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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
TEACHER
Metacognitive ModelingPlanning (DI)Reflective feedbackGoal settingRequests self-evaluation
STUDENT
Metacognitive 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
TEACHER
Teaching 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
STUDENT
Problem 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!
You Are Appreciated!
