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

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Presentation on theme: "2 Differentiated Technical Assistance Team (DTAT) Video Series Taking Steps to Increase Instructional Rigor Part II of II Anne S. O’Toole."— Presentation transcript:

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2 2 Differentiated Technical Assistance Team (DTAT) Video Series Taking Steps to Increase Instructional Rigor Part II of II Anne S. O’Toole

3 Rigorous Instruction  Session 1 – What Do We Mean By Rigorous Instruction?  Session 2 – How Do We Plan for Rigorous Instruction?

4 4 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

5 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

6 6 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”

7 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

8 8 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

9 VDOE Web site Guidance VDOE Standards of Learning (SOL) Web site address: standards_docs/index.shtml 9

10 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

11 Also check out “Teacher Direct” on the VDOE Web site at /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

12 Step One: 12 Create student-friendly learning targets Knowledge Skills Understanding

13 TARGET TYPE EXPLANATIONSAMPLE VERBS KNOWLEDGEKnowledge, facts, concepts learned outright Explain, describe, identify, list, tell, label, choose, select, recall SKILLSBehavioral demonstrations where the doing is important Observe, do, measure, model, dramatize, explore UNDER- STANDING Using skills and knowledge to solve problem, make a decision, create a plan Analyze, defend, synthesize, evaluate 13

14 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. 14

15 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) 15

16 STEP TWO: Create a rigorous summative assessment and/or final product. 16

17 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. 17

18 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. 18

19 Some Examples of Summative Projects/Products 19 Field guideReview of art exhibit Civic presentationInvention Persuasive writing assignmentConstitution Scientific modelVisitor’s guide to an exhibit, park “Best answer” multiple choice testFormal debate Mathematical problemPress conference Data analysisBook review Poem in two voicesLearning portfolio Readers’ theatreSurvey with analysis Poem/short storySocratic seminar Defense of a point of view

20 Consider this question.... How might the format of the summative assessment affect the way you plan the rest of the unit? 20

21 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. 21

22 STEP FOUR: Select rigorous learning materials. 22

23 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 23

24 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. 24

25 STEP FIVE: Select strategies and learning experiences. 25

26 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 26

27 Another helpful Web site... National School Reform  Houses a wealth of graphic organizers to construct meaning from text 27

28 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 28

29 29 What was one idea I learned during today’s webinar that I will use or plan to share with teachers at my school?

30 To learn more about this topic... Expeditionary Learning. 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. 30

31 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

32 32 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


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