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Rigor Through Empowerment. Nancy Doda, Ph.D .& Mark Springer www.allianceforpowerfullearning.com www.teacher-to-teacher.com Sessions # 2412 & 2512. Our Essential Questions. What constitutes rigorous learning? What classroom practices promote rigorous learning?. Our Workshop Philosophy. - PowerPoint PPT Presentation
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Rigor Through Empowerment
Nancy Doda, Ph.D.& Mark Springer
www.allianceforpowerfullearning.comwww.teacher-to-teacher.com
Sessions # 2412 & 2512
Our Essential Questions
• What constitutes rigorous learning?
• What classroom practices promote rigorous learning?
Our Workshop Philosophy
• Modeling
• Transfer & Application
• Reflection
Let’s Deliberate• Rigorous
Learning is…• Rigorous
Learning is not…
The Mythology of Rigor
• No Pain, No Gain• The Classics• Volume• Final Exams
The Power of Empowering Students
• We believe that students are more invested in what they learn when they have a role in their own learning.
• We believe that raising the level of student voice and choice raises the level of thinking in our classrooms.
• We believe that the most rigorous learning happens when students take action to learn.
EMPOWERMENTPutting Students in the Driver’s Seat
In which mode of transportation would you best be able to
retrace a trip?
Consider Why?
The Driving Metaphor Of Empowerment
How Can We Put Students In The Driver’s Seat?
Three Dimensions• Classroom Community
• Engaging & Empowering Methods
• Choice in Curriculum
Classroom Community
Mrs. Mutner liked to go over a few of her rules on the first day of class
The Watershed Team’s AffirmationsWe will strive to be:
CARING CAUTIOUS
COOPERATIVE COURAGEOUSCREATIVE FRIENDLY
RESPONSIBLE
Class Constitution
WE, THE STUDENTS OF WATERSHED, IN ORDER TO FORM A MORE PERFECT CLASSROOM, ESTABLISH JUSTICE, INSURE TRANQUILITY, PROMOTE THE GENERAL WELFARE, AND SECURE THE BLESSINGS OF LEARNING, DO APPROVE AND ESTABLISH THIS BILL OF RIGHTS FOR THE WATERSHED CLASS OF RADNOR MIDDLE SCHOOL.
Everyone in Watershed has the right:
to be treated with respect;to be equal with everyone else;to have fun;to be heard;to have their own ideas;to share their ideas;to speak freely;to feel that their materials are safe; andto expect everyone to do his or her share of the work.
SOUNDINGS TEAM WEEKLY SELF-ASSESSMENT Name ________________________________
Please give an example to illustrate how you have lived up to each of our affirmations:
1. Confident
2. Responsible
3. Curious
4. Independence
5. Motivated
Co-Develop Working Agreements
• Listening
• Speaking
• Behavior
• Thinking
Fishbowl Start
Listed below are the expectations for behavior we agreed upon as a literature circle team. We know that RESPECT is very important:
*You must have three to five clearly defined expectations.
Team Signatures
*Developed by Janie Fitzgerald
Our Literature Circle Code of Conduct
Class Developed Rubric
Equal ParticipationFriendliness and EncouragementAsking Follow-Up QuestionsUsing First NamesEye-to-Eye and Knee-to-Knee
(Developed by 9th graders)
Decisions To Share With Students• How to Share Materials• How to Share the Load• How to Encourage a Peer• How to Have a Good Discussion• How to Get Help when Needed• How to Organize the Classroom Space• How to Disagree Respectfully• How to Keep Ourselves Motivated and
Focused
Engaging & Empowering
Methods
First…change this….
To something closer to this…
8th grade, Vermont, 2008
TEACHER SHARED
Control Continuum
Example: Worksheets to Think-sheets
Teacher Determines Questions For Worksheet
StudentsChoose From Teacher’s List of AcceptableQuestions
Students Use Open-Ended Think Sheets
Replace Worksheets With Think Sheets
TEXT: __________________________
What it says
I think…. So what?
Marking Text
!! Interesting/Important
? Confusing/Curious
+ I want to recall this
Pairs will take turns talking about the text as they read.
Read and Say Something
Read half the text. Stop and take turns sharing one passage that struck you as critical. Share why.
Help Students Take A Stand and Speak
UpSAMPLE METHOD:FOUR CORNERS
4 Corners
1. It is nearly impossible to honor students and cover the standards.
2. Every teacher should be a teacher of reading.
3. All students want to learn.4. Praise should be given more
generously to struggling students.
A Jigsaw on MethodsLearning by Doing
Home Group1 2
3
Expert Group
Home Group1 2
3
Steady& Useful Roles
Discussion DirectorGroup GuruConnectorPassage MasterKeeper of the Book/NotesTech Trouble ShooterRoom Arrangements
Discovery Stations?
A series of related learning stations which engage students
in brief investigations on a question or topic.
John Brown: A Villain or A Hero?
John Brown FACTS Images of John Brown
The Southern Newspaper
His Speech in Court
A Letter from A Comrade
His Life at Home
Empowering Work• Students must draw conclusions,
elaborate on their understandings, make and support arguments.
• Students must gather, digest, interpret, analyze and evaluate information.
• Students must make connections to their own lives and the world.
• Students must think about their own learning and modify and adjust.
Ask Students to Reflect On:•the assignment you just did, •why you did it, •what you noticed about it,•what you observed about the data you collected,
•what connections you made, •what you learned from doing it.
Soundings Student Response to Editorial Comments
Name: __________________________________ Date: ______________________Paper/Title: ________________________________________________________________
• Describe in your own words your interpretation of the teachers’ editorial comments and notations:
• What steps have you taken to address these
points?• How has your writing on this paper shown
improvement over previous papers?• What do you need or want to work on in your
next paper, and what can you do to prepare to meet this goal?
Signature: ___________________________________Teacher Initials: ________
Choice in CurriculumCO-PLANNING
WHAT WE STUDY
TEACHER SHARED
Control Continuum
Example: Text StudyTeacher Organizes Content
Students Make Choices from a Teacher Made List
Student-Negotiate the Choices
Think Choices!
• Books We Read• Topics We Investigate• Questions We Explore• Units We Develop
EXPAND THE CHOICES
Collect facts that are critical to subject
Teach a lesson about your topic
Compare two items using a Venn diagram
Photograph, collage or draw to represent your content
Graph a part of your study to reveal data or…Student Choice
Survey others about your content
Dramatize your content
Write a report about the content
Deliver a speech about the content
SAMPLE TIC TAC TOE MENU
Diseases & Dysfunctions of the Human Body
Student Questions and Concerns:Can They Drive Curriculum?
How long will I live?What will I look like in
the future?Will I be healthy?Will I achieve my
goals?Will I make enough
money to support myself?
Why do we fight war over religion?
How is the world going to change?
Is there a solution for poverty?
Will they find a cure for cancer and AIDS?
Maps &Globe
Family Histories
Who are we?Where are we
from?
LANGUAGEARTS
Personal Narrative
LifestylesTravel
SCIENCE
PangaeaMATH
ContinentalDrift, Plates
Volcanoes,Earthquakes Fossils
5 Themes ofGeography
SOCIALSTUDIES
Statistics
Patterns
Story of aContinent
ResearchProject
Power of Place
Interviews
Back to the FutureHow do our choicesaffect our future?
Me, Myselfand Others
What do I want?Personal Goals
What do others want?The General Welfare
AlternativeEnergy Sources
Me, Myselfand Earth
DifficultChoices
Waste andRecycling
Whose footprintsare we walking in?Early Civilizations
HistoricalFootprints
What footprintswill we leave?Time Capsule
“We cannot expect children to accept ready-made values and truths all the way through school, and then suddenly make choices in adulthood. Likewise, we cannot expect them to be manipulated with reward and punishment in school, and to have the courage of a Martin Luther King.”
-
Constance Kami, 1991
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