Ever wondered what the big difference between Bloom's and Depth of Knowledge? How do I plan for rigor?
I just came a across a great article by Erik Francis, What Is Cognitive Rigor?

This is worth the read, he goes on to talk about not only the teaching and learning, but also questioning for cognitive rigor.

If you want to just know more about rigor with an eye on common core based standards, critical thinking and/or problem solving, this is a great resource for your notebook.

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The ante' is raised. No longer can we teach something - content, concept, or skills - just because we personally believe the students need it or should have it. The latest evaluation and feedback tools ask us to have evidence of how we know that students are ready to learn it, that it's at the appropriate level and that it's even something that we should teach (aligned to the standards).

InTasc Model Core Teaching Standards: Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

(April 2011, InTASC Model Core Teaching Standards)

The Standards guide and local curriculum documents describe the curriculum and pacing of content.  But how as teachers do we really know they're ready for the next step?  Do we know if the students or a student has a gap in pre-requisite knowledge that would make it hard for them to learn the new content or concept? Which strategies should we use?  How fast should we go?  Are they ready to explore the concept more deeply?  Do we base this decision upon recollection and professional judgement or experience?  What tangible evidence does one have to ensure that that decision is correct?

Formative assessment data

What is being asked is that we truly become data driven, that we are supposed to now understand and employ data driven decision making in the classroom.  My teacher colleagues sometimes struggle to get this data and capture the evidence in an efficient manner.  Formative data could and should be used to make decisions about instruction and are the artifacts that we can use to analyze to make those decisions rather than relying on sometimes vague recollections and missing some of the students in our room.  At times teacher colleagues have even misinterpreted the term, formative assessment, thinking that they had to give a paper and pencil test, of which they usually gave a summative test or summative assessment.

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