NAESP Academic Rigor Dr. Kathleen Sciarappa Thursday February 6, :00pm EST

Kathleen Sciarappa, EdD Webinar Host Background Principal Consultant/Trainer NAESP NHASP Plymouth State University UPenn (NAESP) Mimi

Essential Questions 1.What is the relevance of rigor? 2.How does the NAESP rigor rubric work? 3.What does research reveal about best practice and rigor? 4.How can you coach teachers to employ rigor in instruction?

Academic Rigor Rubric

Set Goals and Monitor Instruction Beginning (1) Developing (2) Accomplished (3) Exemplary (4) STUDENT RESPONSES: SET GOALS AND MONITOR INSTRUCTION Students do not set goals related to the class’s content and skills. Students may refer to goals that they have set previously. Goals that students set during the period may or may not be appropriate. Most students set appropriate goals. Not only do students set goals related to the class’s content and skills and monitor progress towards those goals, but they also discuss that progress with their teacher and peers.

What Do We Know About…

A rigorous curriculum develops self-directed students! Resourcefulness Higher level thinking Perseverance Reflection Efficacy Independence Self regulation Capacity to set goals

Kids in the Thinking Game

Rubric Framework: High Expectations I. Metacognition IV. Solving II. Deep problems understanding III. Higher level thinking

Annotated Bibliography

Barbara Blackburn & Ron Williamson

Rigor Definition Barbara Blackburn Expected to learn at high levels Supported while learning at high levels Demonstrates learning at high levels***

Mid Continent Research for Education and Learning (McREL) Expectations “Our Kids” Warm Demanders Source: Stupski Foundation, Pedagogy 72 page report

Rigor, Relevance, Relationships Source: Willard R. Daggett, International Center for Leadership in Education

Stephen King “The thought process can never be complete without articulation.”

What is Metacognition? The process of planning/assessing/monitoring one's own thinking.

Rigor Rubric: Metacognition Your Experiences; Your Examples TEACHER Metacognitive Modeling Planning (DI) Reflective feedback Goal setting Requests self-evaluation STUDENT Metacognitive responses Student self knowledge Student reflection Goal setting Engages in self-evaluation RATING SCALE ___beginning ___developing ___accomplished ___exemplary

Lessons Imagined

The Teaching Channel Metacognition Gaze Aversion (3:31)

Webinar Poll Rate “gaze aversion” as a metacognitive technique. ______ beginning ____developing ____accomplished ____exemplary Rating Scale

The Teaching Channel Metacognition My Favorite No: Learning From Mistakes (5:46)

Webinar Poll Rate “My Favorite No” as a metacognitive technique. ______ beginning ____developing ____accomplished ____exemplary Rating Scale

Webinar Survey What tip might you suggest to strengthen the lesson?

George S. Patton “If everyone is thinking alike, then somebody then somebody isn’t thinking.”

What is Deep Understanding? Using information to solve problems, create new ideas, generalize, reflect, hypothesize etc.

Rigor Rubric: Deep Understanding TEACHER Teaching for understanding Multiple and varied perspectives Multiple representations Misconceptions Content knowledge Relevance 21 st Century knowledge & skills STUDENT Multiple and varied perspectives Misconceptions Content knowledge Expertise 21 st Century knowledge & skills RATING SCALE ___beginning ___developing ___accomplished ___exemplary

The Teaching Channel Deep Understanding Games for Games for Decimals (4:38)

Webinar Poll Rate the “Fill Two” lesson as a deep understanding technique. ______ beginning ____developing ____accomplished ____exemplary Rating Scale

Webinar Survey What tip might you suggest to strengthen the lesson?

Helen Keller “People don’t like to think. If one thinks, one must reach conclusions. Conclusions are not always pleasant.”

What is Higher Order Thinking? Asking questions and implementing strategies to ensure analyzing, evaluating, and creating.

What is Solving Problems? Understanding and resolving problems independently; generating and testing hypotheses.

Rigor Rubric: Solving Problems TEACHER Problem complexity Problems without solutions Problem solving processes STUDENT Problem complexity Problems without solutions Problem solving processes RATING SCALE ___beginning ___developing ___accomplished ___exemplary

Relevant Problem Solving The Shot: Math Made Real (4:15)

Webinar Poll ______ beginning ____developing ____accomplished ____exemplary Rating Scale

Webinar Survey What tip might you suggest to strengthen the lesson?

Thomas Edison 5% of people think; 10% of people think they think; and the other 85% of people would rather die than think!

Honor Fede

You Are Appreciated!