Student Work: The Anchor of Mount Rigorous

1. Student Work: The Anchor of Mount Rigorous Summer Leadership Conference: Teaching Our Way to the Top Talent Development/Advanced Studies/AVID July 13, 2010

2. Course Outcomes (KUD) Participants will KNOW • How rigor is defined and the rationale for its emphasis • What KUD is and its role in examining student work • How Bloom’s Revised Taxonomy is used in examining student work

3. Course Outcomes (KUD) cont’d… Participants will UNDERSTAND that • We can promote academic excellence within the classroom through abstract thinking and an engaging curriculum • Teaching requires the use of differentiated instruction to allow students to reach the appropriate level of rigor for their learning • Analysis of student work provides the blue print to improve planning and overall instruction

4. Course Outcomes (KUD) cont’d… Participants will BE ABLE TO DO • Reflection on the level of rigor in their school • Meaningful analysis of student work with the use of protocols to find strengths and areas of growth • Classification and redesigning of student work using Blooms Revised Taxonomy

6. “Official” CMS definition Rigor is a characteristic of the learning experience which helps students develop the capacity to understand content that is complex, ambiguous, provocative and personally or emotionally challenging. As a result of rigorous content, students create a process of thinking and problem-solving that is self-directed and applicable to the real world. (based on definition of Jolly and Kettler, 2007; Tomlinson, 2007; Small Schools Project/ASCD, AVID, NCDPI)

7. Rigor in Content, Process, Product Content is interdisciplinary and real world Process is inquiry based and utilizes multiple perspectives and connections Products answer essential questions and relate to real world application Assessment is authentic Together they produce an “enduring understanding”

8. The Ring of Learning

9. How do we get better at recognizing rigorous work when we see it? If our students’ work is not as rigorous as we would like, how can we bump it up?

10. If only there was a silver bullet…

11. Planning a Focused, Rigorous Curriculum Means Clarity About What Students Should…. Know ………………… Understand ………………… Be Able To Do

12. Know Facts, names, dates, places, information • Primary and secondary colors • Thomas Jefferson • 1492 • The Continental Divide • The multiplication tables • Simple & compound interest • Timeline of key events in the Civil War

13. Understand Enduring understandings of concepts & BIG ideas • Multiplication is another way to do addition • People migrate to meet basic needs • Entropy and enthalpy are competing forces in the natural world • Voice reflects the author

14. Be Able To Do • Analyze text for meaning • Identify parts of speech • Solve a problem to find perimeter • Write a well supported argument • Evaluate work according to criteria • Contribute to the success of a group or team • Use graphics to represent data appropriately • Write a check • Create and arrange music to accompany readings or dramatizations

15. UNDERSTAND (The BIG Picture; The “Why?”) The KUD Cycle KNOW (The Details) DO (The Real-World Proof)

16. In the differentiated classroom, the teacher may vary the KNOWS & Dos, with caution and based on evidence that a student needs to learn backwards as well as forward to catch up – or that a student needs to move ahead in order to keep learning. But the UNDERSTANDS are always the fulcrum for all students on which effective differentiation pivots for all. -Tomlinson, 2008

17. Let’s use KUD to Better Understand our Standards… Work with an elbow partner to identify the Know, Understand, and Do in this objective: Alg I - 4.01 Use linear functions or inequalities to model and solve problems; justify results. Solve using tables, graphs, and algebraic properties. Interpret constants and coefficients in the context of the problem.

18. Breaking it Down K – Linear functions/inequalities U – The connections between mathematical representations (in the context of tables, graphs, algebraic properties, constants and coefficients) D – model, solve, justify, interpret

19. Once we identify the KUD, we can increase the rigor by using Bloom’s Revised Taxonomy Bloom's taxonomy has proven itself a flexible and enduring structure to: ● lend rigor to the teaching of critical thinking skills, and ● guide purposeful learning in teaching environments.

20. Bloom’s Revised TaxonomyOriginal Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

21. THE TAXONOMY TABLE Factual Knowledge KNOWLEDGE DIMENSION Conceptual Knowledge ProceduralKnowledge Metacognitive Knowledge COGNITIVE PROCESS DIMENSION 1. REMEMBER Recognizing Recalling 2. UNDERSTAND Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining 3. APPLY Executing Implementing 4. ANALYZE Differentiating Organizing Attributing 5. EVALUATE Checking Critiquing 6. CREATE Generating Planning Producing

22. Cognitive Process Dimension Knowledge Dimension

23. Factual Knowledge • The basic elements students must know to be acquainted with a discipline or solve problems in it. • Knowledge of terminology • Knowledge of specific details and elements

24. Conceptual Knowledge • The interrelationships among the basic elements within a larger structure that enable them to function together. • Knowledge of classifications and categories • Knowledge of principles and generalizations • Knowledge of theories, models and structures

25. Procedural Knowledge • How to do something, methods of inquiry and criteria for using skills, algorithms, techniques and methods. • Knowledge of subject-specific skills and algorithms • Knowledge of subject-specific techniques and methods • Knowledge of criteria for determining when to use appropriate procedures

26. Metacognitive Knowledge • Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition. • Strategic knowledge • Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge • Self-knowledge How did I get that answer?

27. For Example… Students will be able to evaluate editorials in newspapers and news magazines Can you explain what will happen if you add baking soda instead of baking powder?

28. For Example Students will be able to evaluate editorials in newspapers and news magazines Can you explain what will happen if you add baking soda instead of baking powder?

29. Let’s Practice Taxing our brains with the Taxonomy Game!

30. Devise a method of counting votes in an election.

31. List the names, identities, and ideas of two major western pioneers.

32. In ancient times, people invented stories to explain natural phenomena. Compose a story that explains what causes thunder and lightning.

33. Create and organize a service learning opportunity that extends one of your person interests.

34. Protocol for Examination of Rigor in Student Work Samples Alignment to standards Quality work that will result in authentic engagement Level of critical thinking and/or problem solving Integrates the curriculum Involves self-directed learning Where does the work sample fall on the Revised Taxonomy Table?

35. Think-Pair-Share  • What are the next steps? • How would you increase the rigor in the assignment?

36. Examples of Different Protocols http://www.lasw.org/protocols.html Annenberg Institute’s “Looking at Student Work” website

39. Who to call for help?? Director – Stephanie Range stephanie.schoen (6174) Advanced Studies – Kathleen Koch kathleen.koch (2701) Elementary – Shirley Kohl shirley.kohl (6165) AVID – Kat Eaker kat.eaker (2645) Compliance/Testing – Carol Staples carol.staples (2700) Horizons – Roberta Malickson roberta.malickson (2644)

40. Please complete the evaluation!!!

41. Resources Academic Rigor Non-Negotiables - www.ncpublicschools.org/ec/development/gifted/nonnegotiables Jolly and Kettler. (2007). Rigor Presentation. National Association for Gifted Children Convention, November 1-4, 2007. Tomlinson. (2007). Rigor Presentation. National Association for Gifted Children Convention, November 1-4, 2007. Small Schools Project/ASCD - www.smallschoolsproject.org/PDFS/co21003/rigor_not.pdf AVID - www.avidonline.org/info/download.asp?ID=3741&criteria=%22rigor%22 Lang and Atwood http://www.sdesa6.org/content/docs/SettingObjectivesandmore2.ppt International Center for Leadership in Education (2000). Instructional strategies: how to teach for rigor and relevance (kit and handbook). New York: Leadership Media. Blooms Presentation by Denise Tarlinton, July 4, 2004 Erin Lyons – JV Washam Literacy Facilitator --- Marzano Handout Special thanks to SW Middle School – for their ideas and suggestions!! (NAGC) Meeting the Needs of High Ability and High Potential Learners in the Middle Grades http://www.nagc.org/index.aspx?id=400 http://social.chass.ncsu.edu/slatta/hi216/learning/bloom.htm http://www.greenville.k12.sc.us/League/esques.html Understanding by Design The Parallel Curriculum Carol Ann Tomlinson, Sandra N. Kaplan,Joseph S.Renzulli, Jeanne H. Purcell, Jann H. Leppien, Deborah E. Burns, Cindy A. Strickland Brookings Institute, Loveless. National Association of Educational Progress Analysis 2008