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Focusing teachers to become experts in one area. So much out there to use.

2nd grade is having a hard time using rigor within lessons. Focusing the teams

k-1 - teachers are having a hard time coming up with relevant hyperdocs. Teachers don't know where to go with tech. Balance the ways students can access & login to various sites. (Time)

We see improvement in the right direction. All teachers love the STPT days.

4th grade much more confident in using the tech.

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How to best support those that are struggling with implementation?

Teachers are trying new things with tech and making an effort to integrate it.

Rigor needs to be increased - less fluffy tech for the sake of tech and more rigorous, relevant activities that incorporate tech into regular teaching.

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I see students collaborating in most classrooms using technology.
I think we need to plan lessons that increase rigor and are Modification, and Redefinition on SAMR.
I wonder how we can differentiate to meet teacher needs so they can increase their confidence with using technology.

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Differentiated groups re focus on tech first or lesson first.

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TTLs serve as the liaison between the presenter and the learner.. make the relevant on-site connections

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Amp it up re: Rigor and reflect on SAMR

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What are your goals for your teachers Feb. 1? I want them to leave with ... 

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What are your goals for your teachers Feb. 1? I want them to leave with ... 

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What are your goals for your teachers Feb. 1? I want them to leave with ... 

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What are your goals for your teachers Feb. 1? I want them to leave with ... 

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video examples
adjusting their own lessons

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ramp up and adjust a lesson - increase skills of questions and coaching

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M in SAMR - connection to Rigor
Wrap up of day - share lessons beyond audience of group/ school.
Make cross school connection plan for future (include in lessons)

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1. Thoughtful work
2. High-Level questioning
3. Academic discussion

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3rd-5th Quality Math Questions

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https://www.pinterest.com/jillbromen/sentence-frames/

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Pinterest Board- Visible Thinking Routines  

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Pinterest Board- Visible Thinking Routines  

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https://www.pinterest.com/jillbromen/thinking-strategies-routines/

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Rigor Survey/ criteria questions tor lesson reflection

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Rigor Survey/ criteria questions tor lesson reflection

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http://www.teachhub.com/22-ways-add-rigor-your-classroom

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https://www.one-tab.com/page/RRdR9lphST6DfJp9fxR39A

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https://goo.gl/cu4Wrl

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https://goo.gl/Z8rMnm

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http://www.teachhub.com/teaching-strategies-enhance-higher-order-thinking

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I like how this resource gives examples of question stems for each level of thinking.

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I might use this with teachers to give them an example of how to provide students with a voice and an opportunity for students to analyze the lesson.

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I might use this with teachers to give them an example of how to provide students with a voice and an opportunity for students to analyze the lesson.

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When Students Become Teachers - Rigor, Assessment & Accountability - Dr. Lodge McCammon

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http://teacherthrive.com/2016/08/depth-and-complexity.html

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http://teachlikeachampion.com/blog/draft-rigor-checklist/

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Metacognition is the only skill you can do to increase IQ level.
https://www.teachthought.com/learning/5-strategies-teaching-students-use-metacognition/

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"Rigor is the result of work that challenges students' thinking in new and interesting ways."

Rigor is setting the bar high. Challenging students to go deeper with the content in a meaningful way.

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Rigor is pushing students beyond what is easy to think, perform, and grow so that they can demonstrate learning at higher levels.

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Rigor is challenging student thinking to include analyzing, synthesizing, and evaluating information. They are able to explain and justify their thinking. It comes from what students do, making it meaningful to them.

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Rigor is the depth of understanding evident in the work students do. It is visible when they stretch their thinking, collaboratively solve real world problems, or follow their own creative path to show what they know.

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When teachers take time to design good questions for their students that consider learning goals, student understanding improves. Watch one teacher discuss how she designs questions for her classroom.

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Rigor is guiding students to integrate their individual skills to apply what they learned. Providing students with the opportunity to use their critical thinking skills to solve problems that could occur in real life.

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-1 more card/question than students
--team approach
-quiet structure
-don't forget to follow through

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--Telling students every day/every lesson
--Today we are going to learn _______ because......

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--Diigo--it keeps your bookmarks online
--OneTab--it helps share a lot of open tabs at the same time then share them simultaneously

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--Meaningful Work
--Authentic Resources
--Learning Connections

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https://dschool-old.stanford.edu/groups/k12/wiki/956b6/Design_Thinking_Projects_and_Challenges.html

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https://designthinkingforeducators.com/

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Use their knowledge to tackle Real-World problems that have More than One Solution

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Everybody has the same word problem.....
--How do I change that so that you get the answer in different manners?
--Give them the opportunity to explain and hear from ear other.

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Terrific Washington Post column on research done by Google on the skills that matter most to its employees success. Big surprise: it wasn't STEM. The Post writes:

Sergey Brin and Larry Page, both brilliant computer scientists, founded their company on the conviction that only technologists can understand technology. Google originally set its hiring algorithms to sort for computer science students with top grades from elite science universities.

In 2013, Google decided to test its hiring hypothesis by crunching every bit and byte of hiring, firing, and promotion data accumulated since the company's incorporation in 1998. Project Oxygen shocked everyone by concluding that, among the eight most important qualities of Google's top employees, STEM expertise comes in dead last. The seven top characteristics of success at Google are all soft skills: being a good coach; communicating and listening well; possessing insights into others (including others different values and points of view); having empathy toward and being supportive of one's colleagues; being a good critical thinker and problem solver; and being able to make connections across complex ideas.

Those traits sound more like what one gains as an English or theater major than as a programmer. Could it be that top Google employees were succeeding despite their technical training, not because of it? After bringing in anthropologists and ethnographers to dive even deeper into the data, the company enlarged its previous hiring practices to include humanities majors, artists, and even the MBAs that, initially, Brin and Page viewed with disdain.

This, of course, is consistent with the findings of the employer-led Partnership for 21st Century Learning who describe the foundation skills for worker success as the 4Cs: collaboration, communication, critical thinking and creativity. And the book Becoming Brilliant which adds to those four content and confidence for the 6Cs.

And consistent with the work on the value of a liberal arts degree of journalist George Anders laid out in his book You Can Do Anything and in a Forbes article entitled That Useless Liberal Arts Degree Has Become Tech's Hottest Ticket.

It's far past time that Michigan policymakers and business leaders stop telling our kids if they don't get a STEM related degree they are better off not getting a four-year degree. It simply is not accurate. (Not to mention that many of their kids are getting non-STEM related four-year degrees.) And instead begin to tell all kids what is accurate that the foundation skills--as Google found out--are not narrow occupation-specific skills, but rather are broad skills related to the ability to work with others, think critically and be a lifelong learner. The kind of skills that are best built with a broad liberal arts education.

The Post concludes:

No student should be prevented from majoring in an area they love based on a false idea of what they need to succeed. Broad learning skills are the key to long-term, satisfying, productive careers. What helps you thrive in a changing world isn't rocket science. It may just well be social science, and, yes, even the humanities and the arts that contribute to making you not just workforce ready but world ready.

Exactly!

Lou Glazer is President and co-founder of Michigan Future, Inc., a non-partisan, non-profit organization. Michigan Future's mission is to be a source of new ideas on how Michigan can succeed as a world class community in a knowledge-driven economy. Its work is funded by Michigan foundations.

We continue our look at the components of income data from our new annual report...

If you've been following this blog, you know we recently released the second in-depth topic...

We are working on our next report: an assessment of the national, Michigan, metro Detroit...

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Google finds STEM skills aren't the most important skills

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Terrific Washington Post column on research done by Google on the skills that matter most to its employees success. Big surprise: it wasn't STEM. The Post writes: Sergey Brin and Larry Page, both brilliant computer scientists, founded their company on the conviction that only technologists can understand technology.

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Get to know Spotify for Podcasters, the free, all-in-one podcast platform for every creator.

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Opinion Podcast

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use the audio feature

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Scan this QR code using the Barcode Scanner app on your mobile or tablet

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Sample Padlet - 6th grade classes from 2 schools

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Sample Padlet - 6th grade classes from 2 schools

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2nd Sample Padlet - 6th grade classes from 2 schools

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2nd Sample Padlet - 6th grade classes from 2 schools

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If you go on Twitter and search the hashtag #skypeclassroom, you'll find teachers or authors looking to connect with other teachers!

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How will you use SeeSaw to increase rigor in your classroom?

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1. I think as a newer teacher, the topic of rigor and relevance was especially important for me. I learned that rigor is more than just adding an extra question or giving more work, but rather it is about higher-level thinking, academic discussions, and thoughtful work. It's changed the way I have looked at my previous lessons.
2. How is this lesson relevant to my students? How are my students showing the understanding the content? How are they showing their learning?
3. I think we need to explore more examples of lesson with rigor and relevance to show our teachers.

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I think that the focus on rigor and relevance has changed myself and my peer teachers for the better. This past year has been challenging yet invigorating and I am so excited to see the impact it will have upon our students' growth.

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I think this year has a been about trying to find balance, building independence in my students so they can be more in charge of their learning, and challenging myself as a learner. I am still trying to figure out how to make everything fit together and want to know how I can find more time for the planning I need to do to teach this way. I want to work on my vision for my classroom over the summer and will continue my collaboration with teachers at my school.

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I think that I have learned a lot more about what my students are capable of in terms of technology. At this time last year, my TK students were just using the computer to go on Footsteps to Brilliance, Starfall, and Abcmouse as a supplement to learning letters/sounds and other skills.  They started using Google Classroom towards the end of last year and were only working on substitution on the SAMR model.  Now my students are able to:
1. Log on to their Chromebooks with little to no help
2.  Use SeeSaw to verbalize their thinking and document their learning.
3.  Use FlipGrid to connect with other classrooms from different states to learn about the weather and make it relevant for them.
4. Go on Google Classroom to work on assignments.

I am proud of how far my TK students have come in terms of technology since the beginning of the year.

For next year, I want to start earlier with integrating technology with my students.  They are more capable than I thought.  So I'm just going to jump right in and continue making lessons more relevant and rigorous.

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Since learning about the process of rigor and relevance, I have learned to ask different types of questions to help the teachers think differently about their lessons. I'm still puzzled about how to push the reluctant teacher to move a little faster in buying in to the demands of the 21st century classroom.

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I think it was a slow start, intimidating for some of us. But I am very proud of where we are and how far we have traveled as a team.  I also think it has brought us closer as professionals and colleagues.

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I think it was a slow start, intimidating for some of us. But I am very proud of where we are and how far we have traveled as a team.  I also think it has brought us closer as professionals and colleagues.

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I need to begin modeling technology during my meetings. My personal learning goal is to incorporate these into Friday meetings.

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Enjoyed the Goosechase. It was a fun way to think and retrieve prior knowledge. Teachers would love this strategy as a way to review taught concepts while collaborating together.

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This is a powerful strategy for teachers to use, however, we need to introduce, model, discuss, and share how we can effectively (rigor/relevance) use it in our classrooms.  Must be intentional, purposeful and not just a "fun activity."

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I think this kind of activity makes retrieving information more interesting and will help improve retention. Our teachers need to consider the difficulty level of the retrieval practice. The harder it is, the better the students will learn it! This reminds me so much of some of the CFU strategies that we learned several years ago, but more thoughtful and effective.

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We should do more to help students pull concepts out of their brain rather than keep filling them with more information.  If we make retrieval practice more common in the classroom, it would help students to learn better.  Giving teachers more strategies to use will
help with the practice as well.

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I agree with the idea that we need to focus on what we get out of the students minds and not just what we put in.

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It's a great way to

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Being purposeful about what we want student to retrieve, and having it be an on going practice all year is a great way to tap into their knowledge base.

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Being purposeful about what we want student to retrieve, and having it be an on going practice all year is a great way to tap into their knowledge base.

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It's a way to strengthen the memory of information that we seem to back up in our own human version of the "cloud" and bring it to the forefront.

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It looks like: Think-Pair-Share,  low stake quizzes, flashcards, and brain dumps. By pulling the info out of their brain instead of putting concepts into their brain, they learn better.

With our teachers, I believe they use many of these strategies. One way to improve on them is to be more intentional with the strategies.

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This is a great strategy that teachers can use within the classroom. It can also be used when working with staff.

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How can we foster and encourage successful learning, where students apply knowledge, build connections, think critically - and retain important knowledge over time?

In this second Digital Promise Research@Work video, we share a learning strategy called retrieval practice, which is based on more than 100 years of cognitive science research. It is a powerful evidence-based tool that significantly increases the learning of foundational knowledge, as well as higher order skills, for diverse students of all grades. By retrieving, or bringing information to mind, what we know is put to use and learning is strengthened. Watch the video to learn more about how retrieval practice works:

Implementing Retrieval Practice in the Classroom

As educators, we can use retrieval practice by helping students pull information "out" of their heads, rather than spending time and effort getting information "into" their heads with lectures, note taking, and re-reading textbook chapters. Through retrieval practice, students use what they know, gain comfort with the challenge of retrieving information, and form a better understanding of what they know and don't know (also called "metacognition").

In addition to specific activities like writing prompts and no-stakes quizzes, we can encourage retrieval by making small adjustments to our teaching, without requiring additional grading or preparation. For instance, when we use cold calling and ask one student to respond to a question, it's likely that not all students are retrieving the answer. If we instead ask all students to write down their answer and then call on individual students, chances are greater that almost all students will have engaged in retrieval.

As another example, we can ask students to discuss what their key "takeaway" was from the previous class (or any other discussion topic). Students can discuss their takeaways in pairs, small groups, or one at a time. In this example, all students engage in retrieval practice when they provide a response.

Whether you use one of the strategies mentioned in the Research@Work video, one of the small adjustments described above, or an approach tailor-made for your classroom, retrieval practice works when we focus on drawing information "out" of students' heads, rather than pushing things "in." When we harness the science of learning and use retrieval practice, learning becomes durable, deeper, and successful.

For more research, resources, and tips about retrieval practice, visit retrievalpractice.org and follow @RetrieveLearn.

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Retrieval Practice: A Strategy to Promote Successful Learning

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How can we foster and encourage successful learning, where students apply knowledge, build connections, think critically - and retain important knowledge over time? In this second Digital Promise Research@Work video, we share a learning strategy called retrieval practice, which is based on more than 100 years of cognitive science research.

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Using a Goose Chase is a positive way to practice retrieving information.  I agree that it must be purposeful in order for it to be rigorous and relevant

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Retrieval practice doesn't just lead to memorization, it increases understanding.

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Great for studying

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Using the question option is a great quick way for an entrance or exit ticket.

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15 seconds and 30 seconds each. What do you recall from our planning session and work in August? What connections have you seen on your campus?

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What do you SEE?
THINK?
WONDER?

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See, think, wonder
https://www.menti.com/b93e6951

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scales..