building momentum for rigor, relevance, and relationships: strategies for increasing capacity with...
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Building Momentum for Rigor, Building Momentum for Rigor, Relevance, and Relationships: Relevance, and Relationships:
Strategies for Increasing CapacityStrategies for Increasing Capacity
With Linda Lucey, Ph.D.With Linda Lucey, Ph.D.And Dave ZiskinAnd Dave Ziskin
International CenterInternational CenterOctober 2008October 2008
Sponsored by:
FLICC
SSRI
Sponsored by FLICC 2
AgendaAgenda► Introduction and OverviewIntroduction and Overview►RelationshipsRelationships►Rigor & RelevanceRigor & Relevance►Make it and Take it!Make it and Take it!►Next StepsNext Steps
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When I Grow Up…When I Grow Up…
►Watch videoWatch video
►What’s on your mind?What’s on your mind?►How would your colleaguesHow would your colleagues
at school react?at school react?►Can you use it?Can you use it?
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When Harry Met BillWhen Harry Met Bill
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Procedures and Routines that Procedures and Routines that Build RelationshipsBuild Relationships
►Greet Students @ doorGreet Students @ door►Delay curriculumDelay curriculum
Review procedures and expectations firstReview procedures and expectations first
►Positive comments in student agendasPositive comments in student agendas►Middle school concept in HSMiddle school concept in HS
Advisory, teamingAdvisory, teaming
►Clear expectations and consistencyClear expectations and consistency
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Procedures and Routines that Procedures and Routines that Help Students Attain Quadrant Help Students Attain Quadrant
D LearningD Learning►PD for teachers around RRRPD for teachers around RRR►Students must grasp Quadrant DStudents must grasp Quadrant D
Examples, expectationsExamples, expectations
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Creating a Growth-Creating a Growth-Oriented CultureOriented Culture
►Purpose: Purpose: Developing teamDeveloping team Celebrating successCelebrating success Getting and giving feedbackGetting and giving feedback Communicating Communicating Building trustBuilding trust
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Characteristics of a Negative Characteristics of a Negative Professional Learning Professional Learning
AtmosphereAtmosphere► Members have negative attitudesMembers have negative attitudes► TerritorialismTerritorialism► Poor communication – admin to faculty, Poor communication – admin to faculty,
defensive body languagedefensive body language► Close-mindedClose-minded► Unproductive criticismUnproductive criticism► Weak leadershipWeak leadership► Lack of trustLack of trust► disinvitingdisinviting
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Characteristics of a Positive Characteristics of a Positive Professional Learning Professional Learning
AtmosphereAtmosphere► Non-judgementalNon-judgemental► All-inclusive (inviting)All-inclusive (inviting)► Clearly-defined desired Clearly-defined desired
outcomesoutcomes► Communication, Communication,
collaboration, collaboration, consistencyconsistency
► Leadership sets the Leadership sets the tone (models)tone (models)
► TrustTrust► ReflectiveReflective► Non-threatening while Non-threatening while
challengingchallenging
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A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
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Beyond the BasicsBeyond the Basics
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Rigor/Relevance Framework Rigor/Relevance Framework QuizQuiz
►AA►BB►CC►DD
Which Quadrant is labeled as Which Quadrant is labeled as High Rigor and High Relevance?High Rigor and High Relevance?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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►AA►BB►CC►DD
Which Quadrant is Which Quadrant is most frequently tested?most frequently tested?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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►AA►BB►CC►DD
Which Quadrant leads to greater Which Quadrant leads to greater engagement and retention?engagement and retention?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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►More and longer More and longer assignmentsassignments►High level thinking and High level thinking and reflectionreflection
►Rigid deadlinesRigid deadlines
►Increased difficultyIncreased difficulty
Which defines Rigor?Which defines Rigor?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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►Learning is funLearning is fun
►Student choiceStudent choice
►No gradesNo grades
►Application to the real Application to the real
worldworld
Which defines Which defines Relevance?Relevance?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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►AA►BB►CC►DD
Which Quadrant is most Which Quadrant is most important?important?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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►AA►BB►CC►DD
Which Quadrant is labeled as Which Quadrant is labeled as High Rigor and High Relevance?High Rigor and High Relevance?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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Rigor/Relevance Framework
Student Student WorksWorks
Teacher Teacher WorksWorks
Student Student ThinksThinks
Student Student Thinks and Thinks and
WorksWorks
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See page 17 – IS handbookInstructional Strategy activity on CD
ResearchResearchDemonstrationDemonstration
LectureLectureMemorizationMemorization
DemonstrationDemonstrationProject DesignProject Design
Simulation/Role-PlaySimulation/Role-PlayWork-based LearningWork-based Learning
BrainstormingBrainstormingCooperative LearningCooperative Learning
InquiryInquiryInstructional TechnologyInstructional TechnologyProblem-Based LearningProblem-Based Learning
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Instructional Strategies to Raise Instructional Strategies to Raise Rigor and Relevance Rigor and Relevance
► Vary instructional Vary instructional strategiesstrategies
► Hands-on experiencesHands-on experiences► Show practical applicationsShow practical applications► Encourage students to Encourage students to
investigateinvestigate► Integrate information and Integrate information and
communication technology communication technology (i.e. computers, internet, (i.e. computers, internet, etc)etc)
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Instructional FrameworksInstructional FrameworksStickiness:Stickiness: Designing lessons using the SUCCESs Designing lessons using the SUCCESs
principles:principles:
Simple Unexpected Simple Unexpected Concrete Concrete
Credible Emotional StoryCredible Emotional Story
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Your Turn!Your Turn!
►1. Watching a video clip1. Watching a video clip►2. Matching Activity2. Matching Activity
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Video SnapshotVideo Snapshot
Analytical QuestionAnalytical Question Analytical QuestionAnalytical Question
What’s important What’s important about the clip for you?about the clip for you?
Draw a visual to help Draw a visual to help you remember you remember
important informationimportant information
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West Wing VideoWest Wing Video
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Analytical Questions are…Analytical Questions are…► Open-endedOpen-ended► More than one answerMore than one answer► No obvious answerNo obvious answer► Require students to use previously acquired Require students to use previously acquired
knowledge with currentknowledge with current► Precise enough to be understandablePrecise enough to be understandable► Relate clearly to the topic under considerationRelate clearly to the topic under consideration► Students must consider a wide range of Students must consider a wide range of
informationinformation What factors contributed to the American What factors contributed to the American
Revolution?Revolution? What were the reasons for space exploration?What were the reasons for space exploration?
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Analytical Questions areAnalytical Questions are
►Explanation questions – encourage Explanation questions – encourage students to think about a process or students to think about a process or systemsystem
►Discovery questions – require students Discovery questions – require students to figure something out and examine to figure something out and examine an idea from different vantage pointsan idea from different vantage points
►Causation questions – require students Causation questions – require students to think about possible reasons why to think about possible reasons why something occurredsomething occurred
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With a PartnerWith a Partner
►Compare your Compare your questions – which questions – which is the best is the best analytical question analytical question and why?and why?
►ShareShare
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Prompts MatterPrompts Matter►Manage timeManage time►Manage relevanceManage relevance►Manage rigorManage rigor►Manage concepts and vocabulary of Manage concepts and vocabulary of
the contentthe content►Examples:Examples:
Poor: What were the causes of the Poor: What were the causes of the Vietnam War?Vietnam War?
Better: What was the most critical cause of Better: What was the most critical cause of the Vietnam War?the Vietnam War?
Best: Which cause for the Vietnam war is Best: Which cause for the Vietnam war is most similar to the causes for the current most similar to the causes for the current Iraqi War and Why?Iraqi War and Why?
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InquiryInquiry
•Edutopia Article
•Instructional Strategies Handbook
•Scientific Method
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Investigation 1: Volume of Investigation 1: Volume of VesselsVessels
► Match the graphs with the vessels.Match the graphs with the vessels.► Make observations about the graphs and Make observations about the graphs and
vessels – what do you notice?vessels – what do you notice?► Make a generalization about your Make a generalization about your
observations and observations and justifyjustify► Write an analytical question to extend this Write an analytical question to extend this
activityactivity
Extension:Extension: Draw a vessel and matching graph of your own.Draw a vessel and matching graph of your own. Draw a non-example of a graph. Explain.Draw a non-example of a graph. Explain.
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Graph Vessel
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Processing TimeProcessing Time
►Reflect for three minutes with a Reflect for three minutes with a partner from your team.partner from your team.
►How did you feel during this activity?How did you feel during this activity? Write a metaphor for how you feltWrite a metaphor for how you felt
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►TotalTotal►AloneAlone►PairsPairs►Small GroupSmall Group
Which Group Size Raises the Level Which Group Size Raises the Level of Rigor the Most?of Rigor the Most?
Yellow
Purple
Green
Red
Yellow
Purple
Green
Red
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Group SizeGroup Size►Rigor/Relevance LevelRigor/Relevance Level
Selection of:Selection of:►Prompt ControlPrompt Control►Group Size – TAPS (Risk-related)Group Size – TAPS (Risk-related)
Total – Recall/comprehensionTotal – Recall/comprehension Alone – any level, mostly Quadrant CAlone – any level, mostly Quadrant C Pairs – Synthesis/EvaluationPairs – Synthesis/Evaluation Small Group – Application, Low-level Small Group – Application, Low-level
analysisanalysis
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Research-based Best PracticesResearch-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
Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001
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Celebration!Celebration!Reflect on something you have heard that Reflect on something you have heard that
challenges you OR validates what you already do.challenges you OR validates what you already do.
1. Stand and take twenty steps in any direction.1. Stand and take twenty steps in any direction.
2. Find a partner.2. Find a partner.
3. Share your reflection. 3. Share your reflection.
4. Person living farthest from Tampa starts.4. Person living farthest from Tampa starts.
5. Walk and talk.5. Walk and talk.
6. Return to your place when you hear the6. Return to your place when you hear the
chimes.chimes.
Adapted from Classroom Activators by Jerry Evanski
Reflection: How do these kinds of experiences build relationship between all of you?
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Growing a Growth-Oriented Growing a Growth-Oriented CultureCulture
►What is high quality teaching? What is high quality teaching?
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Concept FormationConcept Formation► Use to generate and come to consensus on Use to generate and come to consensus on
norms for the group to live by. Participants norms for the group to live by. Participants will generate behaviors that are important will generate behaviors that are important to them as the group works together over to them as the group works together over time. These can be clustered and time. These can be clustered and discussed, and several norms or rules to discussed, and several norms or rules to live by can be identified.live by can be identified.
► Use to generate priorities for a team to Use to generate priorities for a team to work on. Each person generates three to work on. Each person generates three to five priorities, and then the team clusters five priorities, and then the team clusters and labels the groups. From this, the team and labels the groups. From this, the team can prioritize and move to planning such can prioritize and move to planning such as a “People Ladder.”as a “People Ladder.”
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CORR: Quadrant D LessonsCORR: Quadrant D Lessons 10 Topics10 Topics
1.1. Why Rigor and RelevanceWhy Rigor and Relevance2.2. Rigor/Relevance FrameworkRigor/Relevance Framework3.3. Identifying Levels of Rigor and RelevanceIdentifying Levels of Rigor and Relevance4.4. Teaching for High Rigor RelevanceTeaching for High Rigor Relevance5.5. Identifying Student LearningIdentifying Student Learning6.6. Writing Performance TasksWriting Performance Tasks7.7. Linking to State StandardsLinking to State Standards8.8. Assessments for High Rigor/High RelevanceAssessments for High Rigor/High Relevance9.9. Writing Lessons for High Rigor/High RelevanceWriting Lessons for High Rigor/High Relevance10.10. Submitting and Revising LessonsSubmitting and Revising Lessons
LESSON DEVELOPMENT
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CORR: An online tool for the CORR: An online tool for the purpose of real workpurpose of real work
►Cost-effective way to Cost-effective way to provide step-by-step provide step-by-step support in developing support in developing Quadrant D lessonsQuadrant D lessons
►School budgets are cutting School budgets are cutting PD money PD money
►Online is how people learn Online is how people learn and want to learnand want to learn
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CORR TipsCORR Tips
► Set firm start/end Set firm start/end datesdates
► Positive FeedbackPositive Feedback► Encourage a Encourage a
“blended” model at “blended” model at the schools with the the schools with the groupgroup
► Facilitator Office Facilitator Office Hours – make Hours – make standardstandard
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•It is NOT Baldrige!It is NOT Baldrige!
•It is NOT a management It is NOT a management system!system!
•It is NOT about other It is NOT about other stakeholders! stakeholders!
•It is NOT about Awards!It is NOT about Awards!
•It is NOT about doing more!It is NOT about doing more!
Collaborating Online For Rigor and Relevance
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►It is about improving student It is about improving student achievement!achievement!
►It is teacher centered!It is teacher centered!
►It is about It is about Curriculum, Curriculum,
Instructional Strategies, Instructional Strategies, Assessment!Assessment!
What it IS!
Collaborating Online For Rigor and Relevance
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►It is an opportunity for teachers to become It is an opportunity for teachers to become leaders!leaders!
►It is an opportunity for professional growth!It is an opportunity for professional growth!
► It is an opportunity to network with othersIt is an opportunity to network with others ►It is an opportunity to have a voice in It is an opportunity to have a voice in
the future of Your School!the future of Your School!
What it IS!Collaborating Online For Rigor and Relevance
Sponsored by FLICC 48
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►Gain Leadership ExperienceGain Leadership Experience►Empower you to become leaders Empower you to become leaders
outside of your classroomoutside of your classroom►Professional DevelopmentProfessional Development
► If not you, who?If not you, who?
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CORR: Q/ACORR: Q/A
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Classroom InstructionClassroom InstructionWhile observing the While observing the
vignette, consider the vignette, consider the following issues:following issues: Goals of lessonGoals of lesson Classroom normsClassroom norms Classroom tasksClassroom tasks Teachers’ roleTeachers’ role Students’ roleStudents’ role
Report out
Report out
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Lesson StudyLesson Study
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Lesson Lesson CritiqueCritique
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Verbs by Verbs by QuadrantQuadrant
AAnamenamelabellabeldefinedefineselectselectidentifyidentifylistlistreciterecitelocatelocaterecordrecordmemorizmemoriz
ee
Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate
Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate
Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude
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Product by Product by QuadrantQuadrant
AA
definitiondefinitionworksheetworksheetlistlistquizquiztesttestworkbookworkbooktrue-falsetrue-falsereproductioreproductio
nnrecitationrecitation
Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline
Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification
Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention
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Sponsored by FLICC 57
Critiquing LessonsCritiquing Lessons►Using a highlighter identify Using a highlighter identify
evidence of:evidence of: RigorRigor RelevanceRelevance
►What level is the lesson on the:What level is the lesson on the: Knowledge TaxonomyKnowledge Taxonomy Application ModelApplication Model
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FeedbackFeedback►What suggestions would you What suggestions would you
offer to make the lesson more offer to make the lesson more rigorous? More relevant?rigorous? More relevant?
►What suggestions do you have What suggestions do you have for instructional strategies? for instructional strategies? Differentiated instruction? Differentiated instruction? Literacy strategies?Literacy strategies?
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RubricRubric
Relationships
Sustaining Stage
Pre-initiation stage
Initiation stage
Developing stage
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Make it and Take itMake it and Take it
► In small groups, create activities and a In small groups, create activities and a timeline (including a PowerPoint timeline (including a PowerPoint presentation) you can use with your presentation) you can use with your schools to increase capacity around schools to increase capacity around RRR.RRR.
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ClosingClosing
What is your plan for What is your plan for rigorous and rigorous and relevant relevant instruction?instruction?
How will you How will you communicate with communicate with teachers?teachers?
How will you assist How will you assist teachers?teachers?
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How to Reach UsHow to Reach UsLinda Lucey, Ph.D.Linda Lucey, Ph.D.
[email protected]@SPNet.us
518-723-2077518-723-2077
International Center for Leadership in International Center for Leadership in EducationEducation
Phone (518) 399-2776Phone (518) 399-2776www.LeaderEd.com
Copyright, Lucey, 2008
Dave ZiskinDave [email protected]@SPNet.us518-723-2078518-723-2078