Presentation on theme: "Building Rigor into Every Lesson in Every Classroom"— Presentation transcript:
1Building Rigor into Every Lesson in Every Classroom Department of Curriculum, Instruction, and School LeadershipAugust 21, 2007District-Wide Professional DevelopmentJohnny E. Brown, Ph.D.Superintendent
2Training Outline Purpose of the Training Desired Outcome of the TrainingReview of Bloom’s TaxonomyDefining Rigor and What it Looks LikeInstructional Level RubricsHigh Order Questioning and ResponsesAuthentic Problem SolvingCampus-Wide Implementation ActivitiesDistrict-Wide Monitoring Expectations
3PurposeThe purpose of this presentation is to enlighten teachers about ways to build academic rigor into every lesson, in every classroom.
4OutcomesClear expectations define what students should know and be able to do.Higher test scoresImproved writing skillsAttaining the benchmarks at each grade levelUtilizing higher ordered thinking skills
5Bloom’s TaxonomyBenjamin Bloom created this taxonomy for categorizing levels of abstraction of questions that commonly occur in educational settings.Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.
6Bloom’s Taxonomy Knowledge Skills Demonstrated:observation and recall of informationknowledge of dates, events, placesknowledge of major ideasmastery of subject matterQuestion Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
8Application Skills Demonstrated: use information use methods, concepts, theories in new situationssolve problems using required skills or knowledgeQuestions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
9Analysis Skills Demonstrated: seeing patterns organization of parts recognition of hidden meaningsidentification of componentsQuestion Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
10Synthesis Skills Demonstrated: use old ideas to create new onesgeneralize from given factsrelate knowledge from several areaspredict, draw conclusionsQuestion Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
11Evaluation Skills Demonstrated: compare and discriminate between ideasassess value of theories, presentationsmake choices based on reasoned argumentverify value of evidencerecognize subjectivityQuestion Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
12Academic Rigor Activity #1 Graphing Exercise Use the information to make a circle graph. Answer the questions below.1. One half of the students preferred chocolateice cream.2. One fourth of the students preferred vanilla3. One eighth of the students preferred strawberry icecream.4. One eighth of the students were undecided.Questions1. What percentage of the students preferred chocolate ice cream _____ ?2. What percentage of the students preferred vanilla ice cream _____?3. If half of the undecided students chose vanilla ice cream as their favorite, would moreprefer vanilla than chocolate? _____ ?4. If half of the undecided students chose banana ice cream as their favorite, what would bethat fraction of students ______?
13Activity DiscussionGive examples of how this lesson would look like at each level of Bloom’s Taxonomy.KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
14Defining Rigor and What it Looks Like Academic rigor can be defined as the set of standards we set for our students and the expectations we have for our students and ourselves.Rigor is much more than assuring that the course content is of sufficient difficulty to differentiate it from K-12 level work.Rigor includes our basic philosophy of learning – we expect our students to demonstrate not only content mastery, but applied skills and critical thinking about the disciplines being taught.Rigor also means that we expect much from ourselves, our colleagues, and our institutions of learning.
15Rigor in the classroomDevelop a set of best management practices for promoting academic excellence through rigor in the classroomDevelop strategies for establishing instructional goals for academic excellence and for documenting progress toward these goalsAssess our current understanding of rigor in the classroom
16Components of RigorAssists students in fulfilling predetermined outcomes andcompetencies by challenging them with high expectations.Essential components of rigor in the classroom:Content acquisitionCritical thinkingRelevanceIntegrationApplication of conceptsLong term retentionResponsibility
17Rigor - Faculty Demanding Relevant Engaging Addressing different learning stylesSelf-challengingAdaptive
18Campus – Wide Implementation Teacher Activities Curriculum Mapping Curriculum maps document the topics and skills that have been planned, taught and learned, helping teachers determine interventions and next steps.Curriculum maps help groups of teachers compare what has been covered in other grades, revealing repetition and gaps in the curriculum across disciplines, and highlighting strengths and weaknesses in aligning curriculum with district and state standards.Curriculum mapping fosters and supports collaboration among teachers, and promotes more effective instruction.
19Campus-Wide Implementation Teacher Activities Conduct directed study (with faculty)Utilize the Socratic method (questioning strategy)/interactive discussionKnow your students (contact, interaction, praise, showing interest, meeting w/students)Balanced diversity of methodsAssign research (quantitative and qualitative data collection, analysis, data report, and literature review)
20Campus-Wide Implementation Student Activities Writing (journals, varied levels of writing, writing across the curriculum, etc.)Problem-solving (case studies, group activities, essay exams, etc.)Oral communication (debates w/expert judges, summary presentations, role playing)Reading/comprehension (reading and analyzing – ie. in-class discussions, quizzes, summaries, etc.)Collaborative group projects
21Instructional Review and Depth of Understanding Rubrics Instruction That ProducesHigh-Achieving Schools
29Authentic Problem Solving When instruction is academically rigorous, students actively explore, research and solve complex problems to develop a deep understanding of core academic concepts.Increasing rigor does not mean more and longer homework assignments, rather, it means time and opportunity for students to develop and apply habits of mind as they navigate sophisticated and reflective learning experiences.Students weigh evidence, consider varying viewpoints, see connections, identify patterns, evaluate outcomes, speculate on possibilities and assess value.
30Authentic Problem Solving Rubrics, exhibitions and portfolios are examples of authentic assessments that allow students to demonstrate what they know and can do.
31Campus-Wide Implementation Activities (Disciplines for Strengthening Instruction) The district creates an understanding and a sense of urgency among teachers and in the community for the necessity of improving all students’ learning, and it regularly reports on progress. Data are disaggregated and are transparent to everyone.There is a widely shared vision of what good teaching is, which is focused on rigorous expectations, the quality of student engagement, and effective strategies for personalizing learning for all students.
32ImplementationAll professional learning communities meetings are about instruction and are models of good teaching.There are well-defined standards and performance assessments for student work at all grade levels. Both teachers and students understand what quality work looks like, and there is consistency in standards of assessment.
33ImplementationFrequent and rigorous supervision focused on the improvement of instruction. It is done by people who know what good instruction looks like.Professional development is primarily on-site, intensive, collaborative, and job-embedded, and is designed and led by educators who model the best teaching and learning practice.Data are used diagnostically at frequent intervals by teams of teachers, schools, and districts to assess each student’s learning and to identify the most effective teaching practices. There is time built into schedules for this shared work.
34ImplementationAssess our current understanding of rigor in the classroom.Develop a set of best management practices for promoting academic excellence through rigor in the classrooms.Develop strategies for establishing institutional goals for academic excellence and for documenting progress toward these goals.
35Monitor Measuring outcomes Tracking students – # of students taking test and their performance, TAKS, end-of course exams & CBA’s% of graduates accepted into undergraduate schoolPeer evaluation of teaching+/- grading systemDaily quizzesLow stakes evaluationRelevant evaluationEvaluation of assigned materialFeedback – rapidMore Technical support