Building Rigor into Every Lesson in Every Classroom - PowerPoint PPT Presentation

Loading...

PPT – Building Rigor into Every Lesson in Every Classroom PowerPoint presentation | free to view - id: 616644-MTdkZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Building Rigor into Every Lesson in Every Classroom

Description:

Building Rigor into Every Lesson in Every Classroom Department of Curriculum, Instruction, and School Leadership August 21, 2007 District-Wide Professional Development – PowerPoint PPT presentation

Number of Views:390
Avg rating:3.0/5.0
Slides: 37
Provided by: robesonK
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Building Rigor into Every Lesson in Every Classroom


1
Building Rigor into Every Lesson in Every
Classroom
  • Department of Curriculum, Instruction, and School
    Leadership
  • August 21, 2007
  • District-Wide Professional Development
  • Johnny E. Brown, Ph.D.
  • Superintendent

2
Training Outline
  • Purpose of the Training
  • Desired Outcome of the Training
  • Review of Blooms Taxonomy
  • Defining Rigor and What it Looks Like
  • Instructional Level Rubrics
  • High Order Questioning and Responses
  • Authentic Problem Solving
  • Campus-Wide Implementation Activities
  • District-Wide Monitoring Expectations

3
Purpose
  • The purpose of this presentation is to enlighten
    teachers about ways to build academic rigor into
    every lesson, in every classroom.

4
Outcomes
  • Clear expectations define what students should
    know and be able to do.
  • Higher test scores
  • Improved writing skills
  • Attaining the benchmarks at each grade level
  • Utilizing higher ordered thinking skills

5
Blooms Taxonomy
  • Benjamin Bloom created this taxonomy for
    categorizing levels of abstraction of questions
    that commonly occur in educational settings.
  • Bloom identified six levels within the cognitive
    domain, from the simple recall or recognition of
    facts, as the lowest level, through increasingly
    more complex and abstract mental levels, to the
    highest order which is classified as evaluation.

6
Blooms TaxonomyKnowledge
  • Skills Demonstrated

  • observation and recall of
    information
  • knowledge of dates, events, places
  • knowledge of major ideas
  • mastery of subject matter
  • Question Cueslist, define, tell, describe,
    identify, show, label, collect, examine,
    tabulate, quote, name, who, when, where, etc.

7
Comprehension
  • Skills Demonstrated
  • understand information
  • grasp meaning
  • translate knowledge into new context
  • interpret facts, compare, contrast
  • order, group, infer causes
  • predict consequences
  • Question Cues summarize, describe, interpret,
    contrast, predict, associate, distinguish,
    estimate, differentiate, discuss, extend

8
Application
  • Skills Demonstrated
  • use information
  • use methods, concepts, theories in new
    situations
  • solve problems using required skills or
    knowledge
  • Questions Cues apply, demonstrate, calculate,
    complete, illustrate, show, solve, examine,
    modify, relate, change, classify, experiment,
    discover

9
Analysis
  • Skills Demonstrated
  • seeing patterns
  • organization of parts
  • recognition of hidden meanings
  • identification of components
  • Question Cuesanalyze, separate, order, explain,
    connect, classify, arrange, divide, compare,
    select, explain, infer

10
Synthesis
  • Skills Demonstrated
  • use old ideas to create new ones
  • generalize from given facts
  • relate knowledge from several areas
  • predict, draw conclusions
  • Question Cuescombine, integrate, modify,
    rearrange, substitute, plan, create, design,
    invent, what if?, compose, formulate, prepare,
    generalize, rewrite

11
Evaluation
  • Skills Demonstrated
  • compare and discriminate between ideas
  • assess value of theories, presentations
  • make choices based on reasoned argument
  • verify value of evidence
  • recognize subjectivity
  • Question Cuesassess, decide, rank, grade, test,
    measure, recommend, convince, select, judge,
    explain, discriminate, support, conclude,
    compare, summarize

12
Academic Rigor
  • Activity 1 Graphing Exercise
  • Use the information to make a circle graph.
    Answer the questions below.
  • 1. One half of the students preferred
    chocolate
  • ice cream.
  • 2. One fourth of the students preferred
    vanilla
  • ice cream.
  • 3. One eighth of the students preferred
    strawberry ice
  • cream.
  • 4. One eighth of the students were
    undecided.
  • Questions
  • 1. What percentage of the students preferred
    chocolate ice cream _____ ?
  • 2. What percentage of the students preferred
    vanilla ice cream _____?
  • 3. If half of the undecided students chose
    vanilla ice cream as their favorite, would more
  • prefer vanilla than chocolate? _____ ?

13
Activity Discussion
  • Give examples of how this lesson would look like
    at each level of Blooms Taxonomy.
  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

14
Defining Rigor and What it Looks Like
  • Academic rigor can be defined as the set of
    standards we set for our students and the
    expectations we have for our students and
    ourselves.
  • Rigor is much more than assuring that the course
    content is of sufficient difficulty to
    differentiate it from K-12 level work.
  • Rigor includes our basic philosophy of learning
    we expect our students to demonstrate not only
    content mastery, but applied skills and critical
    thinking about the disciplines being taught.
  • Rigor also means that we expect much from
    ourselves, our colleagues, and our institutions
    of learning.

15
Rigor in the classroom
  • Develop a set of best management practices for
    promoting academic excellence through rigor in
    the classroom
  • Develop strategies for establishing instructional
    goals for academic excellence and for documenting
    progress toward these goals
  • Assess our current understanding of rigor in the
    classroom

16
Components of Rigor
  • Assists students in fulfilling predetermined
    outcomes and
  • competencies by challenging them with high
    expectations.
  • Essential components of rigor in the classroom
  • Content acquisition
  • Critical thinking
  • Relevance
  • Integration
  • Application of concepts
  • Long term retention
  • Responsibility

17
Rigor - Faculty
  • Demanding
  • Relevant
  • Engaging
  • Addressing different learning styles
  • Self-challenging
  • Adaptive

18
Campus Wide Implementation Teacher
ActivitiesCurriculum Mapping
  • Curriculum maps document the topics and skills
    that have been planned, taught and learned,
    helping teachers determine interventions and next
    steps.
  • Curriculum maps help groups of teachers compare
    what has been covered in other grades, revealing
    repetition and gaps in the curriculum across
    disciplines, and highlighting strengths and
    weaknesses in aligning curriculum with district
    and state standards.
  • Curriculum mapping fosters and supports
    collaboration among teachers, and promotes more
    effective instruction.

19
Campus-Wide ImplementationTeacher Activities
  • Conduct directed study (with faculty)
  • Utilize the Socratic method (questioning
    strategy)/interactive discussion
  • Know your students (contact, interaction, praise,
    showing interest, meeting w/students)
  • Balanced diversity of methods
  • Assign research (quantitative and qualitative
    data collection, analysis, data report, and
    literature review)

20
Campus-Wide ImplementationStudent Activities
  • Writing (journals, varied levels of writing,
    writing across the curriculum, etc.)
  • Problem-solving (case studies, group activities,
    essay exams, etc.)
  • Oral communication (debates w/expert judges,
    summary presentations, role playing)
  • Reading/comprehension (reading and analyzing
    ie. in-class discussions, quizzes, summaries,
    etc.)
  • Collaborative group projects

21
Instructional Review and Depth of Understanding
Rubrics
  • Instruction That Produces
  • High-Achieving Schools


22
(No Transcript)
23
(No Transcript)
24
(No Transcript)
25
(No Transcript)
26
(No Transcript)
27
(No Transcript)
28
(No Transcript)
29
Authentic Problem Solving
  • When instruction is academically rigorous,
    students actively explore, research and solve
    complex problems to develop a deep understanding
    of core academic concepts.
  • Increasing rigor does not mean more and longer
    homework assignments, rather, it means time and
    opportunity for students to develop and apply
    habits of mind as they navigate sophisticated and
    reflective learning experiences.
  • Students weigh evidence, consider varying
    viewpoints, see connections, identify patterns,
    evaluate outcomes, speculate on possibilities and
    assess value.

30
Authentic Problem Solving
  • Rubrics, exhibitions and portfolios are examples
    of authentic assessments that allow students to
    demonstrate what they know and can do.

31
Campus-Wide Implementation Activities
(Disciplines for Strengthening Instruction)
  • The district creates an understanding and a sense
    of urgency among teachers and in the community
    for the necessity of improving all students
    learning, and it regularly reports on progress.
    Data are disaggregated and are transparent to
    everyone.
  • There is a widely shared vision of what good
    teaching is, which is focused on rigorous
    expectations, the quality of student engagement,
    and effective strategies for personalizing
    learning for all students.

32
Implementation
  • All professional learning communities meetings
    are about instruction and are models of good
    teaching.
  • There are well-defined standards and performance
    assessments for student work at all grade levels.
    Both teachers and students understand what
    quality work looks like, and there is consistency
    in standards of assessment.

33
Implementation
  • Frequent and rigorous supervision focused on the
    improvement of instruction. It is done by people
    who know what good instruction looks like.
  • Professional development is primarily on-site,
    intensive, collaborative, and job-embedded, and
    is designed and led by educators who model the
    best teaching and learning practice.
  • Data are used diagnostically at frequent
    intervals by teams of teachers, schools, and
    districts to assess each students learning and
    to identify the most effective teaching
    practices. There is time built into schedules
    for this shared work.

34
Implementation
  • Assess our current understanding of rigor in the
    classroom.
  • Develop a set of best management practices for
    promoting academic excellence through rigor in
    the classrooms.
  • Develop strategies for establishing institutional
    goals for academic excellence and for documenting
    progress toward these goals.

35
Monitor
  • Measuring outcomes
  • Tracking students of students taking test and
    their performance, TAKS, end-of course exams
    CBAs
  • of graduates accepted into undergraduate school
  • Peer evaluation of teaching
  • /- grading system
  • Daily quizzes
  • Low stakes evaluation
  • Relevant evaluation
  • Evaluation of assigned material
  • Feedback rapid
  • More Technical support

36
(No Transcript)
About PowerShow.com