How to Plan Rigorous Instruction PP - emilyquinn
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Transcript How to Plan Rigorous Instruction PP - emilyquinn
“How to Plan Rigorous Instruction”
through the lens of Common Core
BOOK BY
ROBYN R. JACKSON
“TELL ME AND I’LL FORGET;
SHOW ME AND I MAY REMEMBER;
INVOLVE ME AND I WILL UNDERSTAND.”
~CHINESE PROVERB
HTTP://MINDSTEPSINC.COM/RIGOR/
What Does Rigorous Instruction Look Like?
Rigor goes beyond what student will know and be
able to do! (basic memorization and skill proficiency)
Rigorous instruction ask students to…
Create their own meaning
Integrate skills into actual processes
Use what they learn to solve real world problems
Goes beyond surface understanding
Becoming comfortable with being uncomfortable
Learning the correct answer is not always clear, and that is
okay
Fosters students ability to think and learn for themselves
THINK ABOUT THIS…
HOW MIGHT PLANNING
WITH RIGOR IN MIND,
CHANGE THE WAY YOU PLAN
OR THE WAY YOU THINK
WHEN PLANNING?
MYTHS ABOUT RIGOR
Rigor…
Mean
more work
Work is harder
If standards are rigorous, you have rigor
Younger students cannot participate in rigorous
learning
Is only possible after students have mastered the
basics
Is only for gifted students
“BEGIN WITH THE END IN MIND”
Common Core Team Planning –
We are going to practice using a rigorous
summative assessment to plan backwards
This will help us…Create Focus, Direction, and Clarity
Steps to achieve this…
Clarify learning goals (standards, unpacking docs)
Decide what we want students to learn (goal)
Create clear guidelines as to what mastery looks like
Monitor and support student progress toward
mastery
RIGOROUS ASSESSMENT
Measures thinking skills rather than recalling facts
Elaborate
Make inferences
Analyze and construct relationships
Defend their judgment
Lets students demonstrate their thinking process
Think about and use what they learned, answer the
how and why
Apply what they have learned to real-world or
unpredictable situations
EXAMPLE
On the show “Iron Chef”
They are given ingredients and
have to build a meal.
They are not following a recipe,
they have to know how to cook.
They have to know how apply their knowledge
and adapt to new situations.
EXAMPLE - Social Studies Unit
How is food grown, packages, and
delivered to the grocery store.
Traditional Assessment – Create a diagram of the
food supply chain
Rigorous Assessment – Create a poster that traces a
food item (ex. chicken egg) from the farm all the way
to the market, then present poster to the class
ASSESSMENT
“In Traditional Assessment
students demonstrate mastery.
In Rigorous Assessment,
students need to know how to think.”
THINK ABOUT THIS
Springing surprises on students during an
assessment is unfair, IF we don’t properly prepare
them
But if we provide rigorous instruction involving
unpredictable situations all along, then they will be
prepared for that rigorous assessment
It’s all about getting students to think in a different
way, to challenge themselves with the teacher just
acting as a tour guide on the road to mastery
STEPS WE NEED TO TAKE
Step 1 - Think about the kind of thinking you want
the student to do
Step 2 - Select a summative task that requires
students to demonstrate that thinking
project, multi-media presentation, create a model, ad campaign,
portfolio, speech, debate
Step 3 - Determine what you consider mastery
(make sure to consider top level and the baseline)
Step 4 - Determine how you will grade the
assessment (point system, rubric–share ahead of time)
ONE WAY TO DETERMINE ASSESSMENT
Go back to your essential question and
look at how a student might answer it.
Example – Essential Question
“How can we find themes across multiple texts?”
Ask students to read 3 poems, identify the themes, and write about how
the themes were different for each poem.
Give students a theme and a variety of texts (poems, essays, short
stories). Have them write about where/how they see this theme is each
text and defend their answer.
Create an assessment that requires students to use what they learned
and apply it to a visual representation like a cartoon, advertisement, or
work of art.
TYPES OF ASSESSMENT
“Best Answer” Multiple Choice
Different than traditional m/c
Student must select best answer among several options that
are “technically” or “almost” right
Persuasive Writing
Analyze an issue, Take a position, and Defend it
Must know the facts, organize them, use them to make a case
Invention Tasks
Take what they learn and create something
Ex. Force and Motion, design way to protect egg being dropped
TYPES OF ASSESSMENT
Decision Making
Analyze several options and come up with conclusion
Ex. Fables – Determine the best example of a fable from
stories they have read and defend their choice
Explain Your Answer
Complete a task and then explain their answer or process
Ex. Explain answer to math problem using ‘non-calculator’
reasons
Error Analysis
Given problems and answers, some correct and some incorrect
Must identify answers as correct or incorrect and explain why
TYPES OF ASSESSMENT
Learning Portfolios
Track progress over time and analyze growth
Explain/Model criteria for mastery
Students select a few examples of their work that they think show
mastery, have them write about why these examples show 1 – how
their understanding has grown, 2 – how they have developed the skill
They explain any challenges and how they overcame, and explain
where they are now in terms of understanding
They suggest and justify the grade they deserve
Capstone Experiences
Project based assessment
Ex. Unit of study on Family Structure – Create their own family tree
and explain how their family fits into one or more of the family
structures they studied
WHAT ABOUT FORMATIVE ASSESSMENT?
After determining how you will assess students at the end of
the unit, then you can work on formative assessments.
Can use some of the same types of assessments
Track students progress towards the goal, and
intervene/provide support as needed
Use these assessments as your guide
Just remember that formative assessment is
measuring in-progress learning, not mastery!
Use these assessments along with summative to plan
your instruction
Evaluation Checklist for a Rigorous Unit
Evaluative Checklist for a Rigorous Unit.pdf
DPI Wikispace
http://maccss.ncdpi.wikispaces.net/Home
My Wikispace
http://emilyquinn.wikispaces.com/
UNPACKING REVISIONS
Kindergarten
NCDPI Unpacking Revisions - K Math.doc
1st Grade
NCDPI Math Unpacking Docs Revisions - 1st.docx
2nd Grade
NCDPI Math Unpacking Docs Revisions - 2nd.docx
THINK ABOUT IT
Think about the concept of “Change”
What might a rigorous assessment
on ‘Change’ look like?
JIGSAW
Discuss how a rigorous assessment may look
different in Kindergarten, 1st, and 2nd grade.