Transcript Increasing rigor in the classroom

A system for managing rigor
Remember rigor is the first letter in rigor mortis
What are we trying to do?
 Prepare people for The Test
 Teach students how to manage knowledge
 Nothing is static
 Human knowledge doubles every three, five, seven
years, pretty quick
 We may not be able to know it all but we can learn to
manage what we know
 Is there a market for knowledge management?
So what is it?
 “Rigor is the goal of helping students develop the
capacity to understand content that is complex,
ambiguous, provocative, and personally or
emotionally challenging.”
Teaching What Matters Most: Standards and Strategies
for Raising Student Achievement by Richard W. Strong,
Harvey F. Silver and Matthew J. Perini ASCD 2001
“Rigor Redefined” Educational
Leadership October 2008
 Think critically and be able to solve problems
 Be able to ask the right kinds of questions
 Be able to think with agility and bring adaptable skills
to the market
 Willing to try new approaches
 Be able to communicate
 Be able to access and analyze information
 Think creatively
Rigor involves…
 Instructional delivery methods like project based instruction
which use an inquiry model
 Create models in which students represent their findings,
and explore ways their discoveries can make a positive
difference in the world.
 Classrooms that find ways to be connected to the world,
whether or not they use the latest technologies.
 Talking about classrooms where students are taught the
strategies they need to attack challenging text, detect bias,
gather relevant information, and decide how to put what
they’ve learned to work in a useful way.
Give me a non-example
Rigor is not…
fifty math problems for homework when fewer will achieve
mastery.
more worksheets for the student who finished the assignment
early.
using a seventh grade text book with your high performing sixth
grade students.
covering more material in a shorter period of time.
cold or impersonal.
just for a select group of students.
Debbie Schults—”An American Teacher”
Give me the short form
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Go more deeply into content
Explore the complex nature of the content
Consciously include thinking skills
Project based
Connect to both the world of the student and the
teacher
 Teach strategies more than answers
What keeps us from doing this?
 You can’t teach our kids like that, our kids are
different
 My principal won’t let me teach like that, she says…
 It’s a lot of trouble to prepare, I need some time,
maybe I could get a grant and get paid to do some
summer work, maybe…
Where does this fit in?
 In c-scope it fits in all of the “e’s”
Engage-challenge
Explain-thoughtful
Explore-directing
Elaborate-more detail
Evaluate-rigorous
 In non-c-scope it can be part of regular instruction
What does all this mean?
 IF we really want to prepare students to be successful
after high school we need to be as flexible and
analytic as we expect students to be.
 We cannot rely on a static presentation method or set
of materials to allow us to prepare students for the
future.
 Teaching is a process of constant adjustment, change,
and modification.
Tell me specifically how to do it
 First, read and know the standards for your content
area.
 Second, have a system that requires you to think and
to create activities that requires students to think
 Understand that there is no single way to increase
rigor. It requires you to be constantly changing,
learning, modifying, adjusting and overcoming
obstacles.
Improvise, Adapt and Overcome
 Improvise-key to survival. What can I substitute,
change, make different to make this better?
 Adapt-What is working in business, the arts, industry,
what can I find that makes something else successful
and how can I modify it for education?
 Overcome-Small steps, small mistakes, be successful
in a small way.
Goal for the day
 Suggest a system to allow for consistent curricular
differentiation to create a rigorous curriculum
 Provide a model for implementation.
 Provide an opportunity to practice the model during
the session.
Thinking-Knowing- Procedures
Basis for Understanding
Cognitive Processes
The Knowledge
Dimensions
Factual
Conceptual
Procedural
Metacognitive
1.
2. UnderRememstand
ber
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Rationale for the model
 Horizontal level is Bloom’s 2000
 Old Bloom with some modifications
 Use of verbs instead of nouns because the process is an
on-going one instead of something that can be
accomplished
 Switch of evaluating and creating because creating is a
higher level than determining significance based on
criteria
Rationale for model
 There is constant interaction between the knowledge
dimension and the cognitive domain.
 By recognizing the connections instructors can make
conscious decisions concerning curriculum
modifications.
 Each level of the cognitive domain (Bloom) is constantly
interacting with the different dimensions of knowledge.
Knowledge Dimensions
 Knowledge dimensions divided into four parts.
 Factual Knowledge - The basic elements that students
must know to be acquainted with a discipline or solve
problems in it.
 Terminology
 Knowledge of specific details and elements necessary
to be successful with the unit/study/project or learning.
Knowledge Dimensions
 Conceptual 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
Knowledge Dimensions
 Procedural 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
Knowledge Dimensions
 Metacognitive-knowledge and awareness of one’s
own thinking processes
Dimensions of Knowledge
 Problem solving and critical thinking probably would
be characterized as procedural in nature and, because
they extend across several levels of Bloom’s are not
quite as neatly assigned a section as other items.
Cognitive Processes
The Knowledge
Dimensions
1.
2. UnderRememstand
ber
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Factual
Conceptual
Procedural
________ Advanced Thinking
Metacognitive
_______
Rationale for model
Problem Solving
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Identification of the problem
Determination of known details
Determination of unknowns
Selection of plan of action
Implementation of plan
Determination of success
Critical Thinking
 Observation
 Statement of observation
 Development of appropriate
questions concerning the
observation
 Gathers and assesses data
 Develops conclusions and
solutions and tests them
 Communicates findings
Specific Steps for the process
Applying the system in
curriculum
How does it work?
 To begin with you must understand what you want the student
to know and be able to do when you complete instruction.
 The selection of the prompt is based on what best defines what
the student should know and understand as a consequence of
studying a particular topic and subject matter area and must be
addressed in instruction.
 In addition to the prompts attention must be paid to the
procedures students need to follow to be successful with the
instruction.
Why these elements?
 The prompts are based on the student acting as an expert in the
field. What does the expert do that the student can practice?
 Each of the prompts answers the question: What is important
for the student to know about this topic, subject area or
discipline?
 Ranked from simplest to most complex.
 Difficult to incorporate all of the terms in the same lesson—
probably better to look for three or four that fit the content
most effectively.
 Basis: What do you want the student to know when you
complete instruction?
Keys to managing content
There are eleven elements
of depth and complexity
There are six content
imperatives
 Origins-The source of an idea
or event
 Contribution-The significance of or
the result of an idea or event
 Convergence-The coming together or
meeting point of events or ideas
 Parallel-Ideas or events that are
similar and can be compared
 Paradox-The contradictory elements
in an event or idea
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Language/tools of the discipline
Details
Patterns
Trends
Rules
Ethics
Multiple Perspectives
Change over time
Big ideas, concepts, themes
Across disciplines
Unanswered questions
Content imperatives
 Origins-The source of an idea or event - what was this the source
of? what began this?
 Contribution-The significance of or the result of an idea or eventthe effect or consequence of something
 Convergence-The coming together or meeting point of events or
ideas-how was this the catalyst for what followed? How did all of
this come together?
 Parallel-Ideas or events that are similar and can be comparedhow is this like something else, how does it relate?
 Paradox-The contradictory elements in an event or idea-what is
contradictory about this?
Content Imperatives
 The content imperatives create a lens to examine content
in a broad context.
 Provides a broad focus that changes as the different
prompts are used.
 Intended to focus student on elements of depth and
complexity
 We are going to discuss the French and Indian War as the
origin of global conflict and examine the trend of conducting
warfare in a variety of sites.
 Many factors converged to create the situation that led to the
French and Indian Wars. (economics, political, philosophy)
Why would I even want to consider
doing this?
 The use of a focus statement involving a content
imperative, theme, concept or big idea requires both
teacher and learner to move from the detail level of
knowledge to a conceptual level.
 The teacher’s instruction has to be tailored to addressing
this organizing idea.
 If I am looking at “origins” in Biology, my instruction is
going to have to be shaped to address how the students
will interact with the content to understand “origins”
Think, think, think
 Select one of the content imperatives. Write a short focus
statement concerning something you will be teaching the
first six weeks.
 Don’t say “I can’t do this”. Stretch a little.
 Select someone sitting near you. Read them the
statement, listen to theirs.
 Select a second content imperative, repeat the above.
 Did you notice a different approach to the content material?
 Be prepared to describe the difference.
Depth and Complexity defined
 Language/tools of the disciplineterms, nomenclature used by
the discipline
 Details—features, attributes,
element specific information
elaboration
 Patterns-designs, models,
recurring elements cycle, order
 Rules-standards, organizational
patterns, structure
 Trends- changes over time,
genial tendency, drifts, forces
causing change
 Ethics-value laden ideas, opinions,
bias, prejudice
 Multiple Perspectives-differing
points of view, opinions based on
varied roles, attitudes
 Change over time-change during
different time periods
 Big ideas, concepts, themescentralizing elements
 Across disciplines-connections,
relationship, within, between and
among disciplines
 Unanswered questions-unknowns in
the study or discipline
What do depth and complexity do?
 Prompts for depth explores different dimensions within a
discipline.
 Complexity examines connections across, between and
among disciplines.
 The decision that determines what you want the student
to know and do determines the prompt you select
 Discuss some of the specialized terms of the fur trade at the
time of the French and Indian War. E.g. couriers de bois,
trading company, mercantilism.
What does this do?
 The use of the elements directs the instruction
toward a bigger idea and away from a lot of details.
 Details remain in place, they are viewed differently
than before.
 The rigor of the curriculum can be maintained and
directed by the use of these elements.
Practice
 Select two of the elements of depth and complexity
which can be used with the content imperative you all
ready wrote.
 Write two activity statements using the elements.
You may use either “Details” or “Language/tools of
the discipline” but not both. Select one of the other
elements to support your activity.
Depth and Complexity defined
 Language/tools of the disciplineterms, nomenclature used by
the discipline
 Details—features, attributes,
element specific information
elaboration
 Patterns-designs, models,
recurring elements cycle, order
 Rules-standards, organizational
patterns, structure
 Trends- changes over time,
genial tendency, drifts, forces
causing change
 Ethics-value laden ideas, opinions,
bias, prejudice
 Multiple Perspectives-differing
points of view, opinions based on
varied roles, attitudes
 Change over time-change during
different time periods
 Big ideas, concepts, themescentralizing elements
 Across disciplines-connections,
relationship, within, between and
among disciplines
 Unanswered questions-unknowns in
the study or discipline
Limited Thinking Skills
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Determine the relevance
Define cause and effect
Prove with evidence
Judge with criteria
Relate-associate, link
Note the ambiguityexpress more than one
meaning
 Differentiate fact from
opinion/fiction
 Define
 Sequence
 Categorize
 Summarize
Thinking Skills
 Determine the relevance—decide what is important
or given priority
 Define cause and effect-Define the reasons why
something happens and the consequences of that
action or event
 Prove with evidence-Provide data to support a
position or decision
Thinking skills
 Judge with criteria-Make a decision and support it
with reasons why the decision was made.
 Relate-Associate or link information and state the
rationale for the connection.
 Note the ambiguity- Describe what is missing, un clear
or incongruous.
Thinking skills
 Differentiate fact from fiction/opinion-Discern what is
real from what is make-believe or not based on fact.
 Define-Provide specific statements or fact to describe
an idea, concept, statement.
 Sequence-Determine the order of presentation of
information.
Thinking skill
 Categorize-Define the placement or group to which
something belongs.
 Summarize-Re-state information in its most succinct
form.
 NOTE: THESE ARE NOT ALL THE THINKING SKILLS
BUT THEY REPRESENT A COMMON STARTING POINT
Do we haavve to do this? Yes, this is
school
 Select two thinking skills to support each of you
depth and complexity activities. Write a short activity
statement using the two thinking skills you have
selected.
 Present what you have written to your partner.
Putting it all together
Content Imperatives
Depth and Complexity
Thinking Skills
Origins
Contribution
Convergence
Parallel
Paradox
Language/tools of the
discipline
Details
Patterns
Trends
Rules
Ethics
Multiple Perspectives
Change over time
Big ideas, concepts,
themes
Across disciplines
Unanswered questions
Determine the
relevance
Define cause and effect
Prove with evidence
Judge with criteria
Relate
Note the ambiguity
Differentiate fact from
opinion/fiction
Define
Sequence
Categorize
Summarize
If we want to see rigor in the
classroom…
 Instruction has to reflect a rigorous planning
operation.
 There probably isn’t a magical curriculum that will
allow you to read a particular paragraph and have
that result in a more rigorous curriculum.
 The key to rigor in the classroom is what you decide
to do as you present content to diverse learners.
“Rigor Redefined” Educational
Leadership October 2008 | Volume 66 |
Number 2
 1. Critical Thinking and Problem Solving
 To compete in the new global economy, companies need their
workers to think about how to continuously improve their
products, processes, or services. Over and over, executives
told me that the heart of critical thinking and problem solving
is the ability to ask the right questions.
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What is the problem?
What do I know now?
What do I need to know to solve the problem?
Where can I get the information?
Is the information I am getting sound?
What in the world?
 2. Collaboration and Leadership “Kids just out of
school have an amazing lack of preparedness in
general leadership skills and collaborative skills, They
lack the ability to influence.”
 Can you produce a product that addresses a need
 3. Agility and Adaptability “has to think, be flexible,
change, and use a variety of tools to solve new
problems.
 Can you transition smoothly?
 4. Initiative and Entrepreneurialism You'll never be
blamed for failing to reach a stretch goal, but you will
be blamed for not trying. One of the problems of a
large company is risk aversion. Our challenge is how
to create an entrepreneurial culture in a larger
organization.”
 Can you focus creativity and innovation?
 5. Effective Oral and Written Communication
 “We are routinely surprised at the difficulty some young
people have in communicating: verbal skills, written skills,
presentation skills. They have difficulty being clear and
concise; it's hard for them to create focus, energy, and
passion around the points they want to make.
 Can you tell people about it?
 6. Accessing and Analyzing Information
 The half-life of knowledge in the humanities is 10 years, and in
math and science, it's only two or three years.
 Can you get information and is it any good?
What in the world…?
 7. Curiosity and Imagination
 Daniel Pink, the author of A Whole New Mind, observes
that with increasing abundance, people want unique
products and services: “For businesses it's no longer
enough to create a product that's reasonably priced and
adequately functional. It must also be beautiful, unique,
and meaningful.”
 Can you tell me what it’s going to be like in fifteen
minutes?