NAESP
Academic Rigor
Dr. Kathleen Sciarappa
Thursday February 6, 2014 4:00pm EST
Kathleen Sciarappa, EdD
Webinar Host
Background
Principal
Consultant/Trainer
NAESP
NHASP
Plymouth State University
UPenn (NAESP)
Mimi
Essential Questions
1.
2.
3.
4.
What is the relevance of rigor?
How does the NAESP rigor rubric work?
What does research reveal about best practice and rigor?
How can you coach teachers to employ rigor in instruction?
Academic Rigor Rubric
Set Goals and
Monitor
Instruction
STUDENT
RESPONSES:
Beginning
(1)
Students do
not set goals
related to the
SET GOALS
class’s content
AND MONITOR and skills.
INSTRUCTION
Developing
(2)
Students may
refer to goals
that they have
set previously.
Goals that
students set
during the
period may or
may not be
appropriate.
Accomplished
(3)
Exemplary
(4)
Most students Not only do
set appropriate students set
goals.
goals related
to the class’s
content and
skills and
monitor
progress
towards those
goals, but they
also discuss
that progress
with their
teacher and
peers.
What Do We Know About…
A rigorous curriculum develops
self-directed students!
Resourcefulness
Higher level
thinking
Perseverance
Reflection
Efficacy
Independence
Self regulation
Capacity to set goals
Kids in the Thinking Game
Rubric Framework:
High Expectations
I. Metacognition
IV. Solving
II. Deep
problems
understanding
III. Higher level thinking
Annotated Bibliography
Barbara Blackburn & Ron
Williamson
Rigor Definition
Barbara Blackburn
• Expected to learn at high levels
• Supported while learning at high levels
• Demonstrates learning at high levels***
Mid Continent Research for
Education and Learning (McREL)
Expectations
“Our Kids”
Warm Demanders
Source: Stupski Foundation, Pedagogy 72 page report
Rigor, Relevance, Relationships
Source: Willard R. Daggett,
International Center for Leadership in Education
Stephen King
“The thought process can never be
complete without articulation.”
What is Metacognition?
The process of planning/assessing/monitoring
one's own thinking.
Rigor Rubric: Metacognition
Your Experiences; Your Examples
TEACHER
Metacognitive Modeling
Planning (DI)
Reflective feedback
Goal setting
Requests self-evaluation
STUDENT
Metacognitive responses
Student self knowledge
Student reflection
Goal setting
Engages in self-evaluation
RATING SCALE
___beginning
___developing
___accomplished
___exemplary
Lessons Imagined
The Teaching Channel
Metacognition
Gaze Aversion (3:31)
https://www.teachingchannel.org/videos/improve-student-focus
Webinar Poll
Rate “gaze aversion” as a metacognitive technique.
Rating Scale
______beginning
____developing
____accomplished
____exemplary
The Teaching Channel
Metacognition
My Favorite No: Learning From Mistakes (5:46)
https://www.teachingchannel.org/videos/class-warm-up-routine
Webinar Poll
Rate “My Favorite No” as a metacognitive technique.
Rating Scale
______beginning
____developing
____accomplished
____exemplary
Webinar Survey
What tip might
you suggest to
strengthen the lesson?
George S. Patton
“If everyone is thinking alike, then somebody
then somebody isn’t thinking.”
What is Deep Understanding?
Using information to solve problems, create
new ideas, generalize, reflect, hypothesize
etc.
Rigor Rubric: Deep Understanding
TEACHER
Teaching for understanding
Multiple and varied perspectives
Multiple representations
Misconceptions
Content knowledge
Relevance
21st Century knowledge & skills
STUDENT
Multiple and varied perspectives
Misconceptions
Content knowledge
Expertise
21st Century knowledge & skills
RATING SCALE
___beginning
___developing
___accomplished
___exemplary
The Teaching Channel
Deep Understanding
Games for
Games for Decimals (4:38)
https://www.teachingchannel.org/videos/elementary-math-lesson-plan
Webinar Poll
Rate the “Fill Two” lesson as a deep understanding technique.
Rating Scale
______beginning
____developing
____accomplished
____exemplary
Webinar Survey
What tip might
you suggest to
strengthen the lesson?
Helen Keller
“People don’t like to think. If one thinks, one must reach
conclusions. Conclusions are not always pleasant.”
What is Higher Order Thinking?
Asking questions and implementing strategies to ensure
analyzing, evaluating, and creating.
What is Solving Problems?
Understanding and resolving problems independently;
generating and testing hypotheses.
Rigor Rubric: Solving Problems
TEACHER
Problem complexity
Problems without solutions
Problem solving processes
STUDENT
Problem complexity
Problems without solutions
Problem solving processes
RATING SCALE
___beginning
___developing
___accomplished
___exemplary
Relevant Problem Solving
The Shot: Math Made Real (4:15)
http://www.youtube.com/watch?v=jRMVjHjYB6w&feature=related
Webinar Poll
Rating Scale
______beginning
____developing
____accomplished
____exemplary
Webinar Survey
What tip might
you suggest to
strengthen the lesson?
Thomas Edison
5% of people think;
10% of people think they think; and the other
85% of people would rather die than think!
Honor Fede
hfede@naesp.org
You Are Appreciated!