Practical & Sustainable Rigor

1. Practical & Sustainable Rigor Jeremy Klein Fillmore Central Middle School Nebraska ACT Conference Thursday, April 12, 2012

2. AGENDA DEFINE PURPOSE DEFINE RIGOR ILLUSTRATE MECHANISMS ILLUSTRATE TIMELINES & AREAS TO EMPHASIZE ILLUSTRATE RESULTS ANSWER QUESTIONS

3. Designing & Delivering Instruction That . . . Meets District Curriculum (& State Standards) Spans Bloom’s Taxonomy Integrates 21st Century Skills IN A FASHION THAT. . . is CONSISTENT. is INTENTIONAL. creates a high probability for success.

4. What Is Rigor? • Bloom’s Taxonomy (old) • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Bloom’s Taxonomy (new) • Creating • Evaluating • Analyzing • Applying • Comprehending • Remembering

5. 21st Century Skills Framework

6. 21st Century Skills Core Subjects & 21st Century Themes Life Skills & Career Skills Learning Skills Innovation Skills Information, Media, & Technology Skills Partnership For 21st Century Skills www.p21.org

7. FCMS Condensed Listed (21C) • FLEXIBILITY & ADAPTABILITY • Adapt to Change • Be Flexible • INITIATIVE & SELF-DIRECTION • Manage Goals & Time • Work Independently • Be Self-directed Learners • SOCIAL & CROSS-CULTURAL SKILLS (Life & Career Skills) • Interact Effectively with Others • Work Effectively in Diverse Teams

8. FCMS Condensed Listed (21C) • PRODUCTIVITY & ACCOUNTABILITY • Manage Projects • Produce Results • LEADERSHIP & RESPONSIBILITY • Guide & Lead Others • Be Responsible To Others • ICT LITERACY • Apply Technology Effectively

9. FCMS Condensed Listed (21C) • 21ST CENTURY THEMES • Global Awareness • Financial, Economic, Business, & Entrepreneurial Literacy • Civic Literacy • Health Literacy • CREATIVITY & INNOVATION • Think Creatively • Work Creatively with Others • Implement Innovations

10. FCMS Condensed Listed (21C) • COMMUNICATION & COLLABORATION • Communicate Clearly • Collaborate with Others • INFORMATION LITERACY • Access & Evaluate Information • Use & Manage Information • MEDIA LITERACY • Analyze Media • Create Media Products

12. High Probability Of Success The manner in which learning outcomes (objectives are created/stated). The manner in which learning outcomes are communicated and monitored. Objectives – Communication - Monitoring

13. Learning Objectives Drive Everything

14. Three Types Of Objectives • Global Objectives • Broad and complex • Tend to be reflected in National or State Standards • Educational Objectives • Not as broad as the Global Objectives • Tend to be reflected in District Curriculum “Analyze the societal impact and spread of Christianity, Islam, and Judaism.” • Learning Objectives • Most specific • Define the content, the behavior • These guide instruction & assessment “Identify the dominant religions of each continent.” “Explain how Christianity spread to North America.” “Identify three cultural differences between living in the U.S. and in Saudi Arabia & explain how those differences are a related to differences in the dominant religions of those countries.”

15. OUTCOME SPECIFICITYA PROVEN IMPACT • Tubbs (1986) 48 ESs - .50 AES - 19 PG • Wood, Mento, 53 ESs - .43 AES - 17 PG & Locke(1987)

16. … and why are we doing this? Why set clear behavioral objectives??? • If we’re going to do something, we might as well do it in a manner that has a high impact – otherwise we’re just wasting time. • Consistency – by repeatedly meeting an established criteria, students will become more familiar with the practice thereby increasing the efficacy. • Metacognition – students are given greater support in the task of monitoring and correcting their learning. • Transference – exposed to this process enough, students will gain the ability to independently define successful outcomes, set goals, define problems, and define solutions.

17. COMMUNICATION A PROVEN IMPACT Setting & Communicating Objectives (compared to just setting them) • Wise & Okey(1983) 25 ESs - .48 AES - 18 PG • Lipsey & Wilson (1993)204 ESs - .55 AES - 21 PG • Walberg (1999)21 ESs - .36 AES - 16 PG

18. … and why are we doing this? Why do we share these Unit objectives??? • Research shows that when learning objectives are defined and known by students and teacher alike, the probability of meeting those objectives is significantly increased. • If the student is the one who must meet the established objective, why would we keep it a secret from them? • If we know of a practice that is proven to have a positive impact on the learning of all students, why wouldn’t we use it, without fail?

19. FORM B

20. What Need’s Most Attention • Writing great objectives • Analyze the Aztec culture. • Identify 5 characteristics that are highly unique to the Aztec culture and identify 5 characteristics of Aztec culture that are similar to other Meso-American cultures that we’ve studied. • Bloom’s Taxonomy • Spanning the taxonomy • Accurately placing objectives in the taxonomy • 21st Century Skills Framework • What it is • Why it’s important • How it can/should be integrated

21. Expectations & Supports • Teachers turn in a Form A and a Form B prior to each Unit along with copies of summative assessments. • Form A only during year 2 • Form A and Form B during year 3 • Teachers complete Self-Reflection forms • 2 per during the first 2 years • 1 per year after first 2 years • Every two weeks during Team PD time, I will meet with teachers individually (or as a group) to provide feedback and ask clarifying questions.

22. Sequence • Phase 1 – Education and practice • Spanning Bloom’s Taxonomy • Writing great objectives • 21st Century Skills Framework • Phase 2 – Unit objectives and Unit Plans • Form A • Tons of feedback to teachers on writing great objectives • Phase 3 – Add Communication • Form A • Form B • Monitoring Practices • Phase 4 – Refining Student Feedback • Form A • Form B • Refine Monitoring Practices • Facilitate Formal Feedback – identified Unit objectives and 21st Century Outcomes

23. Designing & Delivering Instruction That . . . Meets District Curriculum (& State Standards) Spans Bloom’s Taxonomy Integrates 21st Century Skills IN A FASHION THAT. . . is CONSISTENT. is INTENTIONAL. creates a high probability for success.

25. FCMS vs. NE Comparison • English (percent meeting or exceeding the C-R-B) • FCMS= 79%NE= 75% • Math (percent meeting or exceeding the C-R-B) • FCMS= 70%NE= 41% • Reading (percent meeting or exceeding the C-R-B) • FCMS= 63%NE= 55% • Science (percent meeting or exceeding the C-R-B) • FCMS= 33%NE= 20%

26. FCMS vs. NE Comparison

29. Do You Have Any Questions ? ? ? ? Contact Information Jeremy Klein, Principal Fillmore Central Middle School 950 F Street Fairmont, NE 68354 402-268-3411 jeremy.klein@fillmorecentral.org