Transcript * Jacque Melin – GVSU www.formativedifferentiated.com [email protected] Rigor and Relevance for All Students * International Center for Leadership in Education.

*
Jacque Melin – GVSU
www.formativedifferentiated.com
[email protected]
Rigor and
Relevance for
All Students
*
International Center for
Leadership in Education
Assimilation
of knowledge
Thinking
Continuum
Acquisition
of knowledge
*
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Action Continuum
Acquisition
of knowledge
Application
of knowledge
*
1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations
Bloom
Levels
6
RIGOR 5
4
3
2
1
Levels
C
D
A
B
1
2 3 4 5
Application - RELEVANCE
S. Gendron, Kentwood presentation, March 2011
ABC Graffiti
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
SHOPPING
A
B
C
D
E
F
G
H
I
J
K
L
M
Accessories
Bargains
Credit Cards
Department Stores
Expensive
Fashion
Girl Friend
Half Price
“It’s You!”
Jewelry
“Killer Outfit!”
Lay Away
Mad Money
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
“Now, buy it . . .”
On line
Parking
Q - Cute
Returns
Sales
Try it on!
“U Look Great!”
Vogue
Want, Not Need
eXpensive
“Years Younger”
Zonked out
RIGOR or RELEVANCE
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
List
Sort
&
Label
List
Sort
Label
Items Finance Buddy How –
Attitude -
SHOPPING
A
B
C
D
E
F
G
H
I
J
K
L
M
Accessories
Bargains
Credit Cards
Department Stores
Expensive
Fashion
Girl Friend
Half Price
“It’s You!”
Jewelry
“Killer Outfit!”
Lay Away
Mad Money
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
“Now, buy it . . .”
On line
Parking
“Q – Cute”
Returns
Sales
Try it on!
“U Look Great!”
Vogue
Want, Not Need
eXpensive
“Years Younger”
Zonked out
Verb list by Rigor/Relevance Quadrant
6
5
4
3
2
1
Analyze
Categorize
Classify
Compare
Conclude
Contrast
Defend
Diagram
differentiate
discriminate
evaluate
examine
explain
infer
judge
justify
prove
Adapt
Argue
Compose
Conclude
Construct
Design
Evaluate
Formulate
Invent
justify
modify
predict
prioritize
propose
rate
recommend
revise
teach
Calculate
Choose
Count
Define
Describe
Find
Identify
Label
List
match
memorize
name
recall
recite
record
select
spell
locate
Adjust
Apply
Build
Calculate
Construct
Demonstrate
Dramatize
Draw
Illustrate
interpret
interview
make
model
play
produce
relate
sequence
solve
International Center for
Leadership in Education
1
2
3
4
5
Rigor/Relevance Framework
High
Traditional
Tests
Performance
Low
Low
High
Rigor/Relevance Framework
Next Generation
C Summarize,
R
I
G
O
R
High
analyze,
organize,
evaluate
ARecall, facts,
Low
observations,
demonstrate
Low
D
Predict, design,
create, innovate
B
Apply, relate,
demonstrate
RELEVANCE
High
Explicit
Teaching
Common Core Standards
Detour. . .
A temporary
inconvenience for
permanent
improvement
*
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
*
*Critical Thinking
*Creative Thinking
*Complex Thinking
*Comprehensive Thinking
*Collaborative Thinking
*Communicative Thinking
*Cognitive Transfer
Syllabus of Seven
(with rate of frequency in CCSS)
Critical Thinking – Analysis Evaluation Problem Solving
Analyze (73) Evaluate (22) Problem Solve (18) Determine Point of View (15) Compare/Contrast (12) Follow
(11) Sequence (9) Solve (8) Draw (7) Sort (5)
Creative Thinking – Generate Associate Hypothesize
Associate, Hypothesize, Generate, Demonstrate (35) Create (26) Produce (17) Develop (41) Form (12)
Complex Thinking – Clarify Interpret Determine
Challenge (2) Clarify (32) Find Central Idea (19) Determine (50) Research (33) Interpret (6) Find Theme (8)
Comprehensive Thinking – Understand Infer Compare/Contrast
Verify (7) Determine Relevance (2) Infer Point of View (37) Understand (27) Read/Comprehend (20) Infer (10)
Recount (9) Identify (8) Decode (6) Describe (2) Retell (5) Paraphrase (2)
Collaborative Thinking – Explain Develop Decide
Listen to Divergent Views, Apply Conflict Resolution Skills, Discuss w/Civil Discourse, Collaborate (8) Pose
Questions (3)
Communicative Thinking – Reason Connect Represent
Use Logic, Find Relevant Evidence, Use Technology Media (8), Write (31) Organize (17) Explain (11) Develop
Projects (8) See Relationships (30) Present (12)
Cognitive Transfer – Synthesize Generalize Apply
Generalize, Synthesize, Apply (14), Demonstrate (28) Reflect (3) Reflection (20) Summarize (7) Paraphrase (2)
Compare Contrast
Technology
Compare and
Contrast
ELA
Compare and
Contrast
Novel/Poem
SS
Compare and
Managing/Processing
Information
Contrast
Cultures
SCIENCE
Compare and
Contrast
The Arts
DNA & RNA
MATH
Compare and
Compare and
Contrast
Visual/Performance
Contrast
Linear/quadratic
Business
P.E. & Health
equations
Compare and
Compare and
Contrast
Contrast
Profit/Loss
Physical, social, and emotional indicators
of possible substance abuse
Comprehensive Thinking:
Compare
and
Contrast
Target Thinking Skill Template:
“Compare and Contrast”
#1 Motivational Mind Set
TASTE TEST
Target Thinking Skill Template:
“Compare and Contrast”
#1 Motivational Mind Set
Alike and Different
AB Partners - Each Choose one.
Try to convince partner, one is better.
a. MacDonalds / Burger King
b.
c.
d.
e.
Apple / PC
Cubs / Sox
Kindle / IPad
Coke / Pepsi
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
Taste Test: Which
Candy Bar?
Target Thinking Skill Template:
Compare and Contrast
# 2 Skill Description
TAG
Toss Around the Group
In your words…
“Compare and Contrast”
Target Thinking Skill Template:
Compare and Contrast
# 2 Skill Description
Synonyms
Likenesses/Differences
Same/Different
Similar/Not Similar
Like/Unlike
Alike/Not alike
Match/No match
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
Taste Test: Which
Candy Bar?
TAG / Synonyms
Target Thinking Skill Template:
Compare and Contrast
# 3 Menu of Operations
A
Account for similarities
L
Look for differences
I
Inspect for hidden Similarities/Differences
K
Know name of groupings
E
Express results of Compare/Contrast
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
Taste Test: Which
Candy Bar?
TAG / Synonyms
A - Account for Similarities
L - Look for Differences
I - Inspect for Hidden Similarities / Differences
K - Know names of groupings
E - Express result of Compare/Contrast
Target Thinking Skill Template:
Compare and Contrast
# 3 Menu of Operations
Compare and Contrast
Your cell phones
Or
Your shoes
Target Thinking Skill Template:
Compare and Contrast
# 4 Instructional Strategy
T-Chart
My cell phone/shoe Your cell phone/shoe
Target Thinking Skill Template:
Compare and Contrast
# 3 Menu of Operations
A
Account for similarities
L
Look for differences
I
Inspect for hidden Similarities/Differences
K
Know name of groupings
E
Express results of Compare/Contrast
“Compare and Contrast”
Alternating Pattern:
Alternating sentences
AB AB AB AB
Dual Paragraphs Pattern:
Para 1 Write about AAAA
Para 2 Then write about BBBB
How Alike and Different
Target Thinking Skill Template:
Compare and Contrast
# 4 Instructional Strategy
Alternating Sentences
A)Salt is savory, B)while pepper is spicy. A) yet,
the salt is not that healthy, B)while
pepper seems more benign. And, finally, A) salt is
invisible on the food, B) while pepper is visibly
“peppered” on the food. Yet, both are spices and
both can be added at any point in the cooking.
Target Thinking Skill Template:
Compare and Contrast
# 4 Instructional Strategy
Dual Paragraphs
AAA - Salt is a savory condiment that many people
add to their plated food, yet is a habit that is not healthy.
Usually salt has already been included in the
preparation. And it is invisible so people may add too
much. However salt is a spice like pepper.
BBB - On the other hand, pepper is spicy flavoring
people use to give their food a “bite”. Unlike salt it is
healthy to eat and it is visibly obvious how much pepper
they are using. But it’s still a spice.
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
Taste Test: Which
Candy Bar?
TAG / Synonyms
A - Account for Similarities
L - Look for Differences
I - Inspect for Hidden Similarities / Differences
K - Know names of groupings
E - Express result of Compare/Contrast
T-Chart
Alternating Sentences
Dual Paragraphs
Target Thinking Skill Template:
Compare and Contrast
# 5 Assessment
Assess a new
writing sample
that applies
to your subject
Motivational Mind Set:
Through Emotions get their Attention
Skill Description:
What Standard Requires
Menu of Operations:
“How-to” Steps for Students
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
Taste Test: Which
Candy Bar?
TAG / Synonyms
A - Account for Similarities
L - Look for Differences
I - Inspect for Hidden Similarities / Differences
K - Know names of groupings
E - Express result of Compare/Contrast
T-Chart
Alternating Sentences
Dual Paragraphs
Students compare something
In your subject area.
Target Thinking Skill Template:
Compare and Contrast
# 6 Reflection
Comparing
or
Contrasting?
Which is Easier?
Why?
Motivational Mind Set:
Through Emotions get their Attention
Taste Test: Which
Candy Bar?
Skill Description:
What Standard Requires
TAG / Synonyms
A - Account for Similarities
L - Look for Differences
I - Inspect for Hidden Similarities / Differences
K - Know names of groupings
E - Express result of Compare/Contrast
Menu of Operations:
“How-to” Steps for Students
T-Chart
Alternating Sentences
Dual Paragraphs
Instructional Strategy:
“Process as Content”
Assessment:
Judgment of Product or Performance
Reflection:
Student Comment on Process
Students compare something
In your subject area.
Which is easier – compare or contrast?
*
A quick review
*
*Takes place WHILE the
teaching/learning is
happening;
*Coaching students to hit a
series of learning targets;
*Making students partners in
their learning;
*Descriptive feedback and
part of instruction;
*Assessment FOR learning.
*
*A judgment, usually
communicated by a grade or
score, about how well
students achieve the
learning targets;
*Evaluative feedback and
after instruction;
*Assessment OF learning.
*Summative/Formative
Summative
Formative
End of unit, quarter and/or
year - graded
No grade
Final results
“Feedback” helps student
to improve
Multiple choice/True or
False/Matching/Fill-in,
extended response,
performance assessment
Part of regular classroom
learning – could be
informal
*
“I can…” statements
*Statements of intended learning.
*Statements that describe how we will know
that we have learned it.
*Should be posted, not just shared verbally.
Christina Hank
http://turnonyourbrain.wordpress.com/
*
Think-Pair-Share
• Alphabet Graffiti
• Card Trick
• Dry Erase – Back-toBack Boards
• Onion Circle
• On a Roll
• Spinner
Exit Cards
• Entrance/Exit Cards
• Most Valuable Points
• Quick Write/Quick
Draw
• Synectics
• Twitter Post
• WallWisher – Web 2.0
Signaling
• Post-Its
• Use of Technology
Rigor/Relevance Framework
Questions to ask
C Summarize,
R
I
G
O
R
High
analyze,
organize,
evaluate
ARecall, facts,
Low
observations,
demonstrate
Low
D
Predict, design,
create, innovate
B
Apply, relate,
demonstrate
RELEVANCE
High
A-
Ask questions to recall facts, make
observations, or demonstrate
understanding:
What is/are ___?
How many ___?
What did you observe ___?
What can you recall ___?
In what ways ___?
What did you notice about ___?
What do/did you feel/see/hear/smell ___?
What do/did you remember ___?
What did you find out about ___?
B – Ask questions to apply or relate:
How would you do that?
Where will you use that knowledge?
How does that relate to your experience?
How can you demonstrate that?
Calculate that for ___?
How would you illustrate that?
How do you know it works?
Can you apply what you know to this realworld problem?
C – Ask questions to summarize, analyze,
organize, or evaluate, etc.:
How are these similar/different?
How is this like?
What’s another way we could express that?
How can you distinguish between ___?
How would you defend your position?
What evidence can you offer?
How do you know?
D – Ask questions to predict, design, or
create:
How would you design a __ to __?
How would you compose a song?
Can you see a possible solution?
Can you develop a proposal that would__?
How would you do it differently?
How would you devise your own way to deal
with ___?
*
*
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
From Fogarty
& Pete –
Wildly Exciting,
2010
*
*Each student picks a playing card.
*When the teacher asks a question or gives a
problem, discuss it with your partner.
*The teacher will say something like, “all red cards
stand” or “all Kings stand.”
*The teacher will pick someone who is standing to
respond.
*
*You and your partner each get a mini-white board
and stand back-to-back.
*The teacher asks a question and you each answer on
your board.
*When the teacher says “turn around” you show each
other your answers and discuss.
*Outside/Inside Circle
*Inside and outside circles of students face each
other.
*Within each pair of facing students, students quiz
each other with questions they have written or
problems they have created.
*Outside circle moves to create new pairs.
*Repeat.
*
*Each table rolls a number cube
*Students at the table answer the question that
corresponds to the number rolled
*Can be used for several days over the course of
a topic of study
*
1.
2.
3.
4.
5.
6.
Write a question someone should be able to answer
after hearing this lesson.
Explain the most important idea in the lesson in a way
a non-educator could understand.
Draw a picture that represents the main idea of the
lesson.
Tell which part you found to be the most confusing.
If you were going to learn more about this topic, what
would you choose to investigate.
Write a headline for a newspaper article about today’s
lesson.
*
*In response to a teacher prompt or question,
students THINK,
*Then PAIR (discuss with a partner),
*And then SHARE ideas with the whole class –
only those whose number is called (using the
spinner) share.
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
3
7
4
6
5
1
SPIN
2
8
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1
SPIN
2
8
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1
SPIN
2
8
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1
SPIN
2
8
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1
SPIN
2
8
3
7
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1
SPIN
2
8
3
7
4
6
5
*
*
* Name
* Answer:
Rate yourself:
1 = high confidence
2 = medium confidence
3 = I’m not sure on this
YES
Would you
help
someone
else learn
this?
Not at
this time
*
I think I Got It
This is what I learned:
This is how your lesson
helped:
Tomorrow, Tomorrow
Can I have help with:
I could practice by:
Still Need More Practice
I’m still struggling with:
My biggest question is:
Teach Me More
Mini-lesson idea:
This would help me
because:
*
What I learned today…
What I am unclear/unsure
about
Comments…
*
*Students list
*3 new ideas
*2 connections
*1 question
*1-sentence summary
* Betsey Kennedy
3 Pointer
(3 New Things You Learned)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
2 Pointer
(2 Connections You Can Make)
*____________________________________________
_____________________________________
*____________________________________________
_____________________________________
Foul Shot
(What Question Do You Have?)
*____________________________________________
_____________________________________
* Betsey Kennedy
Quick Write/Quick Draw
Science
Sequence/steps/cycles/processes
Scientific principles
Content-area vocabulary
Math
Steps in a process
Social Studies
Important events/turning points/conflicts
Elements of civilization
Highlights of an era
Content-area vocabulary
ELA
Character/key figures/attributes
Setting/conflict/problems & solutions
Beginning, middle, end
Symbols/themes
From 25 Quick
Formative
Assessments for
a Differentiated
Classroom
*
*Teacher selects an important topic
*Students list 4 unusual items (unrelated to
topic)
*Students create a relationship between the
topic and each of the 4 items
* Betsey Kennedy
a school because
a car because
A cell is like…
a television because
a book because
* Betsey Kennedy
*
*Can be used as a Ticket-Out-the-Door or Exit Card
*Students summarize what they learned using no
more than 140 characters
F
O
R
M
A
T
S
S
M
E
N
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C
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N
G
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K
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T
H
E
Y
E
D
E
C
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N
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A
S
H
E
L
P
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K
N
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W
A
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‘
S
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T
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A
N
D
W
E
A
S
O
T
H
A
C
A
N
M
A
K
S
I
O
N
S
A
B
P
P
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C
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I
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S
S
E
FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND WEAKNESSES
SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.
* Betsey Kennedy
*
*http://www.wallwisher.com/
*
*
No clue
I’ve heard
of this.
I know a
lot about
this.
I’m an
expert on
this.
*
*
*Includes all types of questions
*Doesn’t require individual
student Google account
*Minimal
set up time
*
*Fahrenheit 451 Pre-assessment
*Results appear in a user
friendly Google spreadsheet
*
*
*Instant feedback in seconds.
*Use cell phone or any other
device connected to the internet
*Poll
*
*Mobile studying!!
*Digital flashcards and games.
*Quizlet preview
*
Not free, but worth the money!!
*Almost 10,000 hits in the first
semester.
*Automatic grading for all
objective questions
*Used for formative and
summative assessment
*Tour of Quia
*
*
*
*$50 for the entire school year
and entire student load
*A month free trial
*
*Needs cell phone/internet
capable device
*m.socrative.com
*Room # 7615
As a team of educators:
Discuss with your peers the
informal formative
assessment strategies you
intend to use.
*
*
*
* Research Writing: Past - Forward to the Future
* This Pool Is Too Cool
* What’s on Your Shelf?
* Federal Government, How Much is Too Much?
S. Gendron, Kentwood presentation, March 2011
Kathy
Schrock
*
Content
Clarity
Practicality
Technical
Quality/Fairness
• Does it cover everything of importance?
• Does it leave out unimportant things?
• Are terms defined?
• Are various levels of quality defined?
• Are there samples of work to illustrate levels of quality?
• Will students understand what is meant?
• Can students use it to self-assess and set specific goals?
• Is the information provided useful for planning instruction?
• Is the rubric manageable?
• Is it reliable? Will raters give it the same score?
• Is it valid? Do the ratings actually represent what the
students can do?
• Is it fair? Does it avoid bias?
Stiggins, 2006, p. 203
*
*Counting items when quality is what
really counts
*Leaving out things that are
important
*Including things that are trivial
*Using unclear language or terms
*
Questgarden
The Buck Institute
Steve
Thank you for all you do,
for all the students!