Rigor, Relevancy and Literacy for Middle School Teachers ODE Summer Conference 2007 www.peterpappas.com Rigor, Relevancy and Literacy for Middle School Teachers Writer / Trainer Consultant peter@edteck.com Peter Pappas Some of my websites Go to: peterpappas.blogs.com for updated color handout Essential questions: 1. Rigor, relevance and literacy 1. What does rigor and relevance look like in the Agenda classroom? Does it extend to all students? 2. Defining 2. How does it transition from middle to high school 3. Summarizing 3. To what extent is learning student- or teacher- 4. Comparing directed? 5. Implications for 4. How can I help build literacy and still teach the Oregon Content Standards? the classroom 5. Rigor, relevance, and student-centered learning are good in theory, but how do we get past the challenges – lack of time, students who can’t (or won’t do) independent work, overcrowded curriculum, state tests, etc by Peter Pappas ~ www.peterpappas.com 1
Rigor, Relevancy and Literacy for Middle School Teachers ODE Summer Conference 2007 Literacy - constructing meaning Reading Elements we’ll address x 1. Direct, explicit comprehension instruction x 2. Effective instructional principles embedded in content x 3. Motivation and self-directed learning x 4. Text-based collaborative learning 5. Strategic tutoring 6. Diverse texts of varying difficulty levels, topics, styles x 7. Intensive, integrated writing as a vehicle for learning We’ll focus on how you can use Reading Elements x 8. A technology component while teaching your subject standards We’ll tap into the collective instructional and leadership experience in the room Audience Response System Learn, Affirm and Share courtesy of: • Share practical strategies and validate ones you’re already using. Mike Venrose • Make organizational plans for Turning Technologies moving forward. (330) 884-6044 mvenrose@turningtechnologies.com • Have some fun. Feather is to peacock as scale is to: Brain is to processor as eyes are to: 1. hard drive 9% 16% 1. shark 2. mouse 4% 84% 2. bass 3. webcam 51% 0% 3. dolphin 4. monitor 36% 4. whale 0% by Peter Pappas ~ www.peterpappas.com 2
Rigor, Relevancy and Literacy for Middle School Teachers ODE Summer Conference 2007 As a workshop participant, I could When I go to a workshop, I like to: best be described as a: You can pick 2 1. Sponge – I’ll soak it up 4% 1. Focus on the theory of instruction 21% 2. Pioneer – I’m quick to adopt new ideas 50% 40% 2. Get ideas I can use in my classroom 3. Skeptic – Better convince me 21% 12% 3. Interact with my peers 4. Vacationer – I’m treating this as a break 2% 23% 4. Be inspired 5. Prisoner – They’re making me go to this 5% 21% 5. Reflect on my practice The single highest failure rate in NAEP high school is Algebra I assessment of 8 th graders “After pregnancy, it’s the leading indicator of high school dropout. The leading indicator of success in Algebra I is English 8. Only 36% can proficiently: The Algebra 1 test is a reading test with numbers” • Understand beyond the literal level ~ Doug Reeves, District Administrator April ‘05 • Make connections to personal experience and background knowledge • Monitor their own comprehension and learning for more… www.edteck.com/read Why do students struggle? The problem is not illiteracy, but comprehension. The bulk of struggling secondary readers can read, but cannot understand what they read. ~Reading Next by Peter Pappas ~ www.peterpappas.com 3
Rigor, Relevancy and Literacy for Middle School Teachers ODE Summer Conference 2007 Rigor: Bloom’s taxonomy Rigor and Evaluation : appraise, defend, predict Relevance Synthesis : compose, design, develop in the 21 st Analysis : compare, contrast, categorize Century Basic Skills Basic Skills Application : demonstrate, illustrate, solve Comprehension : describe, explain Students must take on the challenge of intellectual work Knowledge : memorize, name, recognize, recall …..rather than just look for the right answer. What’s the earliest level that a student could When can students start doing higher design a classification system using familiar level thinking? objects. 1. Ages 1-2 59% • You give the students a selection of familiar objects and ask them to classify them 2. Ages 3-4 36% • You scaffold / model the task, but they develop 3. Kindergarten 3% the classification independently 4. Grade 1 - 2 3% • They should be able to describe reasons for 5. Grade 3 - 4 0% classification 6. Grade 5 - 6 0% • When adding a new object they can put in correct category or modify system to accommodate the new object Higher-level Justin, a second grader, talks about math thinking skills Complex use of knowledge In School: In life: In School: In life: Teacher-directed Self-directed Teacher-directed Self-directed Defined tasks Adaptable / fluid Defined tasks Adaptable / fluid Recall of knowledge Only right answers count. From: Math Is Language Too: Teachers tell you how to get those right answers. Talking and Writing in the You work by yourself to solve problems. Mathematics Classroom Phyllis Whitin by Peter Pappas ~ www.peterpappas.com 4
Rigor, Relevancy and Literacy for Middle School Teachers ODE Summer Conference 2007 From a high school valedictorian: Question: A cruise ship carries 200 “I could memorize very easily , and became passengers and crew. Each life boat carries valedictorian. 30 passengers. How many lifeboats will the ship need? But I was embarrassed that I understood much less than some other students who cared less about grades. Almost one-third of the 8 th graders who took I felt that my brain was a way station for a NAEP math test material going in one ear and (after the test) out the other.” answered “6 remainder 20” ~ High School Student quoted in Wiggins and McTighe Understanding by Design And make it Relevance relevant with 1. I understand how this information real-world or skill has some application in life. application 2. I have an opportunity to construct my own understanding Using skills and Using skills and rather than just learn “the facts.” knowledge in knowledge for myself school in the real world 3. In addition to learning content and skills, I am learning how to learn . 1 2 3 4 5 The Rigor and The Rigor and Rigor Rigor Relevance Framework Relevance Framework Willard Daggett Willard Daggett 6 6 Quadrant B Apply knowledge 5 5 in real-life situations. Quadrant A Gather and store bits of knowledge and information. Primarily expected to remember or understand this knowledge. 4 4 Example Example 3 3 A Example Example Compare car Compare car B Pick the right definition lease to loan lease to loan Pick the right definition 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 by Peter Pappas ~ www.peterpappas.com 5
Rigor, Relevancy and Literacy for Middle School Teachers ODE Summer Conference 2007 Quadrant D Apply knowledge and skills in complex Rigor Rigor ways to analyze and solve real problems and create solutions. Confront real-world unknowns. 6 6 Example: Example: Analyze symbolism Analyze symbolism C D in a poem in a poem 5 5 4 4 Quadrant C Use knowledge to analyze and solve school-based problems and create solutions. Example Example 3 3 Take part in a classroom Take part in a classroom role-playing debate role-playing debate 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 Rigor Where do I think most 6 lessons are taught? It’s not just 5 about “D” 4 - mix a variety of approaches A. Quadrant 79% 3 B. Quadrant 13% 2 C. Quadrant 8% Relevance 1 D. Quadrant 0% 1 2 3 4 5 Where do I think The teacher the teacher has has to work the to work the hardest - hardest? to prepare? 26% A. Quadrant You’ll answer from four different perspectives: • Preparing the lesson B. Quadrant 0% • Teaching the lesson C. Quadrant 30% • Managing the classroom D. Quadrant 44% • Assessing the learning by Peter Pappas ~ www.peterpappas.com 6
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