Transcript SSRI - ETS Home

Building Momentum for Rigor,
Relevance, and Relationships:
Strategies for Increasing Capacity
SSRI
With Linda Lucey, Ph.D.
And Dave Ziskin
International Center
October 2008
Sponsored by:
FLICC
Agenda
► Introduction
and Overview
► Relationships
► Rigor & Relevance
► Make it and Take it!
► Next Steps
Sponsored by FLICC
2
When I Grow Up…
► Watch
video
► What’s
on your mind?
► How would your colleagues
at school react?
► Can you use it?
Sponsored by FLICC
3
When Harry Met Bill
Sponsored by FLICC
4
Procedures and Routines that Build
Relationships
► Greet
Students @ door
► Delay curriculum
 Review procedures and expectations first
► Positive
comments in student agendas
► Middle school concept in HS
 Advisory, teaming
► Clear
expectations and consistency
Sponsored by FLICC
5
Procedures and Routines that Help
Students Attain Quadrant D Learning
► PD
for teachers around RRR
► Students must grasp Quadrant D
 Examples, expectations
Sponsored by FLICC
6
Creating a GrowthOriented Culture
► Purpose:





Developing team
Celebrating success
Getting and giving feedback
Communicating
Building trust
Sponsored by FLICC
7
Characteristics of a Negative
Professional Learning Atmosphere
► Members
have negative attitudes
► Territorialism
► Poor communication – admin to faculty, defensive
body language
► Close-minded
► Unproductive criticism
► Weak leadership
► Lack of trust
► disinviting
Sponsored by FLICC
8
Characteristics of a Positive
Professional Learning Atmosphere
Non-judgemental
All-inclusive (inviting)
► Clearly-defined desired
outcomes
► Communication,
collaboration, consistency
► Leadership sets the tone
(models)
► Trust
► Reflective
► Non-threatening while
challenging
►
►
Sponsored by FLICC
9
Rigor/Relevance Framework
6 Knowledge
5
4
C
D
A
B
3
2
1
Application
1
Sponsored by FLICC
2
3
4
Copyright Lucey, 2008
5
10
Beyond the Basics
Sponsored by FLICC
11
Rigor/Relevance Framework Quiz
Which Quadrant is labeled as
High Rigor and High Relevance?
Yellow
►A
Purple
►B
Green
►C
Red
►D
Sponsored by FLICC
12
Which Quadrant is
most frequently tested?
Yellow
►A
Purple
►B
Green
►C
Red
►D
Sponsored by FLICC
13
Which Quadrant leads to greater
engagement and retention?
Yellow
►A
Purple
►B
Green
►C
Red
►D
Sponsored by FLICC
14
Which defines Rigor?
Yellow
Purple
►More
and longer
assignments
►High level thinking
and reflection
Green
►Rigid
Red
►Increased
Sponsored by FLICC
deadlines
difficulty
15
Which defines Relevance?
Yellow
Purple
Green
Red
►Learning
►Student
►No
is fun
choice
grades
►Application
to the real
world
Sponsored by FLICC
16
Which Quadrant is most important?
Yellow
►A
Purple
►B
Green
►C
Red
►D
Sponsored by FLICC
17
Which Quadrant is labeled as
High Rigor and High Relevance?
Yellow
►A
Purple
►B
Green
►C
Red
►D
Sponsored by FLICC
18
Rigor/Relevance Framework
6
5
4
Student
Thinks
Student
Thinks and
Works
Teacher
Works
Student
Works
3
2
1
1
Sponsored by FLICC
2
3
4
Copyright Lucey, 2008
5
19
6
5
4
See page 17 – IS handbook
Instructional Strategy activity on CD
Brainstorming
Cooperative Learning
Demonstration
Project Design
Inquiry
Simulation/Role-Play
Instructional Technology
Work-based Learning
Problem-Based Learning
3
2
1
Lecture
Memorization
1
Sponsored by FLICC
2
Research
Demonstration
3
4
Copyright Lucey, 2008
5
20
Instructional Strategies to Raise
Rigor and Relevance
► Vary
instructional strategies
► Hands-on experiences
► Show practical applications
► Encourage students to
investigate
► Integrate information and
communication technology
(i.e. computers, internet, etc)
Sponsored by FLICC
21
Instructional Frameworks
Stickiness:
 Designing
Simple
lessons using the SUCCESs principles:
Unexpected
Concrete
Credible
Emotional
Sponsored by FLICC
Story
22
Sponsored by FLICC
23
Your Turn!
► 1.
Watching a video clip
► 2. Matching Activity
Sponsored by FLICC
24
Video Snapshot
Analytical Question
Analytical Question
What’s important about
the clip for you?
Draw a visual to help you
remember important
information
Sponsored by FLICC
25
West Wing Video
Sponsored by FLICC
26
Analytical Questions are…
► Open-ended
► More
than one answer
► No obvious answer
► Require students to use previously acquired
knowledge with current
► Precise enough to be understandable
► Relate clearly to the topic under consideration
► Students must consider a wide range of
information
 What factors contributed to the American Revolution?
 What were the reasons for space exploration?
Sponsored by FLICC
27
Analytical Questions are
► Explanation
questions – encourage students
to think about a process or system
► Discovery questions – require students to
figure something out and examine an idea
from different vantage points
► Causation questions – require students to
think about possible reasons why something
occurred
Sponsored by FLICC
28
With a Partner
► Compare
your
questions – which is
the best analytical
question and why?
► Share
Sponsored by FLICC
29
Prompts Matter
► Manage
time
► Manage relevance
► Manage rigor
► Manage concepts and vocabulary of the
content
► Examples:
 Poor: What were the causes of the Vietnam
War?
 Better: What was the most critical cause of the
Vietnam War?
 Best: Which cause for the Vietnam war is most
similar to the causes for the current Iraqi War
and Why?
Sponsored by FLICC
30
Inquiry
•Edutopia Article
•Instructional Strategies Handbook
•Scientific Method
Sponsored by FLICC
31
Investigation 1: Volume of Vessels
► Match
the graphs with the vessels.
► Make observations about the graphs and vessels –
what do you notice?
► Make a generalization about your observations
and justify
► Write an analytical question to extend this activity
Extension:
 Draw a vessel and matching graph of your own.
 Draw a non-example of a graph. Explain.
Sponsored by FLICC
32
Graph
Vessel
Sponsored by FLICC
33
Processing Time
► Reflect
for three minutes with a partner
from your team.
► How did you feel during this activity?
 Write a metaphor for how you felt
Sponsored by FLICC
34
Which Group Size Raises the Level of
Rigor the Most?
Yellow
►Total
Purple
►Alone
Green
►Pairs
Red
►Small
Sponsored by FLICC
Group
35
Group Size
►Rigor/Relevance
Level
 Selection of:
►Prompt
Control
►Group Size – TAPS (Risk-related)
 Total – Recall/comprehension
 Alone – any level, mostly Quadrant C
 Pairs – Synthesis/Evaluation
 Small Group – Application, Low-level
analysis
Sponsored by FLICC
36
Research-based Best Practices
Categories of Instructional Strategies That
Affect Student Achievement
Percentile
Gain
Identifying similarities and differences, using
metaphors and analogies
45
Summarizing and notetaking
34
Reinforcing effort and providing recognition
29
Homework and practice
28
Nonlinguistic representations
27
Cooperative learning
27
Setting objectives and providing feedback
23
Generating and testing hypotheses
23
Questions, cues and advance organizers
22
Sponsored by FLICC
Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001
37
Celebration!
Reflect on something you have heard that
challenges you OR validates what you already do.
1. Stand and take twenty steps in any direction.
2. Find a partner.
3. Share your reflection.
4. Person living farthest from Tampa starts.
5. Walk and talk.
6. Return to your place when you hear the
chimes.
Reflection: How do these kinds of experiences
build relationship between all of you?
Sponsored by FLICC
Adapted from Classroom Activators by Jerry Evanski
38
Growing a Growth-Oriented Culture
► What
is high quality teaching?
Sponsored by FLICC
39
Concept Formation
Use to generate and come to consensus on
norms for the group to live by. Participants will
generate behaviors that are important to them
as the group works together over time. These
can be clustered and discussed, and several
norms or rules to live by can be identified.
► Use to generate priorities for a team to work on.
Each person generates three to five priorities,
and then the team clusters and labels the
groups. From this, the team can prioritize and
move to planning such as a “People Ladder.”
►
Sponsored by FLICC
40
Sponsored by FLICC
41
CORR: Quadrant D Lessons
10 Topics
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Why Rigor and Relevance
Rigor/Relevance Framework
Identifying Levels of Rigor and Relevance
Teaching for High Rigor Relevance
Identifying Student Learning
Writing Performance Tasks
Linking to State Standards
Assessments for High Rigor/High Relevance
Writing Lessons for High Rigor/High Relevance
Submitting and Revising Lessons
Sponsored by FLICC
42
CORR: An online tool for the purpose
of real work
► Cost-effective
way to provide
step-by-step support in
developing Quadrant D lessons
► School budgets are cutting PD
money
► Online is how people learn and
want to learn
Sponsored by FLICC
43
CORR Tips
► Set
firm start/end dates
► Positive Feedback
► Encourage a “blended”
model at the schools
with the group
► Facilitator Office Hours –
make standard
Sponsored by FLICC
44
Collaborating Online For Rigor and Relevance
•It
is NOT Baldrige!
•It
is NOT a management system!
•It
is NOT about other stakeholders!
•It
is NOT about Awards!
•It
is NOT about doing more!
Sponsored by FLICC
45
Collaborating Online For Rigor and Relevance
What it IS!
►It is about improving student
achievement!
►It
is teacher centered!
►It
is about
Curriculum,
Instructional Strategies,
Assessment!
Sponsored by FLICC
46
Collaborating Online For Rigor and Relevance
What it IS!
►It
is an opportunity for teachers to become
leaders!
►It
►
is an opportunity for professional growth!
It is an opportunity to network with others
►It
is an opportunity to have a voice in
the future of Your School!
Sponsored by FLICC
47
Sponsored by FLICC
48
►Gain
Leadership Experience
►Empower you to become leaders
outside of your classroom
►Professional Development
►If not you, who?
Sponsored by FLICC
49
CORR: Q/A
Sponsored by FLICC
50
Classroom Instruction
While observing the
vignette, consider the
following issues:





Goals of lesson
Classroom norms
Classroom tasks
Teachers’ role
Students’ role
Report
out
Sponsored by FLICC
51
Lesson Study
Sponsored by FLICC
52
Lesson Critique
Sponsored by FLICC
53
Verbs by Quadrant
A
name
label
define
select
identify
list
recite
locate
record
memorize
B
apply
sequence
demonstrate
interview
construct
solve
calculate
dramatize
interpret
illustrate
Sponsored by FLICC
C
analyze
compare
examine
contrast
differentiate
explain
dissect
categorize
classify
diagram
discriminate
D
evaluate
formulate
justify
rate
recommend
infer
prioritize
revise
predict
argue
conclude
54
Product by Quadrant
A
B
scrapbook
definition
summary
worksheet
interpretation
list
collection
quiz
annotation
test
explanation
workbook
solution
true-false
demonstration
reproduction outline
recitation
Sponsored by FLICC
C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification
D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention
55
Sponsored by FLICC
56
Critiquing Lessons
►Using
of:
a highlighter identify evidence
 Rigor
 Relevance
►What
level is the lesson on the:
 Knowledge Taxonomy
 Application Model
Sponsored by FLICC
57
Feedback
►What
suggestions would you offer to
make the lesson more rigorous? More
relevant?
►What suggestions do you have for
instructional strategies? Differentiated
instruction? Literacy strategies?
Sponsored by FLICC
58
Rubric
Sustaining
Stage
Initiation stage
Relationships
Pre-initiation stage
Sponsored by FLICC
Developing stage
59
Make it and Take it
► In
small groups, create activities and a
timeline (including a PowerPoint
presentation) you can use with your schools
to increase capacity around RRR.
Sponsored by FLICC
60
Sponsored by FLICC
61
Closing
What is your plan for
rigorous and relevant
instruction?
How will you
communicate with
teachers?
How will you assist
teachers?
Sponsored by FLICC
62
How to Reach Us
Linda Lucey, Ph.D.
[email protected]
518-723-2077
Dave Ziskin
[email protected]
518-723-2078
International Center for Leadership in Education
Phone (518) 399-2776
www.LeaderEd.com
[email protected]
Sponsored by FLICC
Copyright, Lucey, 2008
63