Transcript Instructional Strategies: How to Teach for Rigor and Relevance

Live, as if you were to
die tomorrow. Learn,
as if you were to live
forever.
Gandhi
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Time on Target Focus on Small
Learning Communities through
Rigor, Relevance, and Relationships
Dr. Kathy Weigel
Senior Consultant
Dr. Dick Jones
Senior Consultant
[email protected]
[email protected]
© International Center for Leadership in Education
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Day Overview
•Interdisciplinary
•Grading
•Student Engagement
•Student Habits
•Personalization
•Strategies Resources
•D- Moments
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Interdisciplinary
International Center for
Leadership in Education
Activity
Interdisciplinary
Lesson
5
Landscape Planter Project
A project we plan
to have students
undertake is to
build a landscape
planting on an
area of schools
grounds.
Landscape Planter Project
1.ProceduresSketch Planter to
Desired ShapeDetermine Materials
RequiredDetermine Location, Shape
and Center Point of Planter Prepare
Planter Area Cut Materials and
Construct Install PVC Pipe and
Sprinkler System Fill The
Planter Plant Bedding Flowers
Grading
"Anyone
confirm
little
" Nevercan
doubt
that how
a small
the
grading
that results
group
of citizens
canfrom
examinations
corresponds
to
change the world. Indeed it
the final useful work of people
is the only thing that ever
Jean Piaget
in life."
has.”
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9
International Center for
Leadership in Education
Activity
Creating a Grading
Scheme
page 40
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Concepts to Concrete:
The Practitioner’s Guide
to Transforming a High School
What Is A
Grade?
Atlantic Community
High School
Delray Beach, Florida
Paradigm
A PARADIGM is a basic belief
or assumption; something you
believe to be true.
A PARADIGM SHIFT is a new
way about how we approach
problems; a new way of thinking.
“The significant problems we face
cannot be solved by the same level
of thinking that created them.”
Albert Einstein
ACHS Vision
The Academy Model
Graduation
Continuing
Education
Meaningful
Employment
Atlantic Community High School Delray Beach FL
Philosophical Underpinnings
Theory - Reality
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Dr. Daggett
Rigor
Relevance
Relationships
Reflection
Operational
Reality
Atlantic HS
Stiggins – Assessments of and for learning
Dufour – Small Learning Communities
Howard – Data Feedback Strategy/Efficacy
Single School
Culture
Atlantic Community High School Delray Beach FL
Dr. Allison Adler, Safe School Institute
Palm Beach County Schools
ICLE Philosophy
t
t
t
t
Rigor
Relevance
Relationships
Reflection
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Know
Be Able to Do
Be Like
What is a grade and how is it influenced by
Rigor, Relevance, Relationships, and Reflection?
Rigor and Relevance Influence – Grades – State Standards
A,B,C,I,F
A,B,C,I,F
Building Blocks for Success
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A, B, C, I, F
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I Contracts
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Honors Contract
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Proficiency vs. Seat Time
– Homework
– Tutorials
Values
Atlantic Community High School Delray Beach FL
What is a grade?

How confident are you that the grades
the students receive in your classroom
are:
– Consistent?
– An accurate measure of student
proficiency?
– Meaningful to both students and parents?
– Supportive of the learning environment?
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What does a grade mean
to:
A
Student
A Parent
A Teacher
A Principal
What is a grade and what
does it mean?
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I got a “C”, what does that mean?
Does it mean:
– I am smart but just lazy?
– I am a little slow but worked real hard?
– I am smart, worked hard, but did not
have all the skills I needed to achieve
mastery?
– I was quiet, cute, or not a trouble
maker?
– I think a “C” is good enough !
What is a grade?
Scenario 1
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A student completes all of his
homework assignments,
Student tries hard in class
Student is not a problem
Student receives an average score of
50% on his exams…
– What is his grade?
– Should he move on to the next level?
What is a grade?
Scenario 2
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A student never completes homework
assignments,
Student sleeps in class
Student is frequently disruptive
Student is often tardy or absent
Student receives an average score of
95% on his exams…
– What is his grade?
– Should he move on to the next level?
What is a grade?
Scenario 3

What do you say to a parent of a
student that receives an “A” in your
class but can’t pass FCAT (Florida’s high
stakes test required for graduation) ?
What is a grade?
Scenario 4

Does a letter grade tell a parent what
their student has learned?
What is a grade?
Scenario 5
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You teach your guts out… and the
students’ results for the first test are:
– 1 “C”
– 1 “D”
– 20 “F”s.
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What now?
What is a grade?
Do grades motivate a student?
 How do grades:
– Impact student motivation
– Predict future success
– Make a child feel about himself
Why do we want to change
current grading practices?
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Grades do not effectively
communicate student proficiency in
subject matter to parents or students.
Grades are an inconsistent measure
of student knowledge and
understanding.
Grades do not often foster a
supportive learning environment
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Defining Proficiency
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The student demonstrates mastery of
the essential skills and key concepts.
Mastery of skills; not mastery of
content.
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Proficiency is not……
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Extra work in a packet
Missed work in a packet
Extra seat time
Grades for homework completion
Grades for class work completion
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Defining terminology
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Mark/score - the number or letter
given to any student test or
performance.
Grade - the number or letter reported
at the end of the nine weeks period of
time as a summary statement of
student performance and proficiency
in the subject matter.
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Defining A - B - C - I - F
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A - B - C - I - F only applies to the
grades assigned to student
performance at the end of a nine
weeks marking period.
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Students earning 70% - 100 % or less
than 60% will receive the grade
earned as reflected in the Palm Beach
County Grading Scale.
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What is an “I”?
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Grade assigned to students at the end
of the nine weeks marking period if
their cumulative average falls between
60-69%.
Students are given task(s) to
demonstrate their understanding of the
skills taught within the marking period.
If the student demonstrates proficiency
of the skills taught through the task(s),
then the student earns an appropriate
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“I” Contract Tasks
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Are organized and graded by concept.
Serve as the last retest opportunity for
skills/concepts not yet mastered.
determine the student’s level of
proficiency as reflected in the
score/mark and are used by the
teacher to determine the grade earned
for the nine weeks period.
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The 80% Rule / “I” Contract
I Contract
ACHS
80% Rule
Canaday
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All scores of 80% or less
are entered as an “I” until
students show mastery
on a retest
Re-teaching and extra
help are provided
Students take retests on
each concept not
mastered
– One retest given in
class
– One more retest is taken
after school
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All scores of less than
70% are entered as an “I”
until students show
mastery on a retest
“I on the Fly”, re-teach,
re-test, ASAP
The 80% Rule / Considerations
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Retest scores of 80% or higher are placed in
the grade book as an 80% (replacing the I)
– Why only 80%, why not the highest grade earned (assumes
retests are quality assessments)
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After retests are exhausted, the score from
the most recent retest goes into the grade
book
– Why not the highest score (builds efficacy/promotes effort)
Dr. Robert Lynn Canady
Practices that inhibit
learning
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Grading first efforts
Inconsistent grading scales
Inconsistent grading criteria
Zero grades without further makeup
opportunities
Preconceptions about student abilities
Grade based on behavior, attendance
and effort
Using grades for rewards or
Dr. Robert Lynn Canady
The zero . . .
Dr. Robert Lynn Canady
Zero
Minimum
Make-up
95
95
95
80
80
80
0
50
80
80
80
80
85
85
85
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78
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Guideline # 1
Individual achievement as the
basis for grades
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Not based upon group grades
Not based on upon factors other than
achievement of stated course goals
It’s your performance that counts
Dr. Robert Lynn Canady
Guideline # 2
These should not be included in a grade
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Effort
Participation
Attitude
Behavior
Homework
“That is a different grade.”
Dr. Robert Lynn Canady
Guideline # 3
Relate grading procedures to learning goals
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Identify critical concepts/skills
Assess individual concepts /skills
Demonstrating mastery is the standard
Understand the difference between
assessments “for” and “of” learning
Do not hold assessments of learning against
students
Teach – Assess – Re-teach – Reassess
Dr. Robert Lynn Canady
What is a grade ?
Test 1
Bob
Ted
Test 2
Test 3
Test 4
Average
90
80
70
60
75%
Go/ No
Go
60
70
80
90
75%
Go/
No/Go
Who do you want to pack your Parachute?
What is a grade?
In any Common Course of Study
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Critical content
– Key Vocabulary
– Essential Understanding/Key concepts
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What do students need to know?
– Essential Skills and Processes
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What do students need to do?
– Required
90
80 Assessments
70
60
75% No Go
60
75%
70
80
90
Go
Dr. Robert Lynn Canady
Assessments
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Group Questions by Concept
Separate scores for each Concept
Provide more
than one
opportunity/mode
for students to
demonstrate
mastery
Portfolio
Written Exam
Hands on
D Quadrant Projects
Rubrics
Oral Exams
Learning Styles
Essay
Grading Strategy
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Practice Test (Assessment “for”
learning) Dr. Stiggins
Re-teach as required
Assessment "of” learning Dr. Stiggins
Only scores of 80% or higher initially
entered into the grade book Dr. Canady
“I on the fly” ACHS is 70%
Rigor/Relevance Framework
Did Students Get it Right?
C
RI
G
O
R
High
D
Rational
Answer
B
A
Low
Right
Questions
Right
Answer
Right
Procedure
Low
High
RELEVANCE
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Primary Assessments
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
Extended Response
Product
Performance
Portfolio
Product
Performance
Interview
Self Reflection
Multiple Choice
Constructed
Response
Process
Performance
Product
Performance
APPLICATION
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Good Grading Practices
• Grades should be based on individual
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proficiency not group work
Use separate systems for grading behavior
Use incomplete rather than zeros
Use systems that reflect the highest level of
learning
Move toward more performance assessments
Use a proficiency scale rather than percentages
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Engaging Students
Domains of Engagement
Cognitive
Beliefs
Emotional
Behavioral
Feelings
Behaviors
STUDENT ENGAGEMENT
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Student Engagement
Creating a Culture of Academic
Achievement
• Make engagement a data-driven
process
•
Develop engagement-based
teaching and learning
•
CD with professional
development activities plus
DVD
To learn more, order or view excerpt:
http://store.leadered.com
Culture to Support Academics series
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Solve this pictogram
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Solve this pictogram
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Solve this pictogram
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Elements of Student
Engagement
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Engagement-based Learning and
Teaching
Pre-Conditions
• Relationships
• Environment
• Guiding Principles
• Rewards/Grading
System
• Student Habits
• Foundation Skills
Pedagogy
• Design for RR
• Active Learning
Strategies
• Personalized
• Literacy-focus
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Student Habits
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Student Habits
Power Teaching HS Video
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Student Habits
• Routines for entering/leaving school
• Routines for beginning and ending
classes
• Routines for interpersonal
conversations
• Routines moving between whole class
and small group
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Fundamental Skills
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Fundamental Skills
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•
•
•
•
Notetaking
Memorization
Active Listening
Social Skills
Social Emotional Skills
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AERIE Academy
Two Week Suspended
Curriculum
Social Studies
English
Math
Science
Common Assessment
Common Assessment
Common Assessment
Common Assessment
Student Handbook
Managing Emotions
Decision Making
Goal Setting
FCAT Explorer
Positive Communication
Maximizing Life /
Minimizing Stress
Bonding & Relationships
Assertiveness
Respect for Self
Addiction
Drug Free
Study Skills
Success Profiles
Team Building
Study Skills
Atlantic Community High School Delray Beach FL
International Center for
Leadership in Education
Activity
Improving Student Habits
page 38
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International Center for
Leadership in Education
Activity
Improving Fundamental
Skills
page 39
66
International Center for
Leadership in Education
Activity
Team Building Activity
67
Personalize Learning
Make each student feel unique.
Connect to the youth culture.
Recognize cultural differences.
Consider the student point of view.
Be aware of different learning styles.
Differentiate instruction.
Attend to students with special needs.
Intervene early.
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Needle Art Video
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International Center for
Leadership in Education
Activity
Carousel - Improving
Personalization
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International Center for
Leadership in Education
Activity
Brainstorming
Personalization
Challenges
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