Creating Rigorous and Engaging Classrooms

Creating Rigorous
and Engaging
Classrooms
Presented by:
Sheryl White
February 12, 2013
Session Objectives
O Address Santa Fe Public Schools student
engagement and academic rigor focus for
walk-throughs
O Examine classroom practices that support
rigorous, engaging classrooms
O Model engagement strategies throughout
O Reflect on current practices
O Collaborate with colleagues
Common Core Standards
Preparing our Students to be College and Career Ready!
To teach the rigorous skills and knowledge
students need to succeed in future collegeentry courses and workforce training programs,
education stakeholders have increasingly
called for more rigorous curricula, instruction,
and assessments. Identifying the critical
attributes of rigor and measuring its
appearance…..is therefore fundamental to this
process.
Source: Karin K. Hess, National Center for the Improvement of Educational Assessment
www.nciea.org
Chalk Talk
Before we begin…
O Take a minute to respond to the following
questions.
O Go to each chart and record your
responses. Have a written conversation
with someone!
Your Thoughts
O What is rigor?
O What are students doing in a
rigorous classroom?
O •What are teachers doing in a
rigorous classroom?
Academic Rigor Defined
O Academic rigor is teaching,
learning, and assessment, which
promotes students growth in
knowledge of the discipline and the
ability to analyze, synthesize, and
critically evaluate the content under
study.
O
Author Unknown
Academic Rigor Defined
O Rigor is the goal of helping
students develop the capacity to
understand content that is
complex, ambiguous, provocative
and personally or emotionally
challenging.
Source: From Teaching What Matters Most: Standards and
Strategies for Raising Student Achievement by Richard W.
Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001
Academic Rigor Defined
O Rigor implies the
reaching for a higher
level of quality in both
effort and outcome.
O
Larry Ainsworth, Rigorous Curriculum Design, 2010
O Rigor: creating an environment
in which each student is
expected to learn at high
levels; each student is
supported so he or she can
learn at high levels, and each
student demonstrates learning
at high levels
O
Blackburn, 2008.
What Rigor is NOT!
O Rigor is not a special program or
curriculum for select students.
O Rigor is not about severity or hardship.
O Rigor is not back-to-the-basics.
O Rigor is not just about higher-order
thinking.
O Rigor is not a measure of the quantity
of content to be covered.
4 Myths About Rigor
1. Lots of Homework Is a Sign of Rigor
2. Rigor Means Doing More!
3. Rigor is Not for Everyone!
4. Providing Support Means Lessening
Rigor!
4 Corners
O Pick the myth that most interests you.
O Move to the sections of the room that
reflects your choice!
O Read the myth card.
O Discuss the implications with your group.
High Engagement and
Academic Rigor Include…
O High Expectations for Learning
O Support and Scaffolding
O Demonstration of Learning
O Student Engagement
O Motivation
O Student Work
A Rigorous Classroom
Only by creating a culture of high
expectations and providing support
so students can truly succeed do
you have a rigorous classroom.
Barbara Blackburn 2008
14
High Expectations
O Any effort to increase rigor begins
with expectations. There are schools
where everyone is expected to learn
at a high level and all students show
growth and experience success.
Communicating High
Expectations
The foundation for a rigorous classroom lies with
high expectations for students. In a
classroom/school with high expectations we
should see:
O 1) Comments and actions, the teacher projects
to students, “I believe you can.”
O 2. The teacher has a positive affect, but does
not allow excuses for a lack of effort.
O 3. There is adequate wait time from the teacher
which conveys the message that, “I expect you
to answer.”
Mindset
Carol Dweck (2006)
FIXED MINDSET
Intelligence is something
very basic about a
person that can’t be
changed very much
GROWTH MINDSET
You can always change
how intelligent you are
Encourage a Growth
Mindset
FIXED MINDSET
O Intelligence is innate
and unchangeable
O Focus on
performance
O Effort means you’re
not very smart
O Avoid failure at all
costs
GROWTH MINDSET
O Intelligence is malleable
with effort
O Focus on learning
O Effort is a natural part of
the learning process
O Failure is a temporary
setback that provides
feedback for learning
Strategies for Encouraging a
Growth Mindset
O Teach students about the brain and how it
changes with practice – whatever you focus
attention on repeatedly changes your brain!
O Debunk myths about intelligence: “no such thing
as a math brain”
O Emphasize that there are strategies for learning
the material—and that it is your job to teach
those strategies
O Share stories and examples of famous people
who invest a lot of effort – effort is essential to
achieving any type of success
The Best of the Best …
O Champion chess players
O World-class cellist Pablo Casals
O Tiger Woods
O MVP basketball players
What do they have
in common?
Faculty Also Have Mindsets!
FIXED MINDSET
Intelligence is
something very basic
about a person that
can’t be changed
very much
GROWTH MINDSET
You can always
change how
intelligent you are
-Identify
and consistently
reinforce a small set of core
values that are easy to
remember.
-Train and support staff in
setting and reinforcing high
expectations.
-Communicate expectations to
parents and students.
10 Most Important
Attributes of a Teacher
Try This!
1. Make a list of the 10 most important
attributes of a teacher.
2. Cross out 3 of the least important
3. Narrow the list to 5 by crossing out 2 more.
4. Off the remaining list, choose two that are
most important.
5. The two left represent the core values.
6. Compare the list with current teaching
practices.
Students can do
no better than
the assignments
they are given...
Student Assignments
Quiz, Quiz, Trade
O You will receive one of 6 assignments
O
O
O
O
given to students.
Find a partner, take turns sharing the
assignment you read.
Discuss the teacher mindset and
expectations of the student.
Trade your cards.
Repeat one more time.
A frequent theme in literature is the
conflict between the individual and
society. From literature you have
read, select a character who
struggled with society. In a welldeveloped essay, identify the
character and explain why this
character’s conflict with society is
important.
Ed Trust, 2010
Write a composition of at least 4
paragraphs on Martin Luther
King’s most important
contribution to this society.
Illustrate your work with a neat
cover page. Neatness counts.
Ed Trust, 2010
Essay on Anne Frank
Your essay will consist of an opening paragraph which
introduced the title, author and general background of the
novel.
Your thesis will state specifically what Anne's overall
personality is, and what general psychological and
intellectual changes she exhibits over the course of the book
You might organize your essay by grouping psychological
and intellectual changes OR you might choose 3 or 4
characteristics (like friendliness, patience, optimism, self
doubt) and show how she changes in this area.
Source: Unnamed school district in California, 2002-03 school
•My Best Friend:
•A chore I hate:
•A car I want:
•My heartthrob:
Source: Unnamed school district in California, 2002-03 school
Comparison/Contrast Paper Between Homer's Epic Poem, The
Odyssey and the Movie "0 Brother Where Art Thou"
By nature, humans compare and contrast all elements
of their world. Why? Because in the juxtaposition of two
different things, one can learn more about each
individual thing as well as something about the
universal nature of the things being compared.
For this 2-3 page paper you will want to ask yourself the
following questions: what larger ideas do you see
working in The Odyssey and "0 Brother Where Art
Thou"? Do both works treat these issues in the same
way? What do the similarities and differences between
the works reveal about the underlying nature of the
larger idea?
Divide class into 3 groups:
Group 1 designs a brochure titled "Odyssey
Cruises". The students listen to the story
and write down all the places Odysseus
visited in his adventures, and list the cost
to travel from place to place.
Group 2 draws pictures of each adventure.
Group 3 takes the names of the characters in
the story and gods and goddesses in the
story and designs a crossword puzzle.
A Conversation with
Gabrielle..
Gabrielle., a student was asked this
question:
O “If you were in charge of the school,
what would you change?” Gabrielle’s
answer was insightful. She said, “for
people who don’t understand as
much...[they should] be in higher
level classes to understand more
[because] if they already don’t know
much, you don’t want to teach them
to not know much over and over.”
O Think-Pair-
Share
O Isn’t that
reflective of
how students
view our levels
of expectations
in classes that
are not labeled
“higher level”?
O Is there a need
to increase
change the
expectations in
this school?
How?
Reflection:
O How are high expectations for student
achievement conveyed to staff?
What do these expectations look like in
instructional practice? How are the
expectations monitored?
O Can your students articulate academic
expectations in each class and do they
know what they are expected to do to
achieve proficiency? How do you know?
NM Instructional Audit: Principal Interview Questions
Teaching & Learning
Elements of a
Rigorous Classroom
O Standards-Based Instruction
O Bloom’s Taxonomy
O Webb’s Depth of Knowledge
O Relevant Instruction
Clear Standards-Aligned
Curriculum
Learning objectives are clear and
aligned with Common Core State
Standards
 Clear learning outcomes
 Matching assessments
 Engaging learning experiences
 Instructional strategies
Engaging Students
in Complex Thinking
O Bloom’s Taxonomy (Revised)
O Webb’s Depth of Knowledge (DOK)
O Relevant Curriculum
Bloom’s Taxonomy
Bloom's Taxonomy refers
to a hierarchy of question
stems that teachers use to
guide their students
through the learning
process.
Bloom’s Taxonomy
Original
Revised
O Evaluation
•Creating
O Synthesis
•Evaluating
O Analysis
•Analyzing
O Application
•Applying
O Comprehension
•Understanding
O Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Major Changes
O Terminology: Nouns to Verbs to reflect the
active process of thinking.
O Structure: The major categories were
ordered in terms of increased complexity.
O Emphasis: The revised taxonomy is a more
authentic tool for curriculum planning,
instructional delivery and assessment.
Remembering
Recognizing
Questions
Tasks
Locating knowledge in
memory that is
consistent with
presented material.
Synonyms: Identifying...
Recalling
Retrieving relevant
knowledge from
long-term memory.
Synonyms :
Retrieving….
Naming…...
What happened after...?
How many...?
What is...?
Who was it that...?
Can you name ...?
Find the meaning of…
Describe what happened
after…
Who spoke to...?
Which is true or false...?
Identify who….
Name all the…..
Make a list of the main
events of the story.
Make a time line of
events.
Make a facts chart .
Write a list of any
pieces of information
you can remember.
What animals were in
the story.
Make a chart showing…
Make an acrostic.
Recite a poem.
Understanding
Interpreting
Changing from one form of representation to
another
Synonyms:
•
Paraphrasing…Translating,...Representing,…
Clarifying...
Exemplifying
•
Finding a specific example or illustration of a
concept or principle
Synonyms : Instantiating… Illustrating...
Classifying
•
Determining that something belongs to a
category (e.g., concept or principle).
Synonyms : Categorizing...Subsuming...
Summarizing
•
Drawing a logical conclusion from presented
information.
Synonyms : Abstracting… Generalizing...
Inferring
•
Abstracting a general theme or major point
Synonyms : Extrapolating… Interpolating..
Predicting… Concluding….
Comparing
•
Detecting correspondences between two ideas,
objects, etc
Synonyms : Contrasting… Matching ...Mapping...
Explaining
•
Constructing a cause-and-effect model of a
system.
Synonyms : Constructing models...
Questions
Can you write in your
own words?
How would you
explain…?
Can you write a brief
outline...?
What do you think
could have
happened
next...?
Who do you think...?
What was the main
idea...?
Clarify why….
Illustrate the ………
Does everyone act in
the way that
…….. does?
Draw a story map.
Explain why a
character acted
in the way that
they did.
Tasks Cut out, or draw pictures to
show a
particular event.
Illustrate what you think the main idea
may have been.
Make a cartoon strip showing the
sequence
of events.
Write and perform a play based on the
story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the
sequence of events.
Make a coloring book.
Cut out, or draw pictures to show a
particular event. Illustrate what
you think the main idea was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on the
story.
Retell the story in your own words.
Write a summary report of the event
Prepare a flow chart to illustrate the
sequence of events.
Cut out, or draw pictures to show a
particular event. Illustrate what
you think the main idea was.
Make a cartoon strip showing the
sequence of events.
Write and perform a play based on the
Applying
APPLY
Executing
Applying knowledge
(often procedural)
to a routine task.
Synonyms :
Carrying out….
Implementing
Applying knowledge
(often procedural)
to a non-routine
task.
Synonyms :
Using…..
Questions
Can you write in your own
words?
How would you explain…?
Can you write a brief
outline...?
What do you think could have
happened next...?
Who do you think...?
What was the main idea...?
Clarify why….
Illustrate the ………
Does everyone act in the way
that …….. does?
Draw a story map.
Explain why a character
acted in the way that they
did.
Tasks
Construct a model to
demonstrate how it
works
Make a diorama to illustrate
an event
Make a scrapbook about the
areas of study.
Make a papier-mâché map /
clay model to include
relevant information
about an event.
Take a collection of
photographs to
demonstrate a particular
point.
Make up a puzzle game.
Write a textbook about this
topic for others.
Analyzing
ANALYZE
Differentiating
Distinguishing relevant from
irrelevant parts or important
from unimportant parts of
presented material.
Synonyms : Discriminating,
Selecting, Focusing,
Distinguishing,
Organizing
Determining how elements fit or
function within a structure.
Synonyms : Outlining,
Structuring, Integrating,
Finding coherence
Attributing
Determining the point of view,
bias, values, or intent
underlying presented
material. Synonyms :
Deconstructing
Questions
Which events could not have
happened?
If. ..happened, what might
the ending have been?
How is...similar to...?
What do you see as other
possible outcomes?
Why did...changes occur?
Can you explain what must
have happened when...?
What are some or the
problems of...?
Can you distinguish
between...?
What were some of the
motives behind..?
What was the turning point?
What was the problem
with...?
Tasks
Design a questionnaire to
gather information.
Write a commercial to sell a
new product
Make flow chart to show the
critical stages.
Construct a graph to
illustrate selected
information.
Make a family tree showing
relationships.
Devise a play about the
study area.
Write a biography of a
person studied.
Prepare a report about the
area of study.
Evaluating
Checking
Detecting inconsistencies or
fallacies within a process
or product.
Determining whether a
process or product has
internal consistency.
Synonyms : Testing,
Detecting, Monitoring
Critiquing
Detecting the
appropriateness of a
procedure for a given
task or problem.
Synonyms :Judging
Questions
Is there a better solution
to...?
Judge the value of... What
do you think about...?
Can you defend your
position about...?
Do you think...is a good or
bad thing?
How would you have
handled...?
What changes to.. would
you recommend?
Do you believe...? How
would you feel if. ..?
How effective are. ..?
Tasks
Conduct a
debate about an
issue of special
interest.
Make a booklet about
five rules you see as
important. Convince
others.
Form a panel to
discuss views.
Write a letter to
...advising on
changes needed.
Write a half-year report.
Prepare a case to
present your view
about...
Creating
CREATE
Generating
Coming up with alternatives
or hypotheses based on
criteria
Synonyms: Hypothesizing
Planning
Devising a procedure for
accomplishing some task.
producing
Synonyms : Designing
Producing
Inventing a product.
Synonyms: Constructing
Questions
Can you design a...to...?
Can you see a possible
solution to...?
If you had access to all
resources, how would you
deal with...?
Why don't you devise your
own way to...?
What would happen if ...?
How many ways can you...?
Can you create new and
unusual uses for...?
Can you develop a proposal
which would...?
Tasks
Invent a
machine to do a specific
task.
Design a building to house
your study.
Create a new product. Give
it a name and plan a
marketing campaign.
Write about your feelings in
relation to...
Write a TV show play,
puppet show, role play,
song or pantomime about..
Design a record, book or
magazine cover for...
Sell an idea
Devise a way to
What is Webb’s
Depth of Knowledge?
•
Focuses on complexity of content
standards in order to successfully
complete an assessment or task.
The outcome (product) is the focus
of the depth of understanding.
• It is a scale of cognitive thinking
(demand) to align standards with
assessments.
DOK is NOT...
a taxonomy (Bloom’s)
• the same as difficulty
•
•
about using “verbs”
It’s NOT about the verb...
The Depth of Knowledge is NOT
determined by the verb (Bloom’s
Taxonomy), but by the context in
which the verb is used and the
depth of thinking required.
DOK is about what follows the
verb...
What comes after the verb is more
important than the verb itself.
“Analyze this sentence to decide if the commas have
been used correctly” does not meet the criteria for
high cognitive processing.”
The student who has been taught the rule for using
commas is merely using the rule.
Same Verb—
Three Different DOK Levels
DOK 1- Describe three characteristics of metamorphic
rocks. (Requires simple recall)
DOK 2- Describe the difference between metamorphic
and igneous rocks. (Requires cognitive processing to
determine the differences in the two rock types)
DOK 3- Describe a model that you might use to
represent the relationships that exist within the rock
cycle. (Requires deep understanding of rock cycle and
a determination of how best to represent it)
Activity
O In your groups, use the word explain,
analyze, or any of the other words on the
ladder to come up with a low complexity
question and a higher complexity
question using the verb.
(5 minutes)
Understanding
Depth of Knowledge
O DOK is about intended outcome, not
difficulty.
O DOK is a reference to the complexity of
mental processing that must occur to
answer a question, perform a task, or
generate a product.
DOK is about intended outcome,
not difficulty
DOK is a reference to the complexity of mental
processing that must occur to answer a question,
perform a task, or generate a product.
• Adding is a mental process.
• Knowing the rule for adding is the intended outcome
that influences the DOK.
• Once someone learns the “rule” of how to add, 4 +
4 is DOK 1 and is also easy.
• Adding 4,678,895 + 9,578,885 is still a DOK 1 but
may be more “difficult.”
DOK is not about
difficulty...
•
Difficulty is a reference to how many students answer a
question correctly.
O “How many of you know the definition of exaggerate?”
DOK 1 – recall
O If all of you know the definition, this question is an easy
question.
O “How many of you know the definition of prescient?”
DOK 1 – recall
O If most of you do not know the definition, this question
is a difficult question.
DOK is about complexity
• The intended student learning outcome
determines the DOK level.
• Every objective in the science and
mathematics frameworks has been assigned
a DOK level.
• Instruction and classroom assessments must
reflect the DOK level of the objective or
intended learning outcome.
Quick Quiz
1) Give an example of a statement that uses a verb
that “sounds” like a high DOK but is used
inappropriately.
2) Fill in the blanks: What _____ the verb is more
_____ than the verb itself when deciding the DOK
level.
3) What is the difference between difficulty and
complexity?
4) What really determines the DOK level?
Quick Quiz Answers
1) Give an example of a statement that uses a verb
that “sounds” like a high DOK but is used
inappropriately. answers vary
2) Fill in the blanks: What follows the verb is more
important than the verb itself when deciding the
DOK level.
3) What is the difference between difficulty and
complexity? answers vary, but do not rely on the
verb
4) What really determines the DOK level? the intended
learning outcomes
DOK Jigsaw
DOK
Level 1
DOK
Level 3
DOK
Level 2
DOK
Level 4
Webb’s Four Levels of
Cognitive Complexity
• Level 1: Recall and Reproduction
• Level 2: Skills & Concepts
• Level 3: Strategic Thinking
• Level 4: Extended Thinking
Webb’s Depth of Knowledge
DOK Level 1:
Recall and Reproduction
• Requires recall of information,
such as a fact, definition, term, or
performance of a simple process
or procedure
• Answering a Level 1 item can
involve following a simple, wellknown procedure or formula
Recall and Reproduction
DOK Level 1 Examples:
• List animals that survive by eating other animals
• Locate or recall facts found in text
• Describe physical features of places
• Determine the perimeter or area of rectangles
given a drawing or labels
• Identify elements of music using music
terminology
• Identify basic rules for participating in simple
games and activities
Webb’s Depth of Knowledge
Sample Level 1 Task:
Read this sentence:
Undertaking the development of a nonprofit is a
major responsibility, but one that allows people
to make a significant difference for a cause they
truly care about.
What is the meaning of the word undertaking
as it is used in this sentence?
a. to give up
c. to try harder
b. to manage
d. overachievement
Skills/Concepts: DOK Level 2
• Includes the engagement of some mental
processing beyond recalling or
reproducing a response
• Items require students to make some
decisions as to how to approach the
question or problem
• Actions imply more than one mental or
cognitive process/step
Skills/Concepts:
DOK 2 Examples
• Compare desert and tropical environments
• Identify and summarize the major events,
•
•
•
•
•
problems, solutions, conflicts in literary text
Explain the cause-effect of historical events
Predict a logical outcome based on information in a
reading selection
Explain how good work habits are important at
home, school, and on the job
Classify plane and three dimensional figures
Describe various styles of music
Webb’s Depth of Knowledge
Sample Level 2 Task
What purpose does repeating the phrase,
“and Brutus is an honorable man,” serve in
Marc Anthony’s first speech?
A. to raise doubt about whether Brutus is an
honorable man
B. to emphasize that Marc Antony agrees with
Brutus
C. to express Marc Antony’s grief over Caesar’s
death
D. to praise Caesar’s life and accomplishments
Strategic Thinking: Level 3
• Requires deep understanding exhibited through
planning, using evidence, and more demanding
cognitive reasoning
• The cognitive demands are complex and abstract
• An assessment item that has more than one
possible answer and requires students to justify the
response would most likely be a Level 3
Strategic Thinking:
DOK Level 3 Examples
• Compare consumer actions and analyze how
these actions impact the environment
• Analyze or evaluate the effectiveness of literary
elements (e.g., characterization, setting, point of
view, conflict and resolution, plot structures)
• Solve a multiple-step problem and provide support
with a mathematical explanation that justifies the
answer
Webb’s Depth of Knowledge
Sample Level 3 Task
O Read “A Dream Deferred” by Langston
Hughes.
 Write 2 paragraphs to explain how the
author’s use of imagery and figurative
language contributes to the central theme
of the poem.
 Cite at least 2 examples from the poem
that support your reasoning and explain
how they contribute to the central
message.
Extended Thinking
DOK Level 4
• Requires high cognitive demand and is very
complex
• Students are expected to make connections,
relate ideas within the content or among content
areas, and select or devise one approach among
many alternatives on how the situation can be
solved
• Due to the complexity of cognitive demand, DOK 4
often requires an extended period of time
Extended Thinking:
DOK Level 4 Examples
•
Gather, analyze, organize, and interpret
information from multiple (print and non print)
sources to draft a reasoned report
•
Analyzing author’s craft (e.g., style, bias,
literary techniques, point of view)
•
Create an exercise plan applying the “FITT
(Frequency, Intensity, Time, Type) Principle”
Webb’s Depth of Knowledge
Sample Level 4 Task
 Gather data in order to…
 Define and describe the problems that
acid rain could potentially cause in a
specific farming community.
 Include a proposal of alternative solutions to
the problem.
 Select the solution that you feel provides the
best alternative and support your reasoning
with evidence.
 Design a plan of implementation for the
solution you have proposed.
Four Corner Group
Summary
DOK 1
DOK 2
DOK 3
DOK 4
Test Yourself
O Your will be given several examples of
tasks that represent different DOK levels.
O Using the DOK Level Cards, place the
task under the correct Level.
O Let’s Get Started!
Relevance
Knowledge is less connected to
realistic situations and has less
apparent value beyond school
Knowledge
in one
discipline
Apply in
one
discipline
Knowledge is clearly connected to
realistic situations and has value
beyond school
Apply
across
disciplines
Apply to realworld predictable
situations
Apply to real-world
unpredictable
situations
When is a Task Relevant?




Value beyond school
Addresses an actual
problem of
contemporary
significance
Builds on students’
real-life experiences
Has students
communicate
knowledge beyond
the classroom

Students recognize
the connection
between classroom
knowledge and
situations outside the
classroom
Which Tasks are More
Relevant
O Express
probabilities as
fractions, percents,
or decimals.
O Calculate
percentages of
advertising in a
newspaper.
O Tour the school
O Classify triangles
according to angle
size and/or length
of sides.
building and identify
examples of parallel
and perpendicular
lines, planes, and
angles.
Support and Scaffolding
Support and Scaffolding
O Scaffolding in instruction can increase students’
academic performance. As in construction,
scaffolding in education means providing
students with enough support to succeed until
they are able to do so on their own. Scaffolding
can be as straightforward as drawing a picture
on a chalkboard or as complex as differentiating
instruction. As students become more
capable, the teacher gradually pulls away
extra support.
Gradual Release of Responsibility Model
Teacher Directed
Joint Practice
Scaffolding
Student Practices
Under Teacher
Guidance
Independent Use
The teacher does
all the work
through modeling
and
demonstrating.
The teacher invites
the student to
Think Aloud is a participate.
core strategy.
Students do the
work with help
from the teacher.
Students read and
write for different
purposes.
I DO
I DO
YOU DO
YOU DO
YOU WATCH
YOU HELP
I HELP
I WATCH
Scaffolding/Support
Strategies
O Clearly Articulated Learning Objectives
O Color-coding Steps of a Project
O Chunking Information
O Extra Support
O Graphic Organizers and Visuals
O Grouping
O Questioning Techniques
O Study guides
Procedural Scaffolding
An instructional framework that includes explicit teaching,
modeling, and practice that provide procedural scaffolding.
.
Apply
Practice
Model
Teach
Echevarria, Vogt, Short. (2000). Making Content Comprehensible, 87.
Procedural Scaffolding
Procedural scaffolding also refers to the use of grouping
configurations that provide different levels of support to
students as they gain greater levels of proficiency and
skills.
Independent
Work
Whole
Class
Small
Group
Paired/
Partner
Echevarria, Vogt, Short. (2000). Making Content
Comprehensible, 87.
Providing Support
O Supporting students so that they can learn
at high levels is central. It is critical that
teachers craft lessons that move students
to more challenging work while
simultaneously providing ongoing
scaffolding to support students as they
learn. To simply increase expectations
without helping students move to those
higher levels is inappropriate.
Providing Support
There are three explicit activities you will see in
a rigorous classroom with appropriate support.
O 1. Extra help is regularly provided to all
students in a nonthreatening way.
O 2. Opportunities for review and individualized
support are built into the lesson.
O 3. Individual or small group tutoring is
required for students who do not master
material. Ideally this occurs during the
regular school day.
One Supportive Strategy
Let’s Try It:
Reading: Six
Scaffolding
Strategies to
Use with Your
Students
Follow Steps
Debrief
process
Round-Robin
Brainstorming
OWhen we talk about scaffolding instruction,
what comes to mind?
•In round-robin fashion, each person will
share a thought.
•If you have nothing to add, you can pass.
•After everyone shares for the first time,
anyone may add comments.
Demonstration of
Learning
Demonstration of Learning
O Opportunities for students to
demonstrate learning at high levels
O Increased student engagement
O Less teacher-centered, whole
group
O More interactive, student-based
Demonstrate Learning
O 1. When the teacher asks a
question, all students are asked to
respond through pair/share,
interactive white boards, or some
other form of response.
O Let’s Try it!
Demonstrate Learning
O 2. Students are given a variety of ways
to demonstrate learning. This may
include tests with a wide range of
types of questions, or it may be that
students are allowed to show their
understanding through creative
projects.
O A principle of differentiated instruction.
Demonstrate Learning
O 3. Students are given multiple
opportunities to demonstrate
understanding. This may occur through a
“not yet” grading policy or through
opportunities to rework missed questions
of a test for partial credit.
Strategies for Students to
Demonstrate Learning
Interactive Responses…
1. Thumbs Up/ Thumbs Down
2. Red-Yellow-Green Cards
3. Pair-Share
4. Writing Responses on white boards
5. Clickers/ Technology-enhanced
Response Tools
6. Exit Cards
2 Minute Brainstorming
O With your table group, spend one
minute brainstorming a list of ways
students can demonstrate their
learning.
O Try to record as many ideas as
possible.
Student Engagement
Student Engagement Defined
The act of attracting and
holding onto the attention
of our students!
Why is student engagement
so important?
Engaged and Motivated students…
O
O
O
O
O
O
Are less likely to disrupt
Earn higher grades
Feel more confident about learning
Are willing to accept challenges
Retain information longer
“Are more likely to become life long
learners”
Brewster, 2000
Effective Student
Engagement
O Student-Teacher Relationships
O Class Interpersonal Relationships,
Trust, Emotional Safety
O Effective Instructional Strategies
Knowing Your Students
Life Map
O When students work with
peers, they are better able to
solve problems and learn
deeply. Working with others
requires trust. Otherwise, peer
interactions will be surface
level at best, and learners will
hold back. A learner is more
apt to commit to complete
assigned tasks and to join in
discussions when there is no
feeling of threat.
Core Competencies for
Building Community
Building Class Identity
Positively Asserting Influence
Getting Acquainted Strategies
 People Hunt
 Similarity Groups
 Inside Outside Circle
 Line Ups (Student characteristics
 Mix, Freeze, Pair (SUHUPU)
Win-Win Problem-Solving
 Share
 Take Turns
 Seek Outside Help
 Postpone
 Use Humor
 Avoid
 Use Chance
Class Identity Building
 Class Name
 Class Motto
 Class Rules
 Class Banner
 Class Goals
 Class Cheers
Valuing Differences
 Corners
 Line Ups
Mutual Support
 Who Am I? Game
 Match Ups
 Puzzles
Synergy
 Formations
 Machines
 Models
Decision-Making Skills
 Consensus-Seeking
 Spend a Buck
 Proactive Prioritizing
Communication Regulators
 Colored Chips
 Talking Chips
 Paraphrase Passports
 Response Mode Chips
Developing Open Communication
Active Listening
Brainstorming Rules
 Speed
 Suspend Judgment
 Silly
 Synergy
I Statements
Using Affirmations
 101 Affirmations
 Victory, Vulture, Viper
 Affirmation/Put Down Brainstorm
 Affirmation/Put Down Tally
Communication Builders
 Value Lines
 Draw/Color/Arrange What I
Say/Write
 Same-Different
 Match Mine
 Broken Squares
Effective Student Involvement
The teacher uses a variety of activities and assignments in instruction and assessment.
Classroom structure varies. Sometimes learners work alone, other times with partners
or small groups.
Assignments are based on assessment data and clearly aligned to the learning goals
and standards.
Learning can be noisy. Students sometimes sit quietly, but frequently talk, ask
questions, experiment, and work at stations, in small groups, at centers, or other places,
depending on their needs.
The teacher circulates the room asking processing questions, probing for explanations,
and resolving misunderstandings. Students post questions, ask each other, and lean on
other materials in the classroom to answer their questions.
Emphasis is on learning more, so the students and teacher work to take the time needed
to understand the most essential concepts.
Often learners check and correct their answers after completing an assignment to get
immediate feedback. Students consistently review mistakes and reflect on how to fix
them.
When the teacher gives back an assessment, students examine their mistakes, revise
their work, and turn in their assignments back in. Grades reflect the revised work and
are not averaged between the two or three chances.
Pair-Share
What do you see in your classrooms?
O Using the list on the previous slide, code your
handout using the following symbols.
O +
O -
O X
Evident in the majority of classrooms
Evident in some classrooms
Not evident in majority of classrooms
Higher Student Engagement
O Active and responsible participation in the
learning process
O Students raise questions, solve problems,
analyze, apply, synthesize, evaluate, and, or
create
O Students engage with classmates regarding
content
Tell me,
I forget.
Show me,
I remember.
Involve me,
I understand.
-Ancient Chinese Proverb
106
Active and Collaborative
Strategies
O Group work
O Partners
O Small Groups
O Cooperative Learning Structures
O Games
O Technology
O Cues & Questioning
O Writing
O Response
O Summarizing
Which Strategy Allows for More
Engagement?
O Teacher Questions
and Students Raise
Hands to Respond
O Numbered Heads
Together
109
Student Engagement
Negative Indicators
Positive Indicators
• One student responds
• Two or three students
discuss content
• Teacher asks students if
they understand and they
answer with a simple yes
or now; there is no probing.
• Students are asked a
question but not provided
wait time.
• Feedback is not given to
students.
• All students respond.
• All students discuss
content in partners or small
groups.
• All students provide a
written response (journal,
exit slip, etc.)
• Structures and protocols
are in place and followed to
allow to equal participation.
• Specific feedback is given
to groups as well as
individuals.
Video Resources
O https://www.teachingchannel.org/videos/a
nalyzing-text-brainstorming
O https://www.teachingchannel.org/videos/a
nalyzing-text-as-a-group?resume=0
O https://www.teachingchannel.org/videos/a
nalyzing-text-writing?resume=0
Putting Together Some
Pieces
O We are going to do a middle school level
close reading.
O As we go through the process, be mindful
of the following:
O Level of expectation of students
O Level of complexity in the tasks itself.
O Need for supports of scaffolding
O Student demonstration of learning
O Level of student engagement
A Short Passage
O “Post-It Notes”
by C.F. Jones,1991
O Read the
passage
independently!
O Answer the
questions.
From Fisher and Frey Text Complexity book,
page 122-126
OR….
A Close Reading of
“Salvador, Late or Early”
Cisneros, S. (1992). Woman Hollering Creek. New York:
Vintage
Cisneros
Establishing Purpose
To examine how the author sheds light on the
interior life of this character using poetic
language in order to deeply affect the reader.
First Reading:
Students Read and Write Independently
Read with a pencil to annotate text
• What powerful words or phrases
affect you? Circle
• What confuses you? Underline
Quick-write
What are your impressions of
Salvador and the people in his life?
1st Discussion:
Partner Talk to Check Meaning
Describe your impressions
of Salvador and the people
in his life.
Remember to use accountable talk (asking
questions, providing evidence from the text)
to compare and contrast your impressions
with one another.
2nd Discussion:
Whole Group
Teacher Check for
Understanding
Notes misconceptions and
unknown words.
O
O
O
Reads passage aloud for students.
Model through think aloud.
Provides quick guided practice.
Second Reading:
Teacher Read Aloud and Modeling
• Read the entire passage aloud,
without interruption. Be sure to
orient students to the text and
ask them to follow along.
• Model addressing an area of
confusion, strategy, etc.
• Use a think-aloud after the
reading.
3rd Discussion:
Students reread text and respond to a
sequence of text-dependent
questions.
O Students respond to text-dependent questions using
discussion.
O At this level, it may be partners or very smalls groups of
3-4.
O There could be an opportunity for students to record
some responses in a written form.
Text-Dependent Questions
What are his strengths? What are his
needs? What words and phrases does
the author use for each?
Key Details Question
CCSS RL.1
Text-Dependent Questions
How does Cisneros use color? To
what effect?
How does Cisneros use school
words? To what effect?
Vocabulary and Text Structure Questions
CCSS- RL.5
Text-Dependent Questions
One sentence is more than 80
words long, and another is more
than 100 words long. Why?
Vocabulary and Text Structure Questions
CCSS- RL.6
Text-Dependent Questions
Examine the use of contrasts again.
What does the author want us to
know about Salvador?
Record at least one sentence or
phrase that demonstrates these
contrasts.
Author’s Purpose Question
CCSS- RL.6
Text-dependent Questions
Salvador means “savior.” Is he the
savior of his family?
Inference Question
CCSS- RL.1
Text-Dependent Questions
How would you change the title?
What in the text would support
your change?
Opinions and Intertextual Connections Question
CCSS- RL.6
Moving from talk to writing
Writing- A Culminating
Taskshould wrap up their close reading activities
O Students
through the use of a written task.
O A culminating writing task is a tool used to synthesize all
the discussion and short writing responses for the close
reading.
O Students can compose a journal entry, short constructed
response, or essay based on a culminating question.
Journal Writing
Students are gathering notes for the development of
an essay that explains their findings of the
investigative question, “In what ways do short story
authors illuminate a character’s interior life?”
For this journal entry, students write a short
summary of “Salvador, Late or Early” and discuss at
least two literary techniques the author used to
describe Salvador.
Opinions and Intertextual Connections Question
Intrinsic Motivation
Value
O Do I want to do the
task?
Success
O Can I succeed at
the task
O Why do I want to do
O What do I need to
the task?
do to succeed at
the task?
Ways to Add Value to
Instruction
V
A
Variety
L
Locus of
Control
U
E
Utility
Attractiveness
Enjoyment
Success Cycle
Increase motivation by showing students they
have a chance for success.
Motivation that Works
Value
Success
Use a non-linguistic
representation to represent the
principles!
Wrap Up
Inside-Outside Circle
Today’s Engagement
Strategies
O Chalk Talk
O Thumbs Up,
O 4 Corners
Thumbs Down
O Jigsaw
O Group Summary
O Round Robin
Brainstorming
O Inside Outside
Circle
O Quiz, Quiz,
Trade
O Think-Pair-Share
O Group DecisionMaking
Final Thought
Ina rigorous learning environment, the role
of the principal is to remove barriers to
success. An effective principal must first
understand the rationale for increased rigor
and be an advocate for needed changes.