Valuing Depth

In our culture, we are often bombarded with the message that more is better. We can find ourselves so focused on covering material that we only skim the surface; therefore, our students often log information in their short-term memory rather than truly learning and applying it in the future.

When it comes to rigor, less is more. If we expect students to learn at a high level, we must focus on depth of understanding, not breadth of coverage.

I worked with a school district that encouraged summer reading. High school students read one book over the summer and then gave a brief summary of the book during the first week of school. As you might imagine, the quality of the presentations varied tremendously. Some students were creative and provided great detail about their books, while others stated surface information that was available from the internet.

            As an alternative, one teacher required her students to create book webs. In addition to the presentations, each student drew a web connecting their book to their classmates’ books. It was their responsibility to talk to each other and discover ways the books were related. In addition to shifting responsibility for learning to the students, the structure of the assignment forced students to move beyond basic, summary information to look for the deeper connections among the various books.

Tonya Woodell points out that rigor is applicable in all subjects. “As a beginning band teacher, the music standards would allow my students to play all grade 1 pieces. The grading scale of music is set from 1 – 6. Grade 6 music is generally played by very good high school bands and colleges. Although I could allow my students to play only grade 1 music, I expect them to be able to play grade 2 and 3 pieces. And they are able to do it! In Choir, I could allow them to simply sing ‘crowd pleasing’ songs. However, I expect my students to sing at least one foreign language piece a semester. I also expect that they sing in three-part harmony when unison or two-part would be acceptable.”

Reviewing for Higher Levels of Learning

I used a pizza wheel to review material students are assigned to read prior to or during class. Each student writes a fact he or she learned in one of the pizza slices. Then, working in small groups, students pass their papers to the next group member, who also writes a fact. This continues around the circle until each pizza is full. Students can discuss the material, using the pizza wheels as a prompt. Then, ask students to write an extended response to a higher level question. For struggling students, one of the stumbling blocks to application-oriented questions is ensuring knowledge of basic facts.  This provides an instant go-to guide for a reference.

An added bonus is ensuring that each student participates, rather than certain students dominating group work. Although you can measure students’ understanding in an oral discussion, asking each student to write ensures that all students are involved in the lesson and provides an opportunity for every student to respond.

Ratcheting Up Reviews

Looking for some new ideas for reviewing content for your students?  My December newsletter is out and there are strategies and resources for teachers, and a special plan for principals.  Sign up using the button on the right--I'll be resending it throughout the week to new subscribers.  Also, if you haven't seen the earlier issues on motivation and engagement as well as Rigor and the Common Core State Standards, click "View Our Archives" to check them out.  Have a great day knowing that you are making a difference for someone today!

Rigor for Gifted Students

Don't we already provide rigor for gifted students?  That's the question I received from a participant in my workshop earlier this week.  I think it depends on the teacher (doesn't it always).  I have seen many teachers of gifted or honors students who provide rigor for the students.  But I've also been in similar classrooms that were not rigorous.  For example, I've observed teachers who ask very high level questions, but who accept student responses that are simplistic.  I've also reviewed assessments and assignments for gifted students.  One in particular stands out. 

It was a project for a high school Advanced Placement course.  Students were to read ten current events articles and summarize each.  In addition to the assignment, students were given how the assignment would be graded.  X number of points for the number of articles read, x number of points for putting their name in the upper right hand corner, x number of points for legibility, x number of points for summaries, x number of points for listing the references and attaching the articles. 

Do you see the problems?  First, the grading is more about completion than it is about quality. Second, is summarizing really appropriate for AP high school students?  A more rigorous activity would require students to analyze and synthesize the articles, and make connections among articles, and to other outside readings and experiences. 

I'd like to add a special thanks to @jabbacrombie on Twitter for reminding me that I haven't written specifically about gifted students lately! 

Grand Conversations!

Talking with other students is a great way for students to think at higher levels, and apply what they are learning.  Connie Forrester describes one of her favorite activities:  Grand Conversations. Similar to Socratic Circles, take a look at her particular use of the method.

 “I would usually introduce this strategy in October during our Unit of Study on non-fiction.  To introduce the strategy, I would ask the children if they knew what the word conversation meant.  After some discussion, one child would usually come up with the fact that conversation is talking.  I would go on to tell the children that Grand Conversations are one strategy that the big kids use when they talk about books.  I would explain the ground rules to the children.  You would be amazed how quickly the children catch on and how much they enjoy this strategy.  They would beg to use it after we had read a book.  However, I found Grand Conversations worked best when used after a non-fiction text.”

Ground Rules for Grand Conversations

1-    One person talks at a time

2-    When you respond to a classmate, you make a comment, ask a question, or make a connection.  Your response must match the previous person’s train of thought.  (For instance, if we were having a conversation about a spider’s habitat and the next child began discussing what he had for dinner last night, the first child could pick someone else)

3-    No one raises his or her hands.  I explain to the children that when people have conversations no one raises their hands. (We would either toss a beach ball to the person to talk or the child would sit up very straight to be recognized.)

One of the interesting aspects of this activity--Connie teaches Kindergarten.  It's never too early to teach students to have higher level conversations!