Student Work: The Anchor of Mount

Rigorous

Summer Leadership Conference: Teaching Our Way to the Top

Talent Development/Advanced Studies/AVID July 13, 2010

Course Outcomes (KUD)

Participants will KNOWHow rigor is defined and the rationale for its

emphasisWhat KUD is and its role in examining student

workHow Bloom’s Revised Taxonomy is used in

examining student work

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

Course Outcomes (KUD) cont’d…

Participants will BE ABLE TO DOReflection on the level of rigor in their schoolMeaningful 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

● Yet to roll out Rigor school-wide

Defining Rigor…

● Move to the front of the room

● Work as a team to….

- Brainstorm what words, phrases, and/or ideas about rigor are essential to write a concise summary

- Construct a one or two sentence summary of rigor, using no more than 20 words

● Be prepared to share

● Have already rolled out Rigor as school-wide initiative

What it is and is not…

● Move to the back of the room

- Discuss what myths and misunderstandings educators, students, and/or parents have about rigor

- How can we debunk these myths and misunderstandings?

● Be prepared to share

“Official” CMS definitionRigor 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)

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”

Worth Being Familiar With It

Important To Know and Do

EnduringUnderstanding

The Ring of Learning

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?

If only there was a silver bullet…

Planning a Focused, Rigorous Curriculum Means Clarity About What Students Should….

Know…………………Understand…………………Be Able To Do

KnowFacts, names, dates, places, information

Primary and secondary colors Thomas Jefferson1492The Continental DivideThe multiplication tablesSimple & compound interestTimeline of key events in the Civil War

UnderstandEnduring understandings of concepts & BIG

ideasMultiplication is another way to do additionPeople migrate to meet basic needsEntropy and enthalpy are competing forces

in the natural worldVoice reflects the author

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

The KUD Cycle

KNOW (The Details)

UNDERSTAND (The BIG Picture;

The “Why?”)

DO (The Real-World

Proof)

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

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.

Breaking it DownK – 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

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.

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)

THE TAXONOMY TABLE

COGNITIVE PROCESS DIMENSION

1. REMEMBERRecognizing

Recalling

2.UNDERSTAND

InterpretingExemplifyingClassifying

SummarizingInferring

ComparingExplaining

3.APPLY

ExecutingImplementing

4.ANALYZE

DifferentiatingOrganizingAttributing

5.EVALUATECheckingCritiquing

6.CREATE

GeneratingPlanning

Producing

KN

OW

LE

DG

E D

IME

NS

ION

Factual Knowledge

Conceptual Knowledge

ProceduralKnowledge

Metacognitive Knowledge

Factual KnowledgeFactual 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

Conceptual KnowledgeConceptual 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

Procedural KnowledgeProcedural 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

Metacognitive KnowledgeMetacognitive Knowledge Knowledge of cognition in general as well

as awareness and knowledge of one’s own cognition.Strategic knowledgeKnowledge about cognitive tasks, including

appropriate contextual and conditional knowledge

Self-knowledgeHow did I get that answer?

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?

For Example

Can you explain what will happen if you add baking soda

instead of baking powder?

Students will be able to evaluate editorials in

newspapers and news magazines

Let’s Practice

Taxing our brains with the Taxonomy Game!

Devise a method of counting votes in an election.

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

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

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

Protocol for Examination of Rigor in Student Work Samples1. Alignment to standards

2. Quality work that will result in authentic engagement

3. Level of critical thinking and/or problem solving

4. Integrates the curriculum

5. Involves self-directed learning

Where does the work sample fall on the Revised Taxonomy Table?

Think-Pair-Share What are the next steps?

How would you increase the rigor in the assignment?

Examples of Different Protocolshttp://www.lasw.org/protocols.htmlAnnenberg Institute’s “Looking at Student Work” website

Burns and Purcell, 200250

TTT: Things Take Time

•One subject area at a time

•One unit at a time

•One lesson at a time

•One student at a time

•One strategy at a time

•One teacher at a time

•One grade level at a time

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)

Please complete the evaluation!!!

ResourcesAcademic Rigor Non-Negotiables -

www.ncpublicschools.org/ec/development/gifted/nonnegotiablesJolly 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.pdfAVID - www.avidonline.org/info/download.asp?ID=3741&criteria=%22rigor%22Lang and Atwood http://www.sdesa6.org/content/docs/SettingObjectivesandmore2.pptInternational 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, 2004Erin Lyons – JV Washam Literacy Facilitator --- Marzano HandoutSpecial 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.htmhttp://www.greenville.k12.sc.us/League/esques.htmlUnderstanding by DesignThe Parallel Curriculum Carol Ann Tomlinson, Sandra N. Kaplan,Joseph S.Renzulli,

Jeanne H. Purcell, Jann H. Leppien, Deborah E. Burns, Cindy A. StricklandBrookings Institute, Loveless. National Association of Educational Progress Analysis 2008