understandable statement of the learning target. (Chapter 1) Student friendly! Broken Down! Text Types and Purposes W.7.1. Write arguments to support claims with clear reasons and relevant evidence. • Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the argument presented. Presented in pieces! Create criteria or even a rubric with students!

15. Use examples and models of strong and weak work. (Chapter 2) Why is one better than the other? What characteristics does the best one have? How does the better piece affect the reader’s level of agreement with my argument?

16. Offer regular descriptive feedback. (Chapter 3)Characteristics of Effective Feedback What kind of feedback moves students forward without doing the thinking for them? • Directs attention to the learning, pointing out strengths and offering specific information to guide improvement • Occurs during the learning process • Addresses partial understanding • Does not do the thinking for the student • Limits correctives to what student can act on in given time

17. Good Questions! How is evidence different from opinion? What does it mean to introduce a claim? What does style mean? What vision would your reader have of who wrote this essay? How would that affect their attention to it? What evidence supports your position?

19. Seven Strategies of Assessment for Learning Where am I going? Provide students with a clear and understandable statement of the learning target. Use examples and models of strong and weak work. Where am I now? 3. Offer regular descriptive feedback. 4. Teach students to self-assess and set goals. How can I close the gap? Design lessons to focus on one learning target or aspect of quality at a time. Teach students focused revision. 7.Engage students in self-reflection, and let them keep track of and share their learning.

21. Learning Target I can articulate the 7 strategies of assessment for learning and describe how they relate to characteristics of HETL, especially rigor.