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Let’s talk about it!. Department of ADVANCED ACADEMIC PROGRAMS. Division of Curriculum Broward County Public Schools Cynthia Park Advanced Academic Programs c [email protected] The purpose of this conversation is to evolve a learning environment

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department of advanced academic programs
Let’s talk about it!

Department of ADVANCED ACADEMIC PROGRAMS

Division of Curriculum

Broward County Public Schools

Cynthia Park

Advanced Academic Programs

[email protected]

department of advanced academic programs1
The purpose of this conversation is to evolve a learning environment

that willinfusethe experience of rigor into every facet of the studentexperience.

Department of ADVANCED ACADEMIC PROGRAMS

Division of Curriculum

Broward County Public Schools

Cynthia Park

Director, Advanced Academic Programs

[email protected]

department of advanced academic programs2
How do we get our kids here?

Workforce and college ready students can master APcourses and Common Core State Standards andnavigate successfully across many frames of reference.

Department of Advanced academic programs

……but keep in mind that AP is NOT the definition of rigor! It is ONE of the many things you might choose to do if you have the “rigor habit of mind.”

advanced placement program
AP courses are exclusive to the College Board
  • College-level courses taught in high schools by high school teachers
  • 34 courses offered in 19 subject areas
  • In 2010, more than 1.7 million students took 2.8 million AP® Examinations
  • AP teachers must submit a college-level syllabus for approval by the College Board in order for a course to carry the AP name
  • Exams for each course are administered in May and are scored by College Board on a 1-5 scale
Advanced Placement Program®
advanced placement program1
$ pay off of college
  • Relationship between AP and college success
Advanced Placement Program®
department of advanced academic programs3
Other

Accelerated Options…

Department OF ADVANCED ACADEMIC PROGRAMS

  • Dual Enrollment
  • Collegiate High Schools
  • Private vendors who are accredited
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2002 AP® English Literature and Composition Free-Response Question

Morally ambiguous characters – characters whose behavior discourages readers from identifying them as purely evil or purely good – are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her ambiguity is significant to the work as a whole. Avoid mere plot summary.

Department OF ADVANCED ACADEMIC PROGRAMS

You must be able to think in “shades of grey,” argue your point, back it up with evidence, and create the concept in your own words.

Download more AP exams at www.apcentral.collegeboard.com

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Sample Common Core State Standards

Sample Assessment Task

Students determineRichard Hofstadter’spoint of view in his “Abraham Lincoln and the Self-Made Myth,” analyzing how both Hofstadter’s tone and content contribute to the eloquent and powerful contrasthe draws between the younger, ambitious Lincoln and the sober, more reflective man of the presidential years.

Department OF ADVANCED ACADEMIC PROGRAMS

You must be able to understand other points of view and the tones/styles that accompany them, effectively support points of view, and thoughtfully describe similarities and contrasts.

department of advanced academic programs6

Department OF ADVANCED ACADEMIC PROGRAMS

These courses are for

gifted kids, right? NOT.

Highest subtest score possible.

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Here is what the classroom looks like….

Department of advanced academic programs

  • Instruction
  • Vertically aligned
  • Develops “habit of mind”
  • Full of thoughtful discourse
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Rigor is……the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.

(Strong, R.W., Silver, H. F., and Perini, M. J., (2001). Teaching What Matters Most: Standards and Strategies for Raising Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.)

Rigor is……the EXPERIENCE of constructing MEANING in multiple literacies.

Margaret Peggy Livingston, Broward County Public Schools

Department OF ADVANCED ACADEMIC PROGRAMS

What did you notice in the video?

Are these students experiencing rigor? Why?

department of advanced academic programs9
Test what you are about to hear:
  • Lens of legitimacy
  • Superficial or successful learning?
  • Alfred Tatum

Department OF ADVANCED ACADEMIC PROGRAMS

Rigor is……the EXPERIENCE of constructing MEANING in multiple literacies.

Margaret Peggy Livingston, Broward County Public Schools

department of advanced academic programs10
Frame of Reference Necessary for Academic Achievement

RIGOR

happens here…

Frame of Reference Necessary for Academic Achievement

Frame of Reference Necessary for Academic Achievement

MY Frame of Reference

MY Frame of Reference

MY Frame of Reference

Department OF ADVANCED ACADEMIC PROGRAMS

RIGOR is not a course or level of instruction. Rigor is an experience that happens in the mind of the learner.

department of advanced academic programs11
Frame of Reference Necessary for Academic Achievement

RIGOR

happens here…

Frame of Reference Necessary for Academic Achievement

Frame of Reference Necessary for Academic Achievement

MY Frame of Reference

MY Frame of Reference

MY Frame of Reference

Department OF ADVANCED ACADEMIC PROGRAMS

“…..I can connect MY frame of reference to the academic frame of reference necessary to ACADEMIC ACHIEVEMENT…..”

department of advanced academic programs12
Frame of Reference Necessary for Academic Achievement

RIGOR

happens here…

Frame of Reference Necessary for Academic Achievement

Frame of Reference Necessary for Academic Achievement

MY Frame of Reference

MY Frame of Reference

MY Frame of Reference

Department OF ADVANCED ACADEMIC PROGRAMS

What does this mean to the child

who’s only frame of reference is his neighborhood?

Students must be capable of FLUENTLY moving in and out of different frames of reference.

department of advanced academic programs13
Korean Air flight 801, on August 5th, 1997
  • plane hits the side of Nimitz Hill killing 228 of the 254 people on board
  • pilots spoke in their cultural “frame of reference”
  • subsequent training by another airline allows for communicating across a more universal “frame of reference”

Department OF ADVANCED ACADEMIC PROGRAMS

Outliers

by Malcom Gladwell

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…..we must learn to speak openly about cultural differences in communication (differences in frames of reference) because these differences can crash planes….

Department OF ADVANCED ACADEMIC PROGRAMS

Outliers

by Malcom Gladwell

department of advanced academic programs15
What can

YOU do?

Department OF ADVANCED ACADEMIC PROGRAMS

The student must be able to successfully move in and out ofthe frame of reference required for

academic achievement.

department of advanced academic programs16
What can

YOU do?

Department OF ADVANCED ACADEMIC PROGRAMS

Give children the experience of interacting in different frames of reference….then TALK about it!

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…..we must learn to speak openly about the different frames of reference of our students…..none are better than the other…..they are just different

Department OF ADVANCED ACADEMIC PROGRAMS

The Academic Frame of Mind

by Cynthia Park

department of advanced academic programs19
Which set of personal relationships will lead to success?

Do our schools provide this?

Department OF ADVANCED ACADEMIC PROGRAMS

Encourage relationships outside of the family and the neighborhood….

and TALK about them!

department of advanced academic programs20
Which set of media should a learner interact with?

How many types of TV programs, books, radio stations?

Department of advanced academic programs

For complex texts, find copies of texts by other authors and read what you are trying to learn from multiple voices.

department of advanced academic programs21
Why is it important to embrace ambiguity?

z

Department OF ADVANCED ACADEMIC PROGRAMS

Look for shades of grey in everything….

then talk about it!

department of advanced academic programs22
Will it benefit the learner to understand similarities and differences? Why?

Department OF ADVANCED ACADEMIC PROGRAMS

Find the similarities and the differences in everything….

then talk about it!

advanced academic programs
How should one resolve problems?

Advanced academic programs

Encourage multiple, context-specific approaches to problems….

then talk about “what works” and why!

department of advanced academic programs23
Learners must understand multiplemeanings and symbolic representations. Why? Does this describe our conversations with our learners?

Department OF ADVANCED ACADEMIC PROGRAMS

Speak symbolically…..….

and talk about the multiple meanings of words and events

department of advanced academic programs24

Department OF ADVANCED ACADEMIC PROGRAMS

Assess the stress..….

and adjust the thermostat accordingly

department of advanced academic programs27
Step 1:

Value the need for creating students with multiple frames of reference, especially the frame of reference required for academic achievement.

Department of advanced academic programs

Who must do this? Parents, students, parents-to-be, grandparents, teachers, business people, students, maintenance engineers…….EVERYONE!

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Step 2:

Infuse the RIGOR EXPERIENCE into every aspect of the student experience with a carefully thought-out plan that begins PRIOR TO CONCEPTION and continues throughout development.

Department of advanced academic programs

Where should we see the RIGOR EXPERIENCE overtly inserted into curriculum? Pre-K, Family Studies courses in high school, adult ESOL, parenting courses, employers, all content areas……THE LIST GOES ON AND ON!

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Step 3:

Think about your discourse.

Remembering

What happened after...?

Which is true or false...?

What three important things happened...?

Understanding

Can you explain what you think about this...?

Can you draw me a picture about this?

What do you think they felt…?

Applying

Do you know of another time when...?

What questions would you ask of ...?

What would you do if you could go there…?

Analyzing

How is ___ similar to ___.....?

Where there other possible outcomes…?

Why is that important….?

Does everyone act in the way that __does…?

Can you give me an example of a similar situation in your life…?

Evaluating

What would you do in that situation….Why?

Was this a good idea… Why?

Convince me that you are right….

Do you believe...? How would you feel if ...?

What are the pros and cons of ...?

Who is the better person…. Why?

Who will gain and who will lose….Why?

Creating

What would happen if…. Why?

If you had been ____, what would you have done differently….Why?

What would a lawyer/truck-driver think of that…Why?

What could you do to create a different outcome?

What new uses can you think of for?

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Step 2 :

Infuse the RIGOR EXPERIENCE into every aspect of the student experience with a carefully thought-out plan that begins PRIOR TO CONCEPTION and continues throughout development.

Department of advanced academic programs

Where should we see the RIGOR EXPERIENCE overtly inserted into curriculum? Pre-K, Family Studies courses in high school, adult ESOL, parenting courses, employers, all content areas……THE LIST GOES ON AND ON!

department of advanced academic programs30
Step 4:

Create the team.

It’s the team that makes the difference.

Department of advanced academic programs

If institutions want the opportunity to develop human beings, they must become more humane themselves.

Robert H. McCabe

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The TEAM
  • Teachers and parents who engage in thoughtful, active discourse with their students during MOST of the time
  • Teachers with a wealth of “frames of reference” that they actively share with their students; Parents who value and seek out multiple “frames of reference”
  • Teachers and parents who understand the frame of reference required for academic achievement
  • Teachers who have their OWN the frame of reference required for academic achievement….this requires CONTENT KNOWLEDGE

Department of advanced academic programs

If institutions want the opportunity to develop human beings, they must become more humane themselves.

Robert H. McCabe

department of advanced academic programs32
Homework:

Engage in thoughtful discourse about rigor with a child, a parent, and an educator.

EXPECT your teachers to know your student.

Bring the experience of other cultures, including the academic culture, to your child’s school and REQUIRE conversation.

Department of advanced academic programs

Broward County Public Schools

Department of Advanced Academic Programs

Cynthia Park

754-322-2870

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