NAESP Academic Rigor Dr. Kathleen Sciarappa Thursday February 6, 2014 4:00pm EST

NAESP Academic Rigor

Dr. Kathleen Sciarappa Thursday February 6, 2014 4:00pm EST

Kathleen Sciarappa, EdDWebinar Host

Background

PrincipalConsultant/Trainer

NAESPNHASP

Plymouth State University

UPenn (NAESP)

Mimi

Essential Questions1. What is the relevance of rigor?2. How does the NAESP rigor rubric work?3. What does research reveal about best practice and

rigor?4. How can you coach teachers to employ rigor in

instruction?

Academic Rigor Rubric

Set Goals and Monitor

InstructionBeginning

(1)Developing

(2)Accomplished

(3)Exemplary

(4)STUDENT RESPONSES:

SET GOALS AND MONITOR INSTRUCTION

Students do not set goals related to the class’s content and skills.

Students may refer to goals that they have set previously. Goals that students set during the period may or may not be appropriate.

Most students set appropriate goals.

Not only do students set goals related to the class’s content and skills and monitor progress towards those goals, but they also discuss that progress with their teacher and peers.

What Do We Know About…

A rigorous curriculum develops self-directed students!

Resourcefulness

Higher level thinking

Perseverance

Reflection

Efficacy

Independence

Self regulation Capacity to set goals

Kids in the Thinking Game

Rubric Framework: High Expectations

I. Metacognition

IV. Solving II. Deep problems understanding

III. Higher level thinking

Annotated Bibliography

Barbara Blackburn & Ron Williamson

Rigor DefinitionBarbara Blackburn

• Expected to learn at high levels• Supported while learning at high

levels• Demonstrates learning at high

levels***

Mid Continent Research for Education and Learning (McREL)

Expectations“Our Kids”

Warm Demanders

Source: Stupski Foundation, Pedagogy 72 page report

Rigor, Relevance, Relationships

Source: Willard R. Daggett, International Center for Leadership in Education

Stephen King“The thought process can never be

complete without articulation.”

What is Metacognition?The process of planning/assessing/monitoring

one's own thinking.

Rigor Rubric: MetacognitionYour Experiences; Your Examples

TEACHERMetacognitive ModelingPlanning (DI)Reflective feedbackGoal settingRequests self-evaluation

STUDENTMetacognitive responsesStudent self knowledgeStudent reflectionGoal settingEngages in self-

evaluation RATING SCALE ___beginning ___developing

___accomplished ___exemplary

Lessons Imagined

The Teaching ChannelMetacognition

Gaze Aversion (3:31)

https://www.teachingchannel.org/videos/improve-student-focus

Webinar PollRate “gaze aversion” as a metacognitive technique.

______beginning ____developing ____accomplished ____exemplary

Rating Scale

The Teaching ChannelMetacognition

My Favorite No: Learning From Mistakes (5:46)https://www.teachingchannel.org/videos/class-warm-up-routine

Webinar PollRate “My Favorite No” as a metacognitive technique.

______beginning ____developing ____accomplished ____exemplary

Rating Scale

Webinar Survey What tip might you suggest to

strengthen the lesson?

George S. Patton

“If everyone is thinking alike, then somebodythen somebody isn’t thinking.”

What is Deep Understanding?Using information to solve problems,

create new ideas, generalize, reflect, hypothesize etc.

Rigor Rubric: Deep Understanding

TEACHERTeaching for understandingMultiple and varied

perspectivesMultiple representationsMisconceptionsContent knowledgeRelevance21st Century knowledge & skills

STUDENT

Multiple and varied perspectives

MisconceptionsContent knowledgeExpertise21st Century knowledge & skills RATING SCALE ___beginning ___developing

___accomplished ___exemplary

The Teaching Channel Deep Understanding

Games for Games for Decimals (4:38)

https://www.teachingchannel.org/videos/elementary-math-lesson-plan

Webinar PollRate the “Fill Two” lesson as a deep understanding technique.

______beginning ____developing ____accomplished ____exemplary

Rating Scale

Webinar Survey What tip might you suggest to

strengthen the lesson?

Helen Keller“People don’t like to think. If one thinks, one must

reach conclusions. Conclusions are not always pleasant.”

What is Higher Order Thinking?Asking questions and implementing strategies to ensure

analyzing, evaluating, and creating.

What is Solving Problems?Understanding and resolving problems independently;

generating and testing hypotheses.

Rigor Rubric: Solving Problems

TEACHERProblem complexityProblems without

solutionsProblem solving

processes

STUDENTProblem complexityProblems without

solutionsProblem solving

processesRATING SCALE ___beginning ___developing

___accomplished ___exemplary

Relevant Problem SolvingThe Shot: Math Made Real (4:15)

http://www.youtube.com/watch?v=jRMVjHjYB6w&feature=related

Webinar Poll

______beginning ____developing ____accomplished ____exemplary

Rating Scale

Webinar Survey What tip might you suggest to

strengthen the lesson?

Thomas Edison5% of people think;

10% of people think they think; and the other85% of people would rather die than think!

Honor Fedehfede@naesp.org

You Are Appreciated!