Avoiding the RiP Van Winkle Syndrome!!!. Recognizing and Creating Rigorous Lessons that Challenge ALL Students Making Learning Relevant Mary Stout ELA Program Manager Georgia Department of Education. Rip Van Winkle Syndrome:.
Recognizing and Creating Rigorous Lessons that Challenge ALL Students
Making Learning Relevant
ELA Program Manager
Georgia Department of Education
“If Rip Van Winkle were to wake up today, the place he would feel most comfortable would be the American high school.”
Willard Daggert, President of the International Center for Leadership in Education
Georgia Department of Education
Source: Graduation Counts, Georgia Department of Education
Rigor: Assignments ask students to…
Relevance: Assignments ask students to…
Step 1: Study the points that indicate an assignment is rigorous.
Step 2: Study the points that indicate an assignment is relevant.
Step 3: Read the assignment
Step 4: Rate the assignment in both categories. Follow the rating system
Step 5: Discuss your rating with the group.
How does your 9th grade writing differ from your 10th grade writing? 11th from 12th? Most importantly, high school writing from middle school writing?
How do you make sure that all students are given work that is not “an abundance of redundancy”?
1. Teach Georgia Performance Standards.
2. Design assignments that require active “thinking”; activities may include annotating, questioning, anticipating, predicting, imaging, connecting, purposing, organizing, revising, inferring, analyzing, integrating, evaluating, problem-solving, researching.
3. Use key words that require higher-order thinking skills such as design, rank, compare, support, justify, evaluate, defend.
4. Provide students with opportunities to synthesize information from several sources and to make open-ended responses.
5. Use primary documents and DBQ assignments.
6. Assign challenging texts.
7. Make assignments that require synthesis of sources.
8. Assign readings about math and science concepts.
9. Ask philosophical/open-ended questions.
10. Extend assignments beyond the textbook.
11. Create professional learning communities.
12. Give students a chance to use active knowledge from a variety of sources; prior knowledge, other disciplines, cultures experiences.
13. In synthesizing knowledge, student are also learning to integrate, predict, develop concepts, reflect, and create original ideas.
14.“Students study and explore ideas from multiple perspectives and build an understanding of their interconnectedness while also building an understanding of core academic concepts.”
15.When concepts and ideas from different courses are brought into meaningful association, students draw their own conclusions and take ownership of knowledge that motivates them to learn. Cross-curricular integration assumes a holistic, real-world approach to learning.
“In fact, a study by the U.S. Department of Education found that the rigor or high school course work is more important than parent education level, family income, or race/ethnicity in predicting whether a student will earn a post secondary credential.”Source: College Board 1999, Graduation Counts, Georgia Department of Education.
Leeann Cornett, ELA Program Specialist, email@example.com
Jeffrey Dillard, ELA Program Specialist, firstname.lastname@example.org
Kimberly Jeffcoat, TOA, email@example.com