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Differentiated Technical Assistance Team (DTAT) Video Series

Differentiated Technical Assistance Team (DTAT) Video Series Taking Steps to Increase Instructional Rigor Part II of II Anne S. O’Toole. Rigorous Instruction. Session 1 – What Do We Mean By Rigorous Instruction? Session 2 – How Do We Plan for

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Differentiated Technical Assistance Team (DTAT) Video Series

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  1. Differentiated Technical Assistance Team (DTAT) Video Series Taking Steps to Increase Instructional Rigor Part II of II Anne S. O’Toole

  2. Rigorous Instruction • Session 1 – What Do We Mean By Rigorous Instruction? • Session 2 – How Do We Plan for Rigorous Instruction?

  3. The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students. - Dr. Sam Redding

  4. Instructional Rigor Series • The sessions are designed to be used by individuals or in a group setting. • The sessions are sequential. • The PowerPoint presentations and all other materials or references may be downloaded from the Virginia Department of Education (VDOE) Web site.

  5. Purpose • Series: • To define rigorous instruction • To identify the goals of rigorous instruction • To clarify how rigorous instruction differs from • instruction that is focused on knowledge and • skills only • To differentiate more rigorous from less • rigorous assignments • To explain how to plan a rigorous unit of • study by “planning with the end in mind”

  6. The Purpose of Today’s Video Presentation is.... To create an impetus for implementing rigorous instruction for ALL students, not just those at the top

  7. Today’s Agenda How to plan a rigorous unit of study by “planning with the end in mind” How to design a rigorous summative assessment (or final product) for the unit How to choose rigorous learning materials and strategies How to scaffold instruction to insure the success of all students on the summative assessment/final product

  8. VDOE Web site Guidance VDOE Standards of Learning (SOL) Web site address: http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml

  9. The SOL Web site includes... • Standards of Learning (SOL) • Curriculum Framework detailing specific knowledge, skills, and understandings needed to meet each standard • Enhanced Scope and Sequence guides, with sample lesson plans

  10. Also check out “Teacher Direct” on the VDOE Web site at www.doe.virginia.gov/testing/teacherdirect/index.shtml More helpful information is there on instructional rigor... • “The Meaning of Rigor in Virginia’s SOL” • “Effective Teaching Strategies to Support Rigor”

  11. Step One: • Create student-friendly learning targets • Knowledge • Skills • Understanding

  12. Skill? Knowledge? Understanding? Which is it? • I can explain how we learn about ancient cultures without historical records. • I can create equations to solve real-world problems. • I can practice annotating text to prepare for my next literature circle discussion.

  13. How did you do? • I can explain how we learn about ancient cultures without historical records. (knowledge) • I can create equations to solve real-world problems. (understanding) • I can practice annotating text to prepare for my literature circle discussions. (skill)

  14. STEP TWO: Create a rigorous summative assessment and/or final product.

  15. Why plan with the end in mind? • It pinpoints exactly what students must do to succeed. • It helps you to make more focused choices about materials, learning experiences, and strategies. • It provides clear direction for instruction.

  16. What makes a summative assessment rigorous? • It measures thinking skills, not just factual recall or the ability to use skills. • At least part of it requires students to apply their learning to a new situation. • At least part of it requires students to defend their thinking using what they have learned in the unit of study.

  17. Some Examples of Summative Projects/Products

  18. Consider this question.... How might the format of the summative assessment affect the way you plan the rest of the unit?

  19. STEP THREE: Determine the grading method for the summative assessment, as well as both the ceiling and threshold for mastery. Share grading criteria for summative assessment at beginning of unit.

  20. STEP FOUR: Select rigorous learning materials.

  21. Choose materials that.... • Relate directly to the learning targets • Will prepare students for the task(s) required on the summative assessment • Are grade- and age-appropriate • Invite multiple interpretations • Represent different perspectives of the same event, story, or solution • Leave some important ideas unstated

  22. Which materials might you choose to prepare students?Choice #2 - Fourth Grade History-End of Unit Assessment • With two or three classmates create a 3 minute Reader’s Theatre of the events leading to the signing of the Declaration of Independence. • Your script must communicate the Patriots’ point of view, as well as that of the Loyalists. It may only include quotes from the readings we have studied. • Your team will perform its Readers’ Theatre for a local chapter of the Sons/Daughters of the American Revolution.

  23. STEP FIVE: Select strategies and learning experiences.

  24. Choose strategies that help students to.... • Compare new learning to what they already know • Organize the new learning for later use • Generate questions they’d like to have answered • Organize and explain their thinking • Assume much of the responsibility for doing the work

  25. Another helpful Web site... National School Reform www.nsrharmony.org • Houses a wealth of graphic organizers to construct meaning from text

  26. Putting it all together..... • Create a classroom environment that supports a sense of community--“We are all in this together” • Have absolute clarity about the summative assessment and/or final product • Consistently know where your students are in relation to the final destination (persistent formative assessment) • Begin with a few instructional strategies that work for you and your students • Learn the skills of flexible classroom management

  27. What was one idea I learned during today’s webinar that I will use or plan to share with teachers at my school?

  28. To learn more about this topic... Expeditionary Learning. http://www.elschools.org Jackson, Robyn (2012). How to plan rigorous instruction. Alexandria, VA: ASCD. Marzano, Robert (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, VA: ASCD. McTighe, Jay & Tomlinson, Carol Ann. (2006) Integrating differentiated instruction & understanding by design: connecting content & kids. Alexandria, VA: ASCD.

  29. To learn more about this topic... McTighe, Jay & Wiggins, Grant (2005). Understanding by design. Alexandria, VA: ASCD. Sousa, David & Tomlinson, Carol Ann (2011). Differentiation and the brain. Bloomington, IN: Solution Tree Press. Tomlinson, Carol Ann (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. Wagner, Tony (Oct. 2008). “Rigor Redefined” in Educational leadership, vol. 66, no. 22, pp. 20-25.

  30. Questions? If you come up with a question today, or even later when you share content from this video in your school, please contact… The OSI staff at osita@doe.virginia.gov

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