2. Essential Questions
What does rigor look like in your personal or school's
instructional practices?
What is the importance of teachers doing the
assignments the students are asked to do?
What does "demonstrating proficiency" of content
standards look like?
4. Problem
D-STEP scores on South Dakota Content
Reading Standards within Indicators R.3 and
R.5 have been consistently low in 2009 and
2010.
Source: SD DOE Reading Up (2010).
5. Hypotheses
Assessment questions are poorly written and they
are not aligned to our SD content standards.
The rigor at which the standards are addressed in
classroom is not meeting the rigor of questioning on
assessment.
6. South Dakota Content Standards in Practice
50% of the questions on the DSTEP are written at
or above the taxonomy level indicated in the
standards
SD Content Reading Standard - 3.R.5.3
(Application) Students can collect information
from two reference materials.
8. 8
What is rigor?
“Rigor is the goal of helping students develop
the capacity to understand content that is
complex, ambiguous, provocative, and
personally or emotionally challenging.”
Source: Strong, Silver, and Perini (2001).
11. 11
Steps of the Standards In Practice™ Model
1. We all complete the assignment.
2. We analyze the demands of the task.
3. We identify the standards that apply to the
assignment.
4. We generate a rough scoring guide from the
standards and the assignment.
5. We score the student work, using the guide.
6. We analyze the student work for pervasive
problems.
We then plan action at the classroom, school, and district
levels, to ensure that all students meet the standards.
Source: Mitchell (2005).
12. Use this dictionary entry to answer the following question.
pop, verb 1. to make a short, sharp sound
2. to move quickly
3. to open wide
4. to let go of
Read this sentence from paragraph 8 of the passage.
They may even pop into an active burrow
to escape an enemy.
Which dictionary entry gives the BEST
meaning for the word pop as it is used in
the sentence in the box?
A. to make a short, sharp sound
B. to move quickly
C. to open wide
D. to let go of
13. SIP™ Steps
1. Do the assignment - individually
2. Analyze demands of task (Skills):
comprehension, analyzing, evaluating,
inferring...
1. Identify Standard/s
3.R.5.3 Students can collect information from
two reference materials.
14. The student knows
how to use text
features in non-
fiction text.
During Conferencing:
4 - Ideal The student displays understanding of how to use the text features
in nonfiction text. The student can easily describe how the features
in his or her text help him or her understand the text.
3 - Adequate The student sometimes displays understanding of how to use the
text features in nonfiction text. The student can describe how the
features in his or her text help him or her understand the text.
2 - Deficient in one
key area
The student displays some understanding of how to use the text
features in nonfiction text. The student cannot easily describe how
the features in his or her text help him or her understand the text.
The student displays some confusions.
1 -Deficient in two key
areas
The student displays little to no understanding of how to use text
features in nonfiction text. The student displays confusions.
Step 4 - Create a scoring tool (Rubric)
15. Step 5 -Score Student Work
Score student work
Come to consensus
Has student work demonstrated proficiency of
skills or would some students benefit from re-
teaching?
3's and 4's are "good to go"
1's and 2's need re-teaching
16. Use this dictionary entry to answer the following question.
pop, verb 1. to make a short, sharp sound
2. to move quickly
3. to open wide
4. to let go of
Read this sentence from paragraph 8 of the passage.
They may even pop into an active burrow
to escape an enemy.
* Which dictionary entry gives the BEST meaning for the word pop
as it is used in the sentence in the box? Write your answer and tell
why that is the best answer.
OR
* Choose the correct answer. Write another sentence using a
different dictionary meaning for the word pop.
Step 6 - Revise for Rigor
17. Standards in Practice™ In Review
1. Problem -
• SD content standards, D-STEP results
1. Rigor
• Bloom's Taxonomy
1. SIP™ Model
• 6 steps
18. How will you train your “fleas” to jump beyond
the lid?
What does rigor look like in your personal or school's
instructional practices?
What is the importance of teachers doing the
assignments the students are asked to do?
What does "demonstrating proficiency" of content
standards look like?
19. Resources
Anderson, L.W. and Krathwahl, D.R. (2001). A taxonomy of learning,
teaching, and assessing: a revision of bloom's taxonomy of education.
Boston, MA: Allyn & Bacon.
Mitchell, R. (2005). Building a better assignment. The Journal of Staff
Development, 26 (1), 42-47.
South Dakota Department of Education. (2010). DSTEP blue prints.
Retrieved from http://www.doe.sd.gov/oats/reports.asp
South Dakota Department of Education. (2010). Reading up. Retrieved
from http://doe.sd.gov/readingup/index.asp
Strong, R.W., Silver, H.F., and Perini, M.J. (2001). Teaching what matters
most: standards and strategies for raising student achievement.
Alexandria, VA: ASCD.
Hinweis der Redaktion
DSTEP Blueprints are visual reminder of the rigor at which our students are assessed. 50% of the questions on the DSTEP are written at or above the taxonomy level indicated in the standards.
Also – remember DSTEP is based on Old Blooms.
Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001. According to Strong, Silver, and Perini, “Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”Rigor is keeping the students always working slightly above their ability, giving them the help they need to grow. A student doesn’t learn if they are always working in their comfort level; likewise none of us can learn if the material is so far beyond us we have no foothold.
Rigor should mean challenging the student to stretch himself/herself, which can be accomplished in all different kinds of courses.
Complex – interacting and overlapping ideas – cellular respiration, structure of an ecosystem, causes of depressions or recessions
Ambiguous – modern poetry, primary documents, and statistics, stuff that’s packed with multiple meanings that must be examined and sorted into patterns for significance – the House at Pooh Corner
Provocative – conceptually challenging, dealing with dilemmas, engaging students in identifying problems – Bridge to Terabithia
Personally or emotionally challenging – novels of Toni Morrison or Lois Lowry, the facts of Shay’s Rebellion. How might they personally challenge students and their sense of how the world works?
If you asked a group of educators if schools should be rigorous, you would most likely get an enthusiastic YES. However, if you probed more deeply, you would probably find that there was NO widespread agreement on what that means.
Paradigm shift: I teach _________ to I teach students how to learn ____________.
There would be even less agreement on what needs to be done to ensure rigor.
You may share what the future looks like in regard to the Reauthorization of ESEA/NCLB (Elementary and Secondary Education Act – the act that was in process b/4 NCLB, now Federal Department of Education is returning to ESEA).
Apply Bloom’s theory of developing higher levels of though processes to everyday classroom reading. This is the taxonomy our STATE STANDARDS are written to.
RIGOR DOES NOT MEAN TEACHING UP THE PYRAMID – Applying AND Understanding can be as rigorous as Evaluation.
DSTEP – builds on the levels of Bloom’s – most questions are asked at a level higher than stated.
Change from nouns to verbs.
This is 21st century skill based – standards revisions and lesson building is/will be based on the NEW Bloom’s
Since Bloom we have learned more about how children learn, about how the brain works.
During the 1990’s Lorin Anderson, a former student of Benjamin Bloom –Changes were made based on 50 + years of history using original taxonomy and research on learning conducted by cognitive psychologists.
The names of the 6 major categories were changed from noun to verb forms.
Handout F – the Steps and the Steps with explanation of process. We will be “doing” this for the rest to the day. You as teachers will refer to this when you utilize the process at your schools.
It’s important that we actually do the work we assign our students. That helps us see ways they might be thinking about the assignment – ways they may interpret what you want them to do. Often times interpretation is the reason lessons don’t go the way you intended.
We will determine which skills are needed to complete the task
We will determine which standard/s apply to the assignment
Generation of a rubric – this can be the most rigorous piece of the Standards in Practice process
Use the rubric to score student work
Add rigor to the assignment
3.R.5.3 at the analysis/evaluation level
Assignment written at the analysis/evaluation level
Features The student will know how to use text features in nonfiction text
Always During conferencing, the student displays understanding of how to use the text features in nonfiction text. The student can easily describe how the features in his or her text help him or her understand the text.
Sometimes During conferencing, the student sometimes displays understanding of how to use the text features in nonfiction text. At times, the student can describe how the features in his or her text help him or her understand the text. The student displays some confusions.
Rarely/Never During conferencing, the student rarely/never displays understanding of how to use the text features in nonfiction text. The student cannot easily describe how the features in his or her text help him or her understand the text. The student displays confusions.
