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NAESP Academic Rigor Dr. Kathleen Sciarappa Thursday February 6, 2014 4:00pm EST

NAESP Academic Rigor Dr. Kathleen Sciarappa Thursday February 6, 2014 4:00pm EST. Kathleen Sciarappa, EdD Webinar Host. Background. Mimi. Principal Consultant/Trainer NAESP NHASP Plymouth State University UPenn (NAESP). Essential Questions. What is the relevance of rigor?

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NAESP Academic Rigor Dr. Kathleen Sciarappa Thursday February 6, 2014 4:00pm EST

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  1. NAESP Academic RigorDr. Kathleen SciarappaThursdayFebruary 6, 2014 4:00pm EST

  2. Kathleen Sciarappa, EdDWebinar Host Background Mimi Principal Consultant/Trainer NAESP NHASP Plymouth State University UPenn (NAESP)

  3. Essential Questions • 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?

  4. Academic Rigor Rubric

  5. What Do We Know About…

  6. A rigorous curriculum develops self-directed students! Resourcefulness Higher level thinking Perseverance Reflection Efficacy Independence Self regulation Capacity to set goals

  7. Kids in the Thinking Game

  8. Rubric Framework: High Expectations I. Metacognition IV. Solving II. Deep problems understanding III. Higher level thinking

  9. Annotated Bibliography

  10. Barbara Blackburn & Ron Williamson

  11. Rigor DefinitionBarbara Blackburn • Expected to learn at high levels • Supported while learning at high levels • Demonstrates learning at high levels***

  12. Mid Continent Research for Education and Learning (McREL) Expectations “Our Kids” Warm Demanders Source: Stupski Foundation, Pedagogy 72 page report

  13. Rigor, Relevance, Relationships Source: Willard R. Daggett, International Center for Leadership in Education

  14. Stephen King “The thought process can never be complete without articulation.”

  15. What is Metacognition?Theprocess of planning/assessing/monitoring one's own thinking.

  16. Rigor Rubric: MetacognitionYour Experiences;Your Examples TEACHER STUDENT Metacognitive responses Student self knowledge Student reflection Goal setting Engages in self-evaluation RATING SCALE ___beginning ___developing ___accomplished ___exemplary Metacognitive Modeling Planning (DI) Reflective feedback Goal setting Requests self-evaluation

  17. Lessons Imagined

  18. The Teaching ChannelMetacognition Gaze Aversion (3:31) https://www.teachingchannel.org/videos/improve-student-focus

  19. Rating Scale Webinar PollRate “gaze aversion” as a metacognitive technique. ______beginning ____developing ____accomplished ____exemplary

  20. The Teaching ChannelMetacognition My Favorite No: Learning From Mistakes (5:46) https://www.teachingchannel.org/videos/class-warm-up-routine

  21. Rating Scale Webinar PollRate “My Favorite No” as a metacognitive technique. ______beginning ____developing ____accomplished ____exemplary

  22. Webinar Survey What tip might you suggest to strengthen the lesson?

  23. George S. Patton “If everyone is thinking alike, then somebody then somebody isn’t thinking.”

  24. What is Deep Understanding? Using information to solve problems, create new ideas, generalize, reflect, hypothesize etc.

  25. Rigor Rubric: Deep Understanding TEACHER STUDENT Multiple and varied perspectives Misconceptions Content knowledge Expertise 21st Century knowledge & skills RATING SCALE ___beginning ___developing ___accomplished ___exemplary Teaching for understanding Multiple and varied perspectives Multiple representations Misconceptions Content knowledge Relevance 21st Century knowledge & skills

  26. The Teaching ChannelDeep Understanding Games for Games for Decimals (4:38) https://www.teachingchannel.org/videos/elementary-math-lesson-plan

  27. Rating Scale Webinar PollRate the “Fill Two” lesson as a deep understanding technique. ______beginning ____developing ____accomplished ____exemplary

  28. Webinar Survey What tip might you suggest to strengthen the lesson?

  29. Helen Keller “People don’t like to think. If one thinks, one must reach conclusions. Conclusions are not always pleasant.”

  30. What is Higher Order Thinking?Asking questions and implementing strategies to ensure analyzing, evaluating, and creating.

  31. What is Solving Problems?Understanding and resolving problems independently; generating and testing hypotheses.

  32. Rigor Rubric: Solving Problems TEACHER STUDENT Problem complexity Problems without solutions Problem solving processes RATING SCALE ___beginning ___developing ___accomplished ___exemplary Problem complexity Problems without solutions Problem solving processes

  33. Relevant Problem SolvingThe Shot: Math Made Real (4:15) http://www.youtube.com/watch?v=jRMVjHjYB6w&feature=related

  34. Rating Scale Webinar Poll ______beginning ____developing ____accomplished ____exemplary

  35. Webinar Survey What tip might you suggest to strengthen the lesson?

  36. Thomas Edison 5% of people think; 10% of people think they think; and the other 85% of people would rather die than think!

  37. Honor Fedehfede@naesp.org

  38. You Are Appreciated!

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