PLANTING THE SEEDS OF RIGOR Region I Principals’ Meeting November 5, 2010.
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Transcript of PLANTING THE SEEDS OF RIGOR Region I Principals’ Meeting November 5, 2010.
PLANTING THE SEEDSOF RIGOR
Region I Principals’ MeetingNovember 5, 2010
Presented byCurriculum Support Specialists:
Isis CasaresLizbeth Gonzalez
&Esther Sanchez
What is Rigor?• Barbara Blackburn, author of Rigor is
NOT a Four-Letter Word, states Rigor can be ice cream—everyone has his or her own favorite flavor. And when you are told you are to increase rigor, but there are 32 definitions to choose from, it leads to frustration.
Rigor is
• Scaffolding thinking• Planning for thinking• Assessing about
content• Recognizing the level
of thinking students demonstrate
• Managing the teaching/learning level for the desired thinking level
Rigor is not
• More or harder worksheets
• AP or honors courses• The higher level
book in reading• More work• More homework
So then… What is Rigor?• Rigor is creating an environment in
which each student is expected to learn at high levels,
• each student is supported so he or she can learn at high levels, and
• each student demonstrates learning at high levels.*
* From RIGOR is Not a Four Letter Word by Barbara Blackburn
The teacher is always the KEY
• It’s not the textbook, or the latest program on the market, or even a policy.
• It is the individual teacher—it is how the teacher uses the textbook or program with the students. It is how the teacher implements the policy.
Examples of Rigor in Reading/ Language Arts
• Whole group instruction• Small group instruction• Differentiation• Questioning• Centers
Examples of Rigor in Mathematics
• Use of manipulatives to explore concepts in mathematics
• Mathematics Journals• Incorporation of technology in centers• Real world problem solving
Examples of Rigor in Science
• Vocabulary maps• Lab journals to explore concepts• Lab reports following hands-on or
virtual experiments• Variety of authentic student work
used to explore concepts
How can we increase Rigor?
• Higher Order Thinking Skills
• Webb’s Depth of Knowledge
Let’s Learn about Norman Webb’s
Depth of Knowledge • The Depth-of-knowledge (DOK) was created by Norman
Webb from the Wisconsin Center for Education Research. • The Depth of Knowledge is the degree of depth or
complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the expectations standards are set for students.
Four Levels of Depth of Knowledge
Level 1 Recall
Level 3Strategic Thinking
Level 2Skill/Concept
Level 4Extended Thinking
Level 1 Recall
Requires students to use simple skills or abilities to recall or locate facts from the text or information such as a fact, term, definition, or performance of a simple
process or procedure. The student either knows the information or does not.
Level 2 Skill/Concept
Requires both initial comprehension and subsequent processing of text or text portions.
Important concepts are covered, but not in a complex way. Tasks involve more than one step.
Students must make decisions about how to approach a problem or activity. Literal main ideas are stressed. Items may include words
such as paraphrase, summarize, interpret, infer, classify, organize, and estimate.
Level 3 Strategic Thinking
Requires deep knowledge. Cognitive demands are complex and abstract.
Students are encouraged to go beyond the text and are asked to explain,
generalize, or connect ideas. Students must be able to support and explain their
thinking, inferencing and analyzing.
Level 4 Extended Thinking
Requires complex reasoning, planning, developing, and thinking. Students take information from at least one passage
and are asked to apply this information to a new task. They may also be asked to
develop hypotheses using evidence, and perform complex analyses combining and
synthesizing ideas into new concepts.
They Go Together
Bloom’s Taxonomy Webb’s DOK
Knowledge/Remembering Recall
Comprehension/Understanding
Application/Applying Skill/Concept
Analysis/ Analyzing Strategic Thinking
Synthesis and Evaluation Extended
Which Level of Webb’s DOK?
Task Comparison Thinking
Collecting data samples
Developing a generalized model from the data and applying it to a new situation
Using the chart to make and justify predictions
Organizing the data in a chart
Recall
ExtendingThinking
StrategicThinking
Skills/Concepts
Do your classrooms have DOK quality?
DOK in Language Arts/Reading
What is the author’s purpose in writing this article?
What did the author say about the childhood of the salmon?
Why did the author begin the article/story with “Pacific salmon have a wonderful childhood”?
Moderate
Low
High
DOK in Mathematics• Determine the perimeter or area of
rectangles given a drawing or labels.• Classify plane and three dimensional
figures.• Solve a multiple-step problem and
provide support with a mathematical explanation that justifies the answer.
• Specify a problem, identify solution paths, solve the problem, and report the results.
High
High
Moderate
Low
DOK in MathematicsSame VERB
• Determine the formula for the area of a rectangle and explain reasoning through modeling
• Demonstrate and model multiplication (repeated addition, arrays) and division (repeated subtraction, partitioning)
• Model, describe, and draw – lines, rays, angles including right, obtuse, and acute angles.
High
Moderate
Low
DOK in ScienceKnowledge• Content knowledge • Knowledge of science processesTeachers need to understand the
benchmarks to ensure that the intent of the standard and the level of student demonstration required by each standard are addressed in classroom instruction.
DOK on the FCAT Science
DOK on the FCAT Science
DOK on the FCAT Science
Percentage of Points by Cognitive Complexity Level for
FCAT 2.0 ReadingGrades Low Level
Moderate Level
High Level
3 25-35 50-70 5-15
4 20-30 50-70 10-20
5-7 15-25 50-70 15-25
8 10-20 50-70 20-30
9 10-20 50-70 20-30
10 10-20 45-65 25-35
Percentage of Points by Cognitive Complexity Level for FCAT 2.0 & EOC Mathematics
AssessmentsGrades Low Level
Moderate Level
High Level
3-4 25-35 50-70 5-155 10-20 55-75 10-20
6-8 10-20 60-80 10-2010/
Retake10-20 50-70 20-30
Algebra I
10-20 60-80 10-20
Percentage of Points byCognitive Complexity Level
for FCAT Science
GradesLow
LevelModerate Level
High Level
5 15-25 40-60 25-35
8 15-25 40-60 25-35
11 15-25 40-60 25-35
Plant the seeds of knowledge everywhere you go!