The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by HOW teachers teach than by WHAT they teach. (Slavin & Lake 2008; Slavin, Lake, Chambers, Cheung, & Davis, 2009; Slavin, Lake & Groff, 2009)
What contributes to student achievement? Curriculum Assessment Standards Evaluation Student Achievement Leadership Teacher Certification Classroom Instruction Teacher Preparation
What contributes to student achievement? Curriculum Assessment Standards Evaluation Student Achievement Leadership Teacher Certification Classroom Instruction Teacher Preparation
It was only when the programs changed teaching practices and student interactions; that a significant impact on achievement was found. (Slavin & Lake 2008; Slavin, Lake, Chambers, Cheung, & Davis, 2009; Slavin, Lake & Groff, 2009)
What is Instructional Rigor creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. Barbara R. Blackburn, Ph.D.
How do we define rigor? AUTONOMY RIGOR COMPLEXITY
Research on Teacher Effectiveness
Studies on Teacher Effectiveness 90 90th percentile 70 Student at 50 th percentile 30 37th percentile 10 Year 1 Year 2 Year 3 A difference of 50 percentile points High-performing teacher Low-performing teacher (Sanders and Rivers, 1996)
Studies on Teacher Effectiveness 6 month 2 Years A high-performing teacher is 4 times more effective than a low-performing teacher. Most effective teacher Least effective teacher (Rockoff, 2004; Rivkin, Hanushek, & Kain, 2005)
Why teacher growth matters "The research shows that kids who have two, three, four strong teachers in a row will eventually excel, no matter what their background, while kids who have even two weak teachers in a row may never recover." --Kati Haycock of the Education Trust, coauthor of "Teaching Inequality: How Poor and Minority Students Are Shortchanged on Teacher Quality."
What do teachers need to succeed with college and career readiness standards? Where is the HOW? Many of my fellow teachers and I understand the need for more rigor and challenging our students to help them achieve. We get it. What is lacking is the how. How is teaching with the new standards different from teaching with the old? -- Teacher Kathy Powers, My View from the Common Core
Marzano s Taxonomy Level Four Level Three Knowledge Utilization Decision Making, Problem Solving, Experimenting, Investigating Analysis Matching, Classifying, Analyzing Errors, Generalizing, Specifying Level Two Comprehension Integrating, Symbolizing Level One Retrieval Recognizing, Recalling, Executing
Marzano s Taxonomy LEVEL FOUR Knowledge Utilization LEVEL THREE Analysis Levels PARCC, SMARTER BALANCE, or other revised state tests LEVEL TWO Comprehension LEVEL ONE Retrieval Current test questions tend to pull from this level
A look at the data
Teaching and Learning Frequency of Lessons Observed 6% Foundational 34% 60% Deepening Cognitively Complex
A Portrait of National Teacher Practice Frequency of observed content strategies
Highest frequency strategies associated with lecture, practice and review Lowest frequency strategies, among the most critical for developing cognitively complex skills We should see evidence of students wrestling with new content as they build the stamina required to reach higher levels of thinking.
Standards-Based Classrooms Teacher Centered Student Centered
Standards-Based Classrooms Teacher Centered Student Centered Teacher does most of the work Teacher lectures with little interaction Students simply writing down what teacher is saying Questions require recall and comprehension more than analysis Little interaction between students Technology only used as means to deliver content
Standards-Based Classrooms Teacher Centered Student Centered Teacher does most of the work Teacher lectures with little interaction Students simply writing down what teacher is saying Questions require recall and comprehension more than analysis Little interaction between students Technology only used as means to deliver content Students work harder than teacher Students working in groups practice Work centers around practice, not higher order thinking Tasks are teacher driven and selected Work samples are student driven, but do not reflect student autonomy and/or complexity Students use technology to interact with content
Standards-Based Classrooms Student Centered with Rigor
Standards-Based Classrooms Student Centered with Rigor Students work harder than teacher and take ownership of learning Students are interacting around inferential and elaborative questions Authentic learning tasks with complexity matching level required by standards Rigor is evident in work samples Students elaborate on what they are hearing while interacting with others Tasks and assignments center around higher levels of the taxonomy Students are given time to process, elaborate, summarize, and reflect with others Goals and scales reflect rigor and are utilized by students in the class Instruction and tasks are appropriate to the level of cognitive complexity of the standard
Moving from teacher-centered to student-centered instruction Many teachers still rely heavily on traditional teacher-centered strategies to deliver content, strategies where students remain dependent on continuous teacher direction emphasizing lecture, practice, and review. Teachers need models and training to help them step back to the role of skilled facilitators, to guide students to take ownership of their own learning, to equip students with tools to work collaboratively in groups, or to individually apply and solve complex real-world problems.
Leading and Lagging Indicators Lagging Indicators State Standards Benchmarks CCSS Leading Indicators Teacher Behavior Student Behavior Student Growth
A Model of Instruction that Gets to the How Is specific and provides a pathway for improving practice Puts things in context for teachers Is focused on student impact Gives teachers control to be successful
Instructional Framework Comprehensive Reflects the complexity of teaching. Content instruction Planning Reflection Collaboration Specific Objective Assists teachers in making instructional decisions Allows teachers to identify specific areas for growth. Validated 500 teachers in 87 schools embedded in 26 districts have participated in studies to examine the efficacy of these specific strategies in their classrooms. A synthesis of 300 studies: on average, the strategies addressed were associated with effect size of.42,(translates to 16 %percentile points) with some higher than 2.0 -- Haystead, Mark W., & Marzano, Robert J., (2009). Meta-analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies.
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Teaching Map 1. Standards- Based Planning 24. Collaboration Criteria for Success 2. Providing Rigorous Learning Goals and Performance Scales 3. Using Formative Assessment to Track Student Progress 4. Celebrating Student Progress 23. Data-Reflection and Action Instruction 5. Identifying Critical Content 6. Previewing New Content 7. Organizing Students to Interact with Content 8. Helping Students Process Content 9. Helping Students Elaborate on Content 10. Helping Students Record and Represent Knowledge 11. Managing Response Rates with Tiered Questioning Techniques 12. Reviewing Content 13. Helping Students Practice Skills, Strategies, and Processes 14. Helping Students Examine Similarities and Differences 15. Helping Students Examine Their Reasoning 16. Helping Students Revise Knowledge 17. Helping Students Engage in Cognitively Complex Tasks Conditions 18.Establishing Rules and Procedures 19.Recognizing Adherence and Lack of Adherence to Rules and Procedures 20.Using Engagement Strategies When Students are Not Engaged 21.Establishing and Maintaining Effective Relationships 22.Communicating High Expectations for All Students
Levels of Complexity What is Rigor? Teaching Foundations 9 Elaborate On Content 5 Identifying Critical Content Student Autonomy
Levels of Complexity What is Rigor? Guiding Deeper Thinking 14 Examine Their Reasoning 12 Reviewing Content Student Autonomy
Levels of Complexity What is Rigor? Facilitating Complex Learning RIGOR 17 Cognitively Complex Tasks Student Autonomy
Resources On-Site Training for Teachers and Coaches iobservation Tools Essentials Book Series
The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by HOW teachers teach than by WHAT they teach. (Slavin & Lake 2008; Slavin, Lake, Chambers, Cheung, & Davis, 2009; Slavin, Lake & Groff, 2009)
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