Model Schools ’06 “High School Reinvention - Focus on Instruction” High School Reinvention www.peterpappas.com ~ Focus on Instruction High School Social Studies Teacher K-12 Program Director Assistant Superintendent Senior Consultant International Center For Leadership in Education “ Lessons from a Model School” Kennesaw Mountain HS Agenda Susan Gunderman Mimi Dyer Lenora Nyeste 1. Rigor, Relevance and High School Reinvention 2. Elements of a Focus on Instruction (Reflective Questions) 3. Lessons from a a Model School Kennesaw Mountain HS Rigor and Relevance from Recommended ICLE Kits three perspectives Using the Rigor and Relevance Monday: The Power of Publishing – Academic Success for Struggling Readers Framework and Writers Instructional Strategies – How to Tuesday: Rigor, Relevance and Reading for Teach for Rigor and Relevance High Performing Students Leadership for Rigor, Relevance Wednesday: 9th Grade Academy – A Small Learning Community That Works. and Relationships Peter Pappas ~ www.peterpappas.com 1
Model Schools ’06 “High School Reinvention - Focus on Instruction” High School Reinvention Our essential questions: The flow of information in “Has our school forged a common the classroom vision of teaching and learning?” has changed since I got started “How have we organized to accomplish this vision?” Flow of digital New technologies information is have put students in both personal charge of the and collaborative information they access, store, Students can become their own researcher, editor, and analyze entertainment director. and share. And join new digital communities – linking them to the people who share their interests. Interact and Access, catalogue and share collaborate Peter Pappas ~ www.peterpappas.com 2
Model Schools ’06 “High School Reinvention - Focus on Instruction” Schools function as if Literacy in the 21 st century will they still controlled the flow of information mean the ability to find information, decode it, critically evaluate it, organize it into personal digital libraries and find meaningful ways to share it with others. Information is a raw material – students will need to learn to build with it To change the flow of information in this Will your vision session we’ll be using of instruction be an audience relevant to 21 st response system century students? You’ll need to share to enter either individual or group response Feather is to peacock as scale is to: Audience Response System 0% 1. shark courtesy of: 96% 2. bass 4% 3. dolphin Mike Venrose 0% 4. whale Turning Technologies (330) 884-6044 mvenrose@turningtechnologies.com Peter Pappas ~ www.peterpappas.com 3
Model Schools ’06 “High School Reinvention - Focus on Instruction” The top two ideas that our school is considering as part of high school reinvention: Brain is to processor as eyes are to: One responder per school - Pick 2 1. Small learning communities 1. hard drive 25% 0% 2. Advisory program 8% 2. mouse 0% 3. Instructional strategies 21% 3. webcam 91% 4. Curriculum changes 9% 5. Transition programs 4. monitor 9% 10% 6. Scheduling changes 4% 7. Leadership and decision-making 3% 8. Professional development 11% 9. Assessment and data mining 10% Rigor and Relevance: Bloom’s different levels of rigor A Foundation for Your Vision Evaluation : appraise, defend, predict of Instruction Synthesis : compose, design, develop Analysis : compare, contrast, categorize Basic Skills Basic Skills Application : demonstrate, illustrate, solve Comprehension : describe, explain Knowledge : memorize, name, recognize, recall Question: A cruise ship carries 200 passengers and crew. Each life boat carries Make it relevant 30 passengers. How many lifeboats will the with real-world ship need? application Almost one-third of the incoming 9 th graders Using skills and Using skills and who took a NAEP knowledge in knowledge for myself math test answered school in the real world 1 2 3 4 5 Peter Pappas ~ www.peterpappas.com 4
Model Schools ’06 “High School Reinvention - Focus on Instruction” Higher-level thinking skills Complex use of knowledge Question: A cruise ship carries 200 passengers and crew. Each life boat carries 30 passengers. How many lifeboats will the ship need? In School: In life: In School: In life: Test scores, Performance, Test scores, Performance, class credits, ability to adapt class credits, Almost one-third of the ability to adapt incoming 9 th graders academic progress to change academic progress to change who took a NAEP math test answered Recall of knowledge “6 remainder 20” Rigor and Relevance Rigor and Relevance Rigor and Relevance Rigor and Relevance Rigor Rigor Framework Framework Framework Framework 6 6 C D 5 5 Quadrant A Gather and store bits of knowledge and information. Primarily expected to remember 4 4 or understand this knowledge. 3 3 A B A Example Example Pick the right definition Pick the right definition 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 Rigor Rigor 6 6 Example: Example: C Analyze symbolism Analyze symbolism Quadrant B Apply knowledge 5 5 in a poem in a poem in real-life situations. 4 4 Quadrant C Use knowledge to analyze and solve school-based problems and create solutions. 3 Example Example 3 B Compare car Compare car lease to loan lease to loan 2 2 Relevance Relevance 1 1 1 2 3 4 5 1 2 3 4 5 Peter Pappas ~ www.peterpappas.com 5
Model Schools ’06 “High School Reinvention - Focus on Instruction” Teacher’s Toolbox www.edteck.com/read Reader’s Toolbox Students who can function in an academic Rigor, Relevance and Reading or real-world setting that is unpredictable for High Performing Students and vital “Designed for honors / AP level teachers who think that an Learn to research, think, engaging learning environment is more than an inspired problem-solve and write lecture. Learn strategies to enable your students to read, reflect, and write like historians, scientists, mathematicians, like a scientist, engineer, and literary critics. coach, artist, historian, Teachers will find out how to support subject area mastery mathematician , writer, while building student literacy skills in defining, summarizing and analysis." musician, …. Tuesday - 2 Sessions Peter Pappas ~ www.peterpappas.com 9
Model Schools ’06 “High School Reinvention - Focus on Instruction” Three “high yield" strategies Learning 1. Defining : strategies negotiating meaning are tools. 2. Summarizing : synthesis and judgment 3. Comparing / Classifying : assessing Let’s look in similarities and differences the toolbox? We’ll use the Rigor and Relevance Model as a framework Strategy #1 : Defining negotiating meaning Focus on Instruction: Reflective questions for your team to consider. The relationship between vocabulary Rigor and academic achievement is well Define an Define an established ~ Marzano, What Works in Schools 6 experience Modify meaning experience Modify meaning to better in real-world to better in real-world analyze it analyze it context context • Students with large vocabularies 5 have more background knowledge 4 • Some students come to us from home environments that are not academically rich 3 Negotiate • Vocabulary can be taught: Negotiate meaning meaning Defining 2 Defining with a peer with a peer – Wide reading : more engaging, but may lack Relevance sufficient word exposure 1 – Direct instruction : should be student-centered 1 2 3 4 5 rather than rote-memorization Peter Pappas ~ www.peterpappas.com 10
Model Schools ’06 “High School Reinvention - Focus on Instruction” Teamwork! Organize a school or department academic vocabulary list Does your school use a common vocabulary list? I think it would be a good idea if we organized a common vocabulary list 1. Strongly Agree 75% 2. Agree 21% 3. Disagree 2% 4. Strongly Disagree 2% Improving the Rigor and Rigor Relevance of Defining Strategies for teaching defining skills 6 Students learn and Use graphic Students learn and Use graphic apply term in multi- organizer to organizer to apply term in multi- 1. Connect new vocabulary with prior knowledge 5 disciplinary setting analyze meaning analyze meaning disciplinary setting • What they think they know 4 • Brainstorm their own explanations of terms • Introduce with story, current event, image 3 2. Give students a chance to more deeply process vocabulary Student compares Student compares to internalize meaning Copy definition Copy definition their own their own 2 from glossary • Create their own non-linguistic models of terms from glossary definitions to real definitions to real world example • Activities that explore, restate, discuss terms with peers world example 1 • Finalize with reflection and revisions to vocabulary notebooks 1 2 3 4 5 Peter Pappas ~ www.peterpappas.com 11
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