Rigor VS Low ExpectationsRigor VS Low Expectations

Learning Target

I can articulate the 7 strategies of assessment for learning and describe how they relate to characteristics of HETL, especially rigor.

Real LearningReal Learning

• Think of a time when you learned something outside of school.• Why and how did you learn it?• Why do you still remember it?

When/why does When/why does realreal learning occur? learning occur?

• Picture Connection to past learning

Relevance (survival, usefulness)

Emotional reaction

Decay

Which will move on?

A carpet is 14 feet wide and 9 feet long. What is its area?

A friend has a new carpet 14 feet wide and 9 feet long that he is giving away. Will it fit your room, which is 120 square feet? Why or why not?

Why?

A friend has a new carpet 14 feet wide and 9 feet long that he is giving away. Will it fit your room, which is 120 square feet? Why or why not?

Yes, it will fit. 14x9=126 square feet. 126 square feet > 120 square feet, so the carpet fits!

Uh, uh! It won’t fit because there is no way to make 120 square feet going 14 feet x 9 feet. You will have to cut off of one side and paste onto the other side, so you will have a Frankenstein carpet job! If you just had to cut off, it might be okay, but no matter what shape your room is, you can’t make it fit without pasting some on one side!

Wait, if your room is 14 feet wide, it would be 120.008 square feet if it was 8.572 feet long. That means you would just have to cut off about a half foot. You would have to be very lucky!

What if your room was 9 feet wide? To get 120 sq. ft. you would only have to cut off about 4 inches and it would fit!

Growth Mindset:Growth Mindset: “Mistakes help you figure out what to

learn.”

OR

Fixed MindsetFixed Mindset:: “If at first you don't succeed, destroy all

evidence that you tried.”

What makes it more rigorous?RIGOR

• Raise level of content• Increase complexity• Give appropriate support and guidance• Open your focus• Raise expectations

How do I make it “un-rigorous”?

A friend has a new carpet 14 feet wide and 9 feet long that he is giving away. Will it fit your room, which is 120 square feet? Why or why not?“What’s the formula for area?”“What’s 14x9?“What is the area of the room?”“What could the dimensions of the room be?”“blah, blah, blah, blah….”

Parallels for Language Arts

Is it rigorous?

Why or why not?

How could rigor be increased?

How could rigor be decreased?

But, what about the “G”?RIGOR

• Raise level of content• Increase complexity• Give appropriate support and guidance• Open your focus• Raise expectations

How (and why) do we let go?

Seven Strategies of Assessment for Seven Strategies of Assessment for LearningLearning

Where am I going?1. Provide students with a clear and understandable

statement of the learning target.2. Use examples and models of strong and weak work.

Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.

How can I close the gap?5. Design lessons to focus on one learning target or aspect of

quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track

of and share their learning.

Are these in place?Are these in place?

1.Provide students with a clear and understandable statement of the learning target.

2.Use examples and models of strong and weak work.

3. Offer regular descriptive feedback.

Provide students with a clear and understandable statement of the learning target. (Chapter 1)

Text Types and PurposesW.7.1. Write arguments to support claims with clear reasons and relevant evidence.

– Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

– Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

– Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

– Establish and maintain a formal style.– Provide a concluding statement or section that follows from and

supports the argument presented.

Student friendly!Broken Down!

Presented in pieces!

Create criteria or

even a rubric with

students!

Use examples and models of strong and weak work. (Chapter 2)

Why is one better than

the other? What characteristics does the best

one have?How does the better

piece affect the reader’s

level of agreement with my argument?

Offer regular descriptive feedback. (Chapter 3)

Characteristics of Effective Feedback1. Directs attention to the learning, pointing out strengths

and offering specific information to guide improvement

2. Occurs during the learning process

3. Addresses partial understanding

4. Does not do the thinking for the student

5. Limits correctives to what student can act on in given time What kind of feedback moves

students forward without doing the thinking for them?

What does it mean to introduce a claim?

What evidence supports your position?

How is evidence different from opinion?

What does style mean? What vision would your reader have of who wrote this essay? How would that affect their attention to it?

Good Questions!

Seven Strategies of Assessment for Seven Strategies of Assessment for LearningLearning

Where am I going?1. Provide students with a clear and understandable

statement of the learning target.2. Use examples and models of strong and weak work.

Where am I now?3. Offer regular descriptive feedback.4. Teach students to self-assess and set goals.

How can I close the gap?5. Design lessons to focus on one learning target or aspect of

quality at a time.6. Teach students focused revision.7. Engage students in self-reflection, and let them keep track

of and share their learning.

Learning Target

I can articulate the 7 strategies of assessment for learning and describe how they relate to characteristics of HETL, especially rigor.