LEAP INTO EFFECTIVE INSTRUCTION Created By: Melinda Jenkins, Lynn Paarmann, Kim Powell, & Carol Simopoulos October 8, 2012.

LEAPINTO EFFECTIVE INSTRUCTION

Created By:

Melinda Jenkins, Lynn Paarmann, Kim Powell, & Carol Simopoulos

October 8, 2012

Objective for Today: Work with your teammates to LEAP into Instruction

Learn Dig deeper in to the Curriculum Framework to understand the content objectives.

Engage

Discuss and apply instructional strategies during this activity to ensure your students are active and engaged learners.

Adjust Discuss and design a formative assessment to monitor and adjust instructional strategies for student mastery.

Progress

Discuss and design a summative assessment to determine the students’ understanding and the extent of the depth and breadth of the content taught.

As a grade level, we would like for you to closely examine the Curriculum Framework, the Pacing Guide, the TIP Framework, and we will introduce to the Rigor and Relevance Framework to you-

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Let’s revisit the TIP Chart…..

What is the purpose of the Teaching Innovation Progression Chart (TIP Chart)?

http://blogs.henrico.k12.va.us/21/files/2011/07/TIPC_062211_DRAFT.pdf

• RESEARCH & INFORMATION FLUENCY

In the 21st Century classroom, students find, navigate through, and evaluate large amounts of information. Teachers provide guided and independent research opportunities for students to make informed, ethical decisions and create products.

• COMMUNICATION & COLLABORATION

In a 21st Century classroom, students communicate and collaborate ethically and effectively to reach a common goal or create a product. The teacher uses a variety of communication methods, structures student interaction in groups, and engages students in collaborative projects.

• CRITICAL THINKING & PROBLEM SOLVING

Students will extend knowledge and skills in practical ways to solve real world problems. The teacher provides the activities, experiences, and feedback needed for students to develop questioning, critical thinking and problem solving skills.

• CREATIVITY & INNOVATION

In the 21st Century classroom, students develop original ideas and create products by applying critical thinking, research methods, communication tools, and collaborative processes. Teachers provide experiences that allow students to create unique ideas and products.

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TIP : Research and Information Fluency Entry (1) Developing

(2-3)

Approaching (4-5) 

Ideal / Target (6-7)

Acquire information using provided resources. Follow teacher direction to complete class assignments. Respond to, but do not extend teacher prompt.

Apply search techniques demonstrated by teacher. Determine accuracy and authority of information sources using provided checklist or digital tool. Respond to class assignments that prompt analysis of information.

Construct questions to guide research. Select the most appropriate digital tools and information sources. Assemble and organize information to address authentic tasks.

Assemble and synthesize information to address authentic tasks. Use tools to powerfully display and interact with information.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

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TIP: Communication & CollaborationEntry (1) Developing

(2-3) Approaching (4-5)

Ideal / Target (6-7)

Work in small groups toward a common product without collaborating.

Work in teacher-selected groups with defined roles to accomplish class assignments. Use digital tools to communicate to complete class assignments.

Establish group norms, form teams, and organize roles to address an authentic task. Use appropriate digital tools to facilitate collaboration.

Select appropriate digital tools to communicate and collaborate with peers and experts, regardless oftime zone or physical distances. Reflect on their roles as communicators and collaborators and set goals for future growth.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

5

TIP: Critical Thinking & Problem SolvingEntry (1) Developing

(2-3) Approaching (4-5)

Ideal / Target (6-7)

Respond to, but do not justify their answers to teacher-initiated questions. Work on class assignments through recollection of knowledge.

 Respond to higher order questions. Elaborate on critical thinking or problem solving practices when prompted. Apply digital tools to think critically and solve problems in class assignments.

 Generate and respond to purposeful questions. Justify decision-making and/or problem-solving practices. Apply digital tools to think critically and solve open- ended authentic tasksthat require higher order thinking skills.

 Select the most appropriate digital tools, as well as questioning, critical thinking andproblem solving strategies to solve authentic tasks. Reflect on their roles as critical thinkers and/or problems solvers and set goals for future growth.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

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 TIP: Creativity & Innovation

Entry (1) Developing (2-3)

Approaching (4-5)

Ideal / Target (6-7)

Respond to teacher direction to complete class assignments. Work on standardproducts following teacher direction.

Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products. Question, summarize and make predictions on existing knowledge using provided digital tools.

Analyze trends and make predictions that inspire new solutions to authentic tasks. Create meaningful, original work within the assignment parameters.

Synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters. Choose strategic risks that support innovation. Reflect on the creative/innovative process and set goals for future growth.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

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Here is a H21 submission that focuses on all four content areas: http://blogs.henrico.k12.va.us/21/2012/01/12/catapult-creations/

As a grade level team, review the H21submission entitled “Catapult Creations.”

Discuss with your team how this activity aligns to the TIP Chart. How would you score it based on the 4 components?

K-1 teams will focus on Research and Information Fluency. 2-3 teams will focus on Communication and Collaboration. 4-5 teams will focus on Critical Thinking and Problem Solving. Exceptional Education and other resource staff will focus on

Creativity and Innovation. At the end of this activity be prepared to share and justify your

scores with your colleagues. Distribute TIP Chart to each group. Please pause the presentation here.

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Rigor & Relevance Defined

Definitions:Rigor ~•is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity.

Relevance ~•is learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual.

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Rigor/Relevance Framework

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Adapted from the International Center for Leadership in Education

Low Low

Low

R

igor/

Kn

ow

led

ge

Hig

h

1 2 3 4 5Knowledge in one

disciplineApply in discipline

Apply across disciplines

Apply to real-world

predictable situations

Apply to real-world

unpredictable situations

Relevance/Application of Knowledge

High

Quadrant C – ASSIMILATION(TIP Level 2-3 Developing)•Brainstorming•Inquiry•Research•Socratic Seminar•Quality Teacher Questions

Quadrant D – ADAPTATION(TIP Level 6-7 Ideal/Target)•Presentations/Exhibitions•Project Design•Instructional Technology•Ask own questions, research answers

Quadrant A – ACQUISITION(TIP Level 1 Entry)•Guided Practice•Lecture•Memorization

Quadrant B – APPLICATION(TIP Level 4-5 Approaching)•Cooperative Learning•Demonstration•Simulation/Role Playing•Work-based learning

Bloom’s

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Visual Representation of the Four Quadrants

C – ASSIMILATION D – ADAPTATION

A - ACQUISITION B – APPLICATION

Rig

or

RelevanceRelevance

High

Low High

Teacher Works

Student Thinks Student Thinks & Works

Student Works

Traditional Tasks Performance BasedTraditional Tasks Performance Based

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Rigor/Relevance Framework

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Adapted from the International Center for Leadership in Education

Low Low

Low

R

igor/

Kn

ow

led

ge

Hig

h

1 2 3 4 5Knowledge in one

disciplineApply in discipline

Apply across disciplines

Apply to real-world

predictable situations

Apply to real-world

unpredictable situations

Relevance/Application of Knowledge

High

Quadrant C – ASSIMILATION(TIP Level 2-3 Developing)

Quadrant D – ADAPTATION(TIP Level 6-7 Ideal/Target)

Quadrant A – ACQUISITION(TIP Level 1 Entry)

Quadrant B – APPLICATION(TIP Level 4-5 Approaching)

Bloom’s

- Research & Information Fluency- Communication & Collaboration

Critica

l Th

inkin

g &

Pro

ble

m

Solv

ing

Cre

ativ

ity &

Innovatio

n12

Rigor & Relevance and the State SOL13

Assessments – Then 3rd Grade Science

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Assessments –Now3rd Grade Science

Third Grade – 2003

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Assessments – Then 5th Grade Science

16

Assessments – Now5th Grade Science17

Assessments – Then 3rd Grade Math

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Assessments – Now3rd Grade Math

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Assessments – Then 5th Grade Math

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Assessments – Now5th Grade Math

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Assessing fraction concepts –

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Visual Representation of the Four Quadrants

C – ASSIMILATION D – ADAPTATION

A - ACQUISITION B – APPLICATION

Rig

or

RelevanceRelevance

High

Low High

Teacher Works

Student Thinks Student Thinks & Works

Student Works

Traditional Tasks Performance BasedTraditional Tasks Performance Based

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Task 1 (Task Time: Approximately 20-30 minutes)

Learning is to gain knowledge, comprehension, or mastery of through experience or study.

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• Consult your pacing guide to choose a math SOL.

• Refer to the “Essential Knowledge and Skills” column in the HCPS Curriculum Framework.

• Develop an assessment that incorporates a TEI format.

• Consider where your assessment belongs in the Rigor and Relevance Framework.

Pause Here

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Task 2: Language Arts (Task Time: Approximately 20-30 minutes)

Engagement has both mental (thinking) and physical (doing) aspects. To what degree will your lesson ensure all students are thinking (rigor) and acting (relevance)?

•Select a English Sample Lesson Plans found on the VDOE website.

•As a grade level team, decide on a lesson plan that you will implement during the 1st semester of school.

•Review the lesson to determine where it falls on the Rigor & Relevance framework. 

• Modify this lesson so it will meet the needs of your students. If necessary, adjust the lesson to ensure that every student is actively engaged in both thinking and doing (Quadrant D). 

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Pause Here

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Task 3: Science (Task Time: Approximately 30 minutes)

Adjust the delivery of instruction by using Formative Assessments.Formative assessments are designed to assist the learning process by providing continuous feedback to the learner, which can be used to identify strengths and weaknesses to improve future performances.

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Task 3: Science (Task Time: Approximately 30 minutes)29

Task 3: Science (Task Time: Approximately 30 minutes)

• Log on to Virtual Share afp://esteachers.henrico.k12.va.us and click on the Science folder.

• Refer to the Science Henrico Pacing Guides.

• Dig in to the Henrico Science Curriculum Framework.

• Select one item from the Essential Knowledge and Skills section.

• Using the guidelines listed, create a formative assessment that you will use with your students in the near future.

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Pause Here

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Task 4: Social Studies (Task Time: Approximately 20-30 minutes)

Summative assessments are used primarily to make decisions for grading or determining readiness for progression.

Typically summative assessments occur at the end of an educational activity and are designed to judge or evaluate the learner’s overall performance.

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Task 3: Social Studies (Task Time: Approximately 30 minutes)33

Task 4: Social Studies (Task Time: Approximately 20-30 minutes)

• Log on to Virtual Share afp://esteachers.henrico.k12.va.us and click on the Social Studies folder, then your grade level folder.

• Refer to the Social Studies HCPS Pacing Guide. Look at the 1st Marking Period.

• Dig in to the HCPS Social Studies Curriculum Framework and read content objectives.

• Go to TestMaker and select questions that support these objectives.

• Then, reconstruct these test questions to reflect higher rigor and relevance without using the multiple choice format. As a grade level, begin to design your 1st Marking Period summative assessment.

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Pause Here

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• Take Away for Today: When curriculum, instructional planning and delivery, along with an appropriate collection of varied assessments are aligned, they provide our students with a powerful framework for success.

• How can you modify your instructional planning and implementation to include more rigorous and relevant activities?

• Has the power of grade level discussion for increasing Rigor & Relevance with 21st century skills (TIP) been effective today?

Reflection Discussion/Conclusion

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Take the LEAP to increase effective instruction.