Rigor Relevance Relationships Central Dauphin School Board - PowerPoint PPT Presentation

Rigor Relevance Relationships Central Dauphin School Board Meeting, March 26, 2018

21 st Century Reading, Writing, Thinking and Problem Solving

21 st Century Reading, Writing, Thinking and Problem Solving RIGO RELEVAN R CE RELATIONSHI

RELEVANCE “Relevance refers to learning in which students apply core knowledge, concepts, or solve real-world problems. Relevant learning is interdisciplinary and contextual. Student work can range from routine to complex at any grade and in any subject. Relevant learning is created, for example, through authentic problems or tasks, simulation, service learning, connecting concepts or current issue, and teaching others.” Learning Environments p. 13 Apply across Real World - Real World - Knowledge in Application in disciplines Predictable Unpredictable one discipline one discipline

RIGOR Evaluation “Rigor refers to academic rigor - learning in which students Synthesis demonstrate a thorough, in-depth mastery of challenging tasks to Analysis develop cognitive skills through Application reflective thought, analysis, problem solving, evaluation, or creativity.” Comprehension Learning Environments p. 10 Knowledge

Rigor/Relevance Framework Evaluation Synthesis Analysis Application Comprehension Knowledge Apply across Knowledge in Application in Real World - Real World - disciplines one discipline one discipline Predictable Unpredictable

Rigor/Relevance Framework

21 st Century Reading, Writing, Thinking and Problem Solving RIGO RELEVAN R CE RELATIONSHI

21 st Century Reading, Writing, Thinking and Problem Solving Performanc Reading Writing e Tasks Close RIGO RELEVAN R CE RELATIONSHI

What is it? PERFORMANCE A performance task is any learning activity or assessment that asks students to perform to demonstrate their knowledge, understanding and proficiency. Students create a product and/or performance that serves as evidence of learning. TASKS So what does that actually mean … it means that students are expected to complete a rigorous learning activity to apply what they have learned from a unit of study to a real-world and relevant situation. Why do it? Performance tasks allow students to show what they have learned in an authentic situation that enables them to demonstrate their level of knowledge and understanding.

Rigor: PERFORMANCE In order to complete a performance task, students are required to use several of the following skills: apply, analyze, synthesize/create, and evaluate. TASKS Relevance: Performance tasks require students to apply the content knowledge they have been taught in order to solve a real-world problem. Relationships: Students build relationships as they learn to work together to complete performance tasks. By building relationships with her students, a teacher is able to craft performance tasks that are not only relevant to the time and world we live in but also are relevant to the interests of her students. Performance Tasks may be differentiated by student skill level and interests.

Performance Tasks in Special Education By: Matthew Treece Chambers Hill Elementary School Supplemental/Full-Time Learning Support Grades 3-5

Supplemental/Full-time Learning Support • Students in the SFLS classroom are educated using the alternative standards, supplemental curriculums, and are PASA test takers. • The classroom is comprised of students with low incidence disabilities such as intellectual disability. • Students are included with regular education peers for lunch, recess, specials, field trips, and selected academic areas depending on the individual needs. • Class size ranges from 10-15 to ensure small group instruction for all content areas.

Professional Development • As a teacher at Central Dauphin I have had the opportunity to receive training in Learning Focused Schools, RRR and Performance Based Learning, Various Research Based Alternative Curriculums, and Teaching the 21st Century Learner. • The latest trainings that I have received through professional development involve technology in the classrooms using performance tasks. They have enhanced my growth as a teacher of special needs students.

A few examples of RRR utilizing technology in the SFLS Classroom • Google Slides Presentations • Kahoot challenges (Informal Assessment) reinforcing thematic unit material • Paragraph writing using Google Docs • Nearpod lessons that include Virtual Trips to places around the globe

21st Century Special Education Student • SFLS students are not only more engaged when using technology but exhibit better classroom performance and behavior • The rigor, relevance, and relationship integrated with the performance tasks have positively impacted student’s PASA scores enough that it contributed to the overall increase for the School Performance Profile for Chambers Hill Elementary School. • Students in my classroom have learned to share documents and presentations in a cloud based classroom with myself, supervisor’s, and our director instantly.

7th Grade PERFORMANCE Old school vs. GRASPS Performance Task G: Real-world Goal TASKS R: Real-world Role A: Real-world Audience S: Real-world Situation P: Real-world Products/Performances S: Standards for Success (Rubric or Scoring Guide)

7th Grade PERFORMANCE Concept: Solving Problems with Unit Rates Traditional Problem: TASKS Find the unit price. 1. 3 pounds of ground beef cost $14.55

7th Grade PERFORMANCE Concept: Solving Problems with Unit Rates Performance Task: The members of the PTA have decided they want to raise money for the TASKS school by selling cheeseburgers. They have asked you to help by figuring out the costs involved and report back to them. Their goal is to make a profit of $1 on each cheeseburger sold. Part A: Students make choices on type of rolls ($ for 8-pack), size of beef in each burger by ounces, and regular slice or thinly sliced cheese (weight by ounces) Part B: They use proportional reasoning, conversions, and unit rates to find the cost to make one cheeseburger and selling price Part C: They write a summary report explaining their findings.

7th Grade PERFORMANCE Old school vs. GRASPS PT G: Real-world Goal: Figure out costs of a fundraiser, including profit TASKS R: Real-world Role: Helping out the PTA A: Real-world Audience: The PTA S: Real-world Situation: Fundraiser P: Real-world Products/Performances: Calculating costs of a fundraiser; Summary report of their findings S: Standard for Success: Scoring guide

Training from Math Solutions PERFORMANCE ● Encouraging students to think things through - Not giving them all the answers right away - Part of learning math comes from struggling through it TASKS ● Conceptual Understanding - Not just teaching short-cuts - Example: Functions - Vending Machine ● Talk Moves: Revoicing, Repeating, Reasoning, Adding On, Waiting ● Was it worth it?

What is it? Reflective writing is writing that is formal or informal about a subject REFLECTIVE matter after it has been presented by the teacher, in literature, or other media, using emotions, memories, or thoughts. Reflective writing is WRITING often used as a reaction to what has been taught, read, or experienced. It can be used to determine key points, or to form new ideas about a subject. Why do it? Reflective writing is a key strategy that can help improve writing by helping students make thoughts more developed and precise, as well as enhance their critical thinking.

Rigor: During reflective writing, students employ metacognition. In other words they need to think about their thinking. This act requires students to REFLECTIVE analyze, synthesize, and evaluate. WRITING Relevance: Reflective writing provides students with the opportunity to think about how the content they are learning is relevant in their lives and the world around them. It also provides students with time to evaluate their own learning in order to set goals for themselves and make plans to reach these goals. Relationships: As teachers review students’ reflective writing, they gain insights into the thinking of their students. This helps teachers learn the thoughts and feelings of students that then can be used to create lessons that student find more engaging and relevant.

REFLECTIVE Stephanie Hanna WRITING 3rd Grade Teacher Paxtonia Elementary

RRR Training and Presenting REFLECTIVE Central Dauphin School District Training WRITING Close Reading Cohort: 2 - Close Reading Cohort: 3 - Reflective Writing Vocabulary Strategies Guided Centers Cohort: 6 Close Reading and TDA Instruction Vetted Articles and Lesson Plans 3rd Grade ELA Curriculum Writing

Reflective Writing REFLECTIVE Students work on reflective writing BEFORE, DURING, AND at WRITING the END of lessons. Students work on reflective writing across ALL content areas. Students reflective writing responses are utilized in Text Dependent Analysis Essays.

Reflective Writing REFLECTIVE WRITING Students are given opportunities to reflect on past experiences and make connections in content through written responses. Students are able to EVALUATE, ANALYZE, draw CONCLUSIONS, and develop an ACTION PLAN from reflective writing responses. Students enjoy sharing reflective writing responses with the classmates and peers.