Intentional Teaching

Strategies for Rigor

Kelly Harmon

2 Hour Sessions

Increasing Student Learning and Teacher Clarity Using Learning Targets (Part 1)

Learning targets are a best practice for establishing teacher clarity and ensuring students close the daily learning gap. We will explore ways teachers create standards-based learning targets for a unit of study. We discuss the theory of action for creating and using learning targets, including what is, and is not, a learning target and the impact on students and teachers.

Increasing Student Learning and Teacher Clarity using Learning Targets (Part 2)

Using a daily formative learning cycle includes 5 critical components to maximize student learning. This session is designed to deepen teacher expertise and knowledge of students using learning targets and provide time to practice writing learning targets. We will also discuss ways to use learning targets to develop assessment-capable students. Prerequisite: Learning Targets Part 1

Using Learning Targets to Foster Higher Level Thinking (Part 3)

Learning is a result of thinking. In this session, we discuss how to level up the learning targets using the Marzano Taxonomy. Kelly Harmon will share example learning targets for the 4 cognitive levels and mental processes within each level. We will discuss how to develop rigorous learning targets aligned to daily assessments that require students to engage in analysis level thinking. Prerequisite: Learning Targets Part 1 and 2

Increase Student Learning and Teacher Clarity Using Success Criteria (Part 1)

How do we know if students are hitting the learning target? Using success criteria effectively results in a Student Learning Growth of 2 years in one year's time. In this session, we will define success criteria and demonstrate the steps for creating success criteria for the daily learning target. Prerequisite: Learning Targets Part 1, 2, and 3

Increase Student Learning and Teacher Clarity Using Success Criteria- (Part 2)

This session is designed to give direction and practice in creating success criteria for, and with students, linked to specific learning targets and formative/summative assessments. This session is designed for those who have previously attended a success criteria session with Kelly Harmon and/or used success criteria with students. Prerequisite: Learning Targets Part 1, 2, 3 and Success Criteria Part 1

Introduction to the Formative Learning Cycle

The formative learning cycle is a model for effective instruction that teachers can use to plan, deliver, differentiate, and assess learning within each lesson. In this session, we define the research-based instructional strategies for direct instruction, including explicit teaching, guided practice, providing descriptive feedback, and aligning the daily learning target to student activities and assignments.

3 hour sessions

Learning Targets, Success Criteria, and the Formative Learning Cycle-Engaging Students in Goal Setting and Self-Reflection

Planning for student learning and teacher clarity includes using the formative learning cycle daily. In this session, we will practice writing learning targets, formative assessments, and success criteria for daily lessons. We will also discuss ways to use learning targets and success criteria to develop assessment-capable students. Prerequisite: This session is designed for those who have previously used learning targets and want to increase student interaction with the daily learning target and success criteria.

Strategies for Rigor: Part 1 Selecting Research Based Strategies for Learning New Content and Skills

Learning is a result of thinking. In this session, participants will learn specific strategies to use when students are first learning new content or skills. We will classify learning targets by declarative and procedural knowledge and match the type of knowledge with just-right instructional strategies. We will explore thinking skills students use to achieve rigor, including reasoning to make inferences and examining errors in reasoning using worked examples.

Strategies for Rigor: Part 2 Selecting Research Based Strategies for Deepening Learning of New Content and Skills

Learning is a result of thinking. In this session, participants will learn specific strategies to use when students are deepening understanding of new content or skills. We will match the type of knowledge in the daily target with just-right instructional strategies and cognitive analysis processes. We will explore thinking skills students use to achieve rigor, including reasoning to compare, classify, and construct support for claims. Prerequisite: Strategies for Rigor Part 1

Strategies for Rigor: Part 3 Creating Learning Targets, Success Criteria and Tasks for Analysis Level Thinking

Since learning is the result of thinking, it is critical to design daily learning experiences that provide ample opportunities for students to use reasoning to integrate and store critical content and skills into permanent memory. In this session, we will practice writing targets, success criteria, and tasks by intentionally selecting analysis-level cognitive processes to engage students in "just-right" productive struggle. We utilize the success criteria for 5 cognitive processes: comparing, classifying, identifying errors, generalizing (inferring), and specifying (predictions and arguments). We will discuss how student learning is monitored and formative data is used to guide instruction on a daily basis. Prerequisites: Learning Targets and Success Criteria Sessions, Strategies for Rigor Part 1 and 2

Strategies for Rigor: Part 4 Creating Problem Solving and Experimental Inquiry Tasks at the Knowledge Utilization Level of the Marzano Taxonomy

The goal of all instruction is transfer to real world application. Projects and tasks should be designed carefully to enhance student options and use structures that provide a clear pathway to rigor. In this session, we will examine two structures of cognitively complex tasks that engage students at the knowledge utilization level of Marzano's taxonomy. Participants will learn how to help students generate and test hypotheses using problem-solving and experimental inquiry project-based structures. Prerequisite: Strategies for Rigor Part 1, 2, and 3

Strategies for Rigor: Part 5 Creating Decision Making and Investigative Inquiry Tasks at the Knowledge Utilization Level of the Marzano Taxonomy

The goal of all instruction is transfer to real world application. Projects and tasks should be designed carefully to enhance student options and use structures that provide a clear pathway to rigor. In this session, we will examine two structures of cognitively complex tasks that engage students at the knowledge utilization level of Marzano's taxonomy. Participants will learn how to help students generate and test hypotheses using decision making and investigation inquiry project-based structures. Prerequisite: Strategies for Rigor Part 1, 2, and 3

Strategies for Rigor: Part 6 Using Habits of Mind to Increase Rigor and Cognitive Engagement

The Habits of Mind are tools for deepening students' understanding of content and increasing their meta-cognitive awareness. When students use habits of mind, they are able to understand themselves as learners and make learning plans when dealing with new or complex content and skills. In this session, participants will learn 7 critical habits of mind and how to teach students to use them to achieve rigor. Prerequisite: Strategies for Rigor Part 1 and 2

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