Rigor Through Empowerment Nancy Doda Ph D Mark

  • Slides: 53
Download presentation
Rigor Through Empowerment Nancy Doda, Ph. D. & Mark Springer www. allianceforpowerfullearning. com www.

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

Our Essential Questions • What constitutes rigorous learning? • What classroom practices promote rigorous learning?

Let’s Investigate • Rigorous Learning is not…

Let’s Investigate • Rigorous Learning is not…

The Mythology of Rigor • No Pain, No Gain • The Classics • Volume

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

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.

EMPOWERMENT Putting Students in the Driver’s Seat

EMPOWERMENT Putting Students in the Driver’s Seat

In which mode of transportation would you best be able to retrace a trip?

In which mode of transportation would you best be able to retrace a trip? Consider Why?

The Driving Metaphor Of Empowerment

The Driving Metaphor Of Empowerment

How Can We Put Students In The Driver’s Seat?

How Can We Put Students In The Driver’s Seat?

Building the Classroom Community

Building the Classroom Community

Mrs. Mutner liked to go over a few of her rules on the first

Mrs. Mutner liked to go over a few of her rules on the first day of class

The Watershed Team’s Affirmations We will strive to be: CARING CAUTIOUS COOPERATIVE COURAGEOUS CREATIVE

The Watershed Team’s Affirmations We will strive to be: CARING CAUTIOUS COOPERATIVE COURAGEOUS CREATIVE FRIENDLY RESPONSIBLE

Class Constitution WE, THE STUDENTS OF WATERSHED, IN ORDER TO FORM A MORE PERFECT

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

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; and [ to 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

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

Working Agreements About • Listening • Speaking • Behavior • Thinking

Working Agreements About • Listening • Speaking • Behavior • Thinking

Fishbowl Start Student A Small Group Student

Fishbowl Start Student A Small Group Student

Our Literature Circle Code of Conduct Listed below are the expectations for behavior we

Our Literature Circle Code of Conduct 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

Class Developed Rubric �Equal Participation �Friendliness and Encouragement �Asking Follow-Up Questions �Using First Names

Class Developed Rubric �Equal Participation �Friendliness and Encouragement �Asking Follow-Up Questions �Using First Names �Eye-to-Eye and Knee-to-Knee (Developed by 9 th graders)

Decisions To Share With Students • How to Share Materials • How to Share

Decisions To Share With Students • How to Share Materials • How to Share the Load • How to Encourage a Peer • How to Get a Good Discussion Going • 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 Co-Planning How We Study

Engaging & Empowering Methods Co-Planning How We Study

Control Continuum TEACHER SHARED Example: Worksheets to Think-sheets Teacher Determines Questions For Worksheet Students

Control Continuum TEACHER SHARED Example: Worksheets to Think-sheets Teacher Determines Questions For Worksheet Students Choose From Teacher’s List of Acceptable Questions Students Use Open-Ended Think Sheets

First…change this….

First…change this….

To something closer to this… 8 th grade, Vermont, 2008

To something closer to this… 8 th grade, Vermont, 2008

Help Students Take A Stand Speak Up SAMPLE METHOD: FOUR CORNERS

Help Students Take A Stand Speak Up SAMPLE METHOD: FOUR CORNERS

4 Corners [It is nearly impossible to honor students and cover the standards. [Every

4 Corners [It is nearly impossible to honor students and cover the standards. [Every teacher should be a teacher of reading. [All students want to learn. [Praise should be given more generously to struggling students.

A Jigsaw on Methods Learning by Doing

A Jigsaw on Methods Learning by Doing

Home Group 3 1 1 3 2 4 5 2

Home Group 3 1 1 3 2 4 5 2

Expert Group 1 1 1

Expert Group 1 1 1

Home Group 3 1 1 3 2 4 5 2

Home Group 3 1 1 3 2 4 5 2

Steady& Useful Roles �Discussion Director �Group Guru �Connector �Passage Master �Keeper of the Book/Notes

Steady& Useful Roles �Discussion Director �Group Guru �Connector �Passage Master �Keeper of the Book/Notes �Tech Trouble Shooter �Room Arrangements

Discovery Stations? A series of related learning stations which engage students in brief investigations

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

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

Marking Text !! Interesting/Important ? Confusing/Curious + I want to recall this

Marking Text !! Interesting/Important ? Confusing/Curious + I want to recall this

Read and Say Something Pairs will take turns talking about the text as they

Read and Say Something Pairs will take turns talking about the text as they read. Read half the text. Stop and take turns sharing one passage that struck you as critical. Share why.

Replace Worksheets With Think Sheets TEXT: _____________ What it says I think…. So what?

Replace Worksheets With Think Sheets TEXT: _____________ What it says I think…. So what?

Expand Your Empowerment Menu Circle of Knowledge Four Corners Discovery Stations Literature Circles Jigsaw

Expand Your Empowerment Menu Circle of Knowledge Four Corners Discovery Stations Literature Circles Jigsaw Projects IRP or Independent Research Investigation Teams Self-Assessments

Empowering Work • Students must draw conclusions, elaborate on their understandings, make and support

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

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.

The Final Fronteir CO-PLANNING WHAT WE STUDY

The Final Fronteir CO-PLANNING WHAT WE STUDY

Control Continuum TEACHER SHARED Example: Text Study Teacher Organizes Content Students Make Choices from

Control Continuum TEACHER SHARED Example: Text Study Teacher 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

Think Choices • Books We Read • Topics We Investigate • Questions We Explore • Units We Develop

EXPAND THE CHOICES SAMPLE CHOICE CHART Collect facts that are critical to subject Teach

EXPAND THE CHOICES SAMPLE CHOICE CHART Collect facts that are critical to subject Teach a lesson about your topic Photograph, collage Graph a part of or draw to represent your study to your content reveal data or… Student Choice Dramatize Write a report your content about the content Compare two items using a Venn diagram Survey others about your content Deliver a speech about the content

Diseases & Dysfunctions of the Human Body Diabetes Autism Depression Heart Disease

Diseases & Dysfunctions of the Human Body Diabetes Autism Depression Heart Disease

Student Questions and Concerns: Can They Drive Curriculum? �How long will I live? �What

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?

Family Histories Lifestyles Travel Maps & Globe 5 Themes of Geography Personal Narrative SOCIAL

Family Histories Lifestyles Travel Maps & Globe 5 Themes of Geography Personal Narrative SOCIAL STUDIES LANGUAGE ARTS Who are we? Where are we from? Statistics MATH Patterns Interviews Research Project SCIENCE Pangaea Volcanoes, Earthquakes Power of Place Fossils Story of a Continental Drift, Plates

Whose footprints are we walking in? Early Civilizations What footprints will we leave? Time

Whose footprints are we walking in? Early Civilizations What footprints will we leave? Time Capsule Historical Footprints Back to the Future How do our choices affect our future? Me, Myself and Others Me, Myself and Earth What do others want? The General Welfare What do I want? Personal Goals Waste and Recycling Alternative Energy Sources Difficult Choices

Constance Kami, 1991 “We cannot expect children to accept ready-made values and truths all

Constance Kami, 1991 “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. ”

TO DOWNLOAD MATERIALS www. teacher-to-teacher. com USERNAME=ASCD 13 PASSCODE=RIGOR

TO DOWNLOAD MATERIALS www. teacher-to-teacher. com USERNAME=ASCD 13 PASSCODE=RIGOR

Scan this QR Code to Evaluate Your Session! or go to www. ascd. org/evaluations

Scan this QR Code to Evaluate Your Session! or go to www. ascd. org/evaluations