HELPING STUDENTS PROCESS CONTENT
RIGOR.....strategy #4
Teacher Evidence
Teacher has group members summarize new information
Teacher employs formal group processing strategies
Jigsaw
Reciprocal Teaching
Concept attainment
Student Evidence
Students volunteer predictions
Students voluntarily ask clarification questions
Groups are actively discussing the content
Group members ask each other and answer questions about the information
Group members make predictions about what they expect next
RIGOR
SCALE
A. Not using- strategy was called but not exhibited
B. Beginning- Uses strategy incorrect or with parts
missing
C. Developing- Engages students in summarizing,
predicting, and questioning activities, but the
majority of students are not monitored for the desired effect of the strategy
D. Applying- Engages students in summarizing,
predicting, and questioning activities and monitors for evidence of the extent to which the activities enhance
majority of students' understanding
E. Innovating- Adapts and creates new strategies
for unique student needs and situations in order
for the desired effect to be evident in all students
REFLECTION QUESTIONS
A. Not using- How can you begin to incorporate some aspect of this strategy in your instruction?
B. Beginning- How can you engage students in
summarizing, predicting and questioning
activities?
C. Developing- In addition to engaging students in
summarizing, predicting and questioning activities
how can you monitor the extent to which the
activities enhance the majority of students'
understanding?
D. Applying- How might you adapt and create new
strategies for processing new information that
address unique student needs and situations?
E. Innovating- What are you learning about your
students as you adapt and create new strategies?
RIGOR
RIGOR
References
Published on Oct 23, 2015