Rigor Redefined

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					  Rigor Redefined
 “ How AVID Strategies and
 Differentiation Prepare Your
    Students for Success!”
          Lisa Perry
       Kell High School
AP Coordinator, AVID Trainer,
       Gifted Endorsed
       The classroom of today

Students with learning disabilities
Highly advanced learners
English language learners
Students who chronically underachieve
Students displaying varying degrees of motivation
Students who have different ways of learning
         Classrooms today
3-5 in every 100 identified ADD
1 in 150 have some degree of Autism
We have the highest rate of child poverty
 in the developed world
Children from poverty are two and a half
 times more likely to dropout
Children from poverty are two and a half
 times more likely to be labeled conduct
 disordered
        Student Diversity
We   are becoming a nation of
 minorities with no one majority
Student populations will become
 atypical with diversity as the norm
By the year 2015 over half of our
 students will not speak English as a
 first language
         Building Bridges
Who   is opening the door to these
 students?
Who is saying you are an important
 kid and you deserve the best that we
 have?
Who do you teach who you need to do
 something different for?
 Kathleen- age 14
Push me! See how far I go!
Work me ‘till I drop--
Then pick me up.
Open a door,
And make me run to it before it closes.
Teach me so that I might learn,
Then show me the Tunnel of
Experience,
And let me walk through it alone.
Then, when, near the end, I look back,
And see another in the Tunnel,
with you watching
I shall smile!
Derek is one of four children of a single
mother who finished high school. He moved
to North Carolina as a young boy with his
mother, 2 brothers, a sister, 2 garbage bags
holding all the family’s possessions, and
$80.00, to live with an aunt and uncle. He
has since been homeless and has lived five
years in public housing. His family has
always had serious struggles with money.
He has never known his father.
I knew. Standing at the school bus stop When I was
eight, I knew. I had to make a decision. I would cling to
my friends from the neighborhood And let go of
aspiration. Or I would hold fast to a gauzy dream of
learning to become someone who could leave a mark
And watch the circle of my friends swallow up the
place that was mine. I understood in an eight year old
way something about courage and cost that day. And I
got on the school bus And opened my paperback
novel And sat alone.
                          Pam
I  used to be a creative person. There was something
  inside me that saw things no one else seemed to see. I
  was often silent, but my silence was a thing of peace, and
  inner communication. I have learned that to be wrong is a
  sin. If I speak up, I may commit that sin, And so I say
  nothing. My silence is restless and sad. Maybe there is
  still something unique and alive somewhere deep inside of
  me. I donユt know. This I do know, however. Silence
  should be used for the breeding of creativity, But
  creativity, kept in silence, perishes.
 Pam, Grade 8
   What is that man talking about? Why is he looking at me that way?
    What does he want me to do? I want to say something? Why am I
    ignored? I’m smart, damn it! These were the thoughts I
    suppressed during my years of illiteracy. As an 11-year-old Korean
    boy, I sat in a classroom full of new peers who cared less about my
    existence. My first American teacher, Mr. Hall, was a tall, gentle,
    middle-aged white man. He tried to understand, but he couldn’t.
    So what did he do? He gave me a stack of blank paper and a
    pencil and had me sit at the back of the room and draw. Being a
    typical Asian student, I sat there quietly, minding my own business.
    Six hours a day, 30 hours a week, 1200 hours a year, I sat and
    drew pictures of my favorite cartoon characters.He-Man, GI Joe,
    and the Smurfs. What a great year! What a waste of my precious
    learning time! I don’t blame Mr. Hall. I blame the ignorance that
    continues in school. Being an illiterate was one of the most difficult
    growing experiences I had. Not knowing if the other kids were
    complimenting or cursing me. It was frustrating. Not being able to
    tell my teacher that I didn’t steal his pen. It was frustrating.
    Suppressed frustration becomes anger. Anger becomes violence.
    Violence becomes a label. I became the angry Asian boy, getting
    into fights for no reason. No reason except the frustration of being a
       Pedagogy of Poverty
Helene   Hodges, Michael Haverman
Lots of testing, reviewing and
 assigning
No application, engaging activites or
 discussion
Easy to spot an accelerated class,
 they all look alike!!
 Sounds good, but how do I do
             it?
Identify what students should Know,
 Understand and Be Able to Do at the end of
 the unit
Develop a unit plan to ensure student
 proficiency with essential knowledge,
 understanding and skill
Pre-assess based on KUD for readiness, also
 for interest and learning profile
Attending to differences in the
          classroom
Tracking  does not work ( yes for
 bright kids)
Stop focusing on packs of kids
There are ways to individualize
Teach as though ALL our kids can do
 great things!
             Mindset
Carol  Dweck
The fixed mindset or the growth
 mindset?
Emphasize the hard work not the
 grade!
          How Do I Do It?
Based  on pre-assessment data,
 differentiate the unit plan according to
 readiness, interest and learning profile
Continue to adjust based on ongoing
 assessment data
In between, provide support and
 encouragement!
      Readiness Learning Profile
              Interest
If tasks are a close match for student
 skills (Vgotsky)
 If tasks ignite curiosity or passion
 If the assignment encourages students
 to work in a preferred manner
 (Gardener)
   Students are motivated by:
Novelty
Cultural  significance
Personal relevance or passion
Emotional connection
Product focus
Choice
The potential to make a contribution or
  link with something greater than self.
-Tomlinson,2004
       Seven Survival Skills
“Today’s  students need to master seven
 survival skills to thrive in the new world of
 work. These skills are the same ones that
 will enable students to become productive
 citizens who contribute to solving some of
 the most pressing issues we face in the
 21st century”
  - Wagner (Educational Leadership, 2008)
 Critical Thinking and Problem
             Solving
Yesterday’s  answers won’t solve the
 problems of today.How do you learn
 to do things that have never been
 done before?
AVID strategy- Problem Solution
 Journal
Differentiation strategy- PBL
  Effective Oral and Written
        Communication
Today’s students need to be able to create
 focus and energy around the point they
 make. They need to be able to ask the
 right questions and know what to take away
 from meetings.
AVID strategy- Cornell Notes, Reciprocal
 Teaching, Think-Pair-Share
Differentiation strategy- Collaboration
           Initiative and
         Entrepreneuralism
Give your students multiple opportunities
 for authentic assessments
Let them see that what they create
 matters!
AVID strategy- letter to an editor or
 government official
Differentiation strategy- PBL or project
 choice
    Accessing and Analyzing
         Information
There  is so much information out
 there it is almost too much.
AVID strategy- Metacognition
 journal,synthesis journal, reflective
 journal, photography investigations,
 Differentiation strategy- Socratic
 seminar
    Curiosity and Imagination
Daniel Pink in “A Whole New Mind”
 discusses the essentials for developing
 young people with capacities for
 imagination, creativity and empathy.
AVID strategy- poetry, editorial
 cartoon,interactive notes
Differentiation strategy- Student choice
 project
  Collaboration and Leadership
Virtual Teams and Webcasts are the way of
  the future
Are we training our students for this?
AVID strategy- Discussion group strategies
Differentiation strategy- Tiered assignments
  or project based learning
            Conclusion
Our  students must gear down when
 they come to school. They live in a
 world of constant connectivity and
 collaboration. They come to us
 begging us to ENGAGE them and let
 them CREATE and COLLABORATE.
 Don’t let them down!
   YOUR TURN TO CREATE
Collaborate  with your colleagues and
 create a lesson plan with an AVID
 strategy or a Differentiation
 strategy of your choice to share with
 the group.

				
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posted:7/7/2012
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