Has our school forged a common 2. How does it transition from middle - PDF document

Leading for Rigor, Relevancy and Literacy ODE Summer Conference 2007 Leading for Rigor, Relevance Essential Skill: and Literacy Instructional Leadership 1. Reflect on your school’s vision for instruction 2. Introduction to rigor and relevance –sample lessons in defining, summarizing and comparing Peter Pappas 3. Support literacy while improving content knowledge 4. Foster a more engaging student-centered classroom The central questions Workshop questions: leadership must address 1. What does rigor and relevance look like in the classroom? Does it extend to all students? “Has our school forged a common 2. How does it transition from middle to high school vision of teaching and learning?” 3. To what extent is learning student- or teacher- directed? “How have we organized 4. How can we help build literacy and still teach the Oregon Content Standards? to accomplish this vision?” 5. Rigor, relevance, and student-centered learning are good in theory, but how do we get past the challenges – lack of time, students who can’t (or won’t do) independent work, overcrowded curriculum, state tests, etc Literacy - constructing meaning Reading Elements we’ll address x 1. Direct, explicit comprehension instruction x 2. Effective instructional principles embedded in content x 3. Motivation and self-directed learning x 4. Text-based collaborative learning 5. Strategic tutoring 6. Diverse texts of varying difficulty levels, topics, styles x 7. Intensive, integrated writing as a vehicle for learning We’ll focus on how you can use Reading Elements x 8. A technology component while teaching the subject standards by Peter Pappas ~ www.peterpappas.com 1

Leading for Rigor, Relevancy and Literacy ODE Summer Conference 2007 Contact info: me@peterpappas.com Audience Cell: 585-355-5859 Response System courtesy of: Variety of workshop models: Mike Venrose • Keynotes • Conference presentation Turning Technologies www.peterpappas.com • Community outreach (330) 884-6044 • Faculty - interdisciplinary Links to: Showcase of projects • Train-the-trainer mvenrose@turningtechnologies.com Presentations and Clients • One-day, multi-day, long term Resources As a workshop participant, I could Feather is to peacock as scale is to: best be described as a: 34% 1. Sponge – I’ll soak it up 3% 1. shark 2. Pioneer – I’m quick to adopt new ideas 40% 96% 2. bass 3. Skeptic – Better convince me 18% 0% 3. dolphin 4. Vacationer – I’m treating this as a break 6% 4. whale 1% 5. Prisoner – They’re making me go to this 2% Rigor: Bloom’s taxonomy Rigor and Evaluation : appraise, defend, predict Relevance Synthesis : compose, design, develop in the 21 st Analysis : compare, contrast, categorize Century Basic Skills Basic Skills Application : demonstrate, illustrate, solve Comprehension : describe, explain Students must take on the challenge of intellectual work Knowledge : memorize, name, recognize, recall …..rather than just look for the right answer. by Peter Pappas ~ www.peterpappas.com 2

Leading for Rigor, Relevancy and Literacy ODE Summer Conference 2007 What’s the earliest level that a student could When is the earliest that students design a classification system using familiar can do higher level thinking? objects. 1. Ages 1-2 47% • You give the students a selection of familiar 2. Ages 3-4 objects and ask them to classify them 44% • You scaffold / model the task, but they develop 3. Kindergarten 4% the classification independently 4. Grade 1 - 2 4% • They should be able to describe reasons for 5. Grade 3 - 4 1% classification 6. Grade 5 - 6 0% • When adding a new object they can put in correct category or modify system to accommodate the new object Higher-level Justin, a second grader, talks about math thinking skills Complex use of knowledge In School: In life: In School: In life: Teacher-directed Self-directed Teacher-directed Self-directed Defined tasks Adaptable / fluid Defined tasks Adaptable / fluid Recall of knowledge Only right answers count. From: Math Is Language Too: Teachers tell you how to get those right answers. Talking and Writing in the You work by yourself to solve problems. Mathematics Classroom Phyllis Whitin From a high school valedictorian: Question: A cruise ship carries 200 “I could memorize very easily , and became passengers and crew. Each life boat carries valedictorian. 30 passengers. How many lifeboats will the ship need? But I was embarrassed that I understood much less than some other students who cared less about grades. Almost one-third of the 8 th graders who took I felt that my brain was a way station for a NAEP math test material going in one ear and (after the test) out the other.” answered “6 remainder 20” ~ High School Student quoted in Wiggins and McTighe Understanding by Design by Peter Pappas ~ www.peterpappas.com 3

Leading for Rigor, Relevancy and Literacy ODE Summer Conference 2007 And make it Relevance relevant with 1. I understand how this information real-world or skill has some application in life. application 2. I have an opportunity to construct my own understanding Using skills and Using skills and rather than just learn “the facts.” knowledge in knowledge for myself school in the real world 3. In addition to learning content and skills, I am learning how to learn . 1 2 3 4 5 The Rigor and The Rigor and The Rigor and The Rigor and Rigor Rigor Relevance Framework Relevance Framework Relevance Framework Relevance Framework Willard Daggett Willard Daggett 6 6 C D 5 5 Quadrant A Gather and store bits of knowledge and information. Primarily expected to remember or understand this knowledge. 4 4 3 3 Example A B A Example Pick the right definition Pick the right definition 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 Rigor Rigor 6 6 Example: Example: Analyze symbolism Analyze symbolism Quadrant B Apply knowledge C in a poem in a poem 5 in real-life situations. 5 4 4 Quadrant C Use knowledge to analyze and solve school-based problems and create solutions. Example Example 3 3 Compare car Compare car B lease to loan lease to loan 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 by Peter Pappas ~ www.peterpappas.com 4

Leading for Rigor, Relevancy and Literacy ODE Summer Conference 2007 Quadrant D Apply knowledge and skills in complex Rigor Rigor ways to analyze and solve real problems and create solutions. Confront real-world unknowns. 6 6 D It’s not just 5 5 about “D” 4 4 - mix a variety of Example Example approaches 3 3 Take part in a classroom Take part in a classroom role-playing debate role-playing debate 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 Where do I Yesterday, the teachers said … think most Where do I lessons are think most taught? lessons are taught? A. Quadrant 75% 79% A. Quadrant B. Quadrant 10% 13% B. Quadrant C. Quadrant 8% C. Quadrant 15% D. Quadrant 0% D. Quadrant 0% Teachers said Teachers said they have they have to to work the work the hardest - hardest? to prepare 15% A. Quadrant You’ll answer from the teachers’ point of view in four different perspectives: B. Quadrant 8% • Preparing the lesson C. Quadrant • Teaching the lesson 22% • Managing the classroom D. Quadrant 55% • Assessing the learning by Peter Pappas ~ www.peterpappas.com 5

Leading for Rigor, Relevancy and Literacy ODE Summer Conference 2007 Yesterday, the teachers said … Teachers said they have to work the The teacher hardest - has to work the to teach the lesson hardest - to prepare? 19% A. Quadrant 26% A. Quadrant B. Quadrant 19% B. Quadrant 0% C. Quadrant C. Quadrant 30% 30% D. Quadrant 44% D. Quadrant 32% Yesterday, the teachers said … Teachers said they have to work the The teacher hardest - has to work the to manage students hardest - to teach the lesson? 50% A. Quadrant 42% A. Quadrant B. Quadrant 10% 13% B. Quadrant C. Quadrant C. Quadrant 34% 9% D. Quadrant 11% D. Quadrant 30% Yesterday, the teachers said … Teachers said they have to work the hardest - The teacher to evaluate has to work the hardest - student learning. to manage students? 18% A. Quadrant 29% A. Quadrant B. Quadrant 8% B. Quadrant 12% C. Quadrant C. Quadrant 9% 14% D. Quadrant 45% D. Quadrant 64% by Peter Pappas ~ www.peterpappas.com 6