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Differentiated Technical Assistance Team (DTAT) Video Series

Taking Steps to Increase Instructional RigorPart II of II

Anne S. O’Toole

Rigorous Instruction

Session 1 – What Do We Mean By Rigorous Instruction?

Session 2 – How Do We Plan for Rigorous Instruction?

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The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students.

- Dr. Sam Redding

Instructional Rigor Series

The sessions are designed to be used by individuals or in a group setting.

The sessions are sequential.

The PowerPoint presentations and all other materials or references may be downloaded from the Virginia Department of Education (VDOE) Web site.

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Purpose

Series:•To define rigorous instruction•To identify the goals of rigorous instruction•To clarify how rigorous instruction differs from

instruction that is focused on knowledge and skills only•To differentiate more rigorous from less rigorous assignments•To explain how to plan a rigorous unit ofstudy by “planning with the end in mind”

The Purpose of Today’s Video Presentation is....

To create an impetus forimplementing rigorousinstruction for ALL students,not just those at the top

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Today’s Agenda

How to plan a rigorous unit of study by “planning with the end in mind”

How to design a rigorous summative assessment (or final product) for the unit

How to choose rigorous learning materials and strategies

How to scaffold instruction to insure the success of all students on the summative assessment/final product

VDOE Web site Guidance

VDOE Standards of Learning (SOL) Web site address:

http://www.doe.virginia.gov/testing/sol/standards_docs/index.shtml

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The SOL Web site includes...

Standards of Learning (SOL)

Curriculum Framework detailing specific knowledge, skills, and understandings needed to meet each standard

Enhanced Scope and Sequence guides, with sample lesson plans

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Also check out “Teacher Direct” on the VDOE Web site at

www.doe.virginia.gov/testing/teacherdirect/index.shtml

More helpful information is there on instructional rigor... “The Meaning of Rigor in Virginia’s SOL” “Effective Teaching Strategies to Support Rigor”

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Step One:

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Create student-friendly learning targets

•Knowledge•Skills•Understanding

TARGET TYPE

EXPLANATION SAMPLE VERBS

KNOWLEDGE Knowledge, facts, concepts learned outright

Explain, describe, identify, list, tell, label, choose, select, recall

SKILLS Behavioral demonstrations where the doing is important

Observe, do, measure, model, dramatize, explore

UNDER-STANDING

Using skills and knowledge to solve problem, make a decision, create a plan

Analyze, defend, synthesize, evaluate

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Skill? Knowledge? Understanding? Which is it?

I can explain how we learn about ancient cultures without historical records.

I can create equations to solve real-world problems.

I can practice annotating text to prepare for my next literature circle discussion.

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How did you do?

I can explain how we learn about ancient cultures without historical records. (knowledge)

I can create equations to solve real-world problems. (understanding)

I can practice annotating text to prepare for my literature circle discussions. (skill)

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STEP TWO:

Create a rigorous summativeassessment and/or final product.

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Why plan with the end in mind?

It pinpoints exactly what students must do to succeed.

It helps you to make more focused choices about materials, learning experiences, and strategies.

It provides clear direction for instruction.

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What makes a summative assessment rigorous?

It measures thinking skills, not just factual recall or the ability to use skills.

At least part of it requires students to apply their learning to a new situation.

At least part of it requires students to defend their thinking using what they have learned in the unit of study.

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Some Examples of Summative Projects/Products

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Field guide Review of art exhibit

Civic presentation Invention

Persuasive writing assignment Constitution

Scientific model Visitor’s guide to an exhibit, park

“Best answer” multiple choice test Formal debate

Mathematical problem Press conference

Data analysis Book review

Poem in two voices Learning portfolio

Readers’ theatre Survey with analysis

Poem/short story Socratic seminar

Defense of a point of view

Consider this question....

How might the format ofthe summative assessmentaffect the way you planthe rest of the unit?

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STEP THREE:

Determine the grading method forthe summative assessment, as wellas both the ceiling and threshold formastery. Share grading criteria forsummative assessment at beginningof unit.

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STEP FOUR:

Select rigorous learningmaterials.

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Choose materials that....

Relate directly to the learning targets Will prepare students for the task(s)

required on the summative assessment Are grade- and age-appropriate Invite multiple interpretations Represent different perspectives of the

same event, story, or solution Leave some important ideas unstated

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Which materials might you choose to prepare students?Choice #2 - Fourth Grade History-End of Unit Assessment

With two or three classmates create a 3 minute Reader’s Theatre of the events leading to the signing of the Declaration of Independence.

Your script must communicate the Patriots’ point of view, as well as that of the Loyalists. It may only include quotes from the readings we have studied.

Your team will perform its Readers’ Theatre for a

local chapter of the Sons/Daughters of the American Revolution.

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STEP FIVE:

Select strategies andlearning experiences.

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Choose strategies that help students to....

Compare new learning to what they already know

Organize the new learning for later use Generate questions they’d like to have

answered Organize and explain their thinking Assume much of the responsibility for

doing the work

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Another helpful Web site...

National School Reformwww.nsrharmony.org

Houses a wealth of graphic organizers to construct meaning from text

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Putting it all together.....

Create a classroom environment that supports a sense of community--“We are all in this together”

Have absolute clarity about the summative assessment and/or final product

Consistently know where your students are in relation to the final destination (persistent formative assessment)

Begin with a few instructional strategies that work for you and your students

Learn the skills of flexible classroom management

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What was one idea I learned during today’s

webinar that I will use or plan to

share with teachers at my

school?

To learn more about this topic...Expeditionary Learning. http://www.elschools.orgJackson, Robyn (2012). How to plan rigorous instruction. Alexandria, VA: ASCD.Marzano, Robert (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, VA: ASCD.McTighe, Jay & Tomlinson, Carol Ann. (2006) Integrating differentiated instruction & understanding by design: connecting content & kids. Alexandria, VA: ASCD.

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To learn more about this topic...McTighe, Jay & Wiggins, Grant (2005). Understanding by design. Alexandria, VA: ASCD.Sousa, David & Tomlinson, Carol Ann (2011). Differentiation and the brain. Bloomington, IN: Solution Tree Press.Tomlinson, Carol Ann (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD.Wagner, Tony (Oct. 2008). “Rigor Redefined” in Educational leadership, vol. 66, no. 22, pp. 20-25.

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Questions?

If you come up with a question today, or even later when you share content from this video in your school, please contact…

The OSI staff at osita@doe.virginia.gov