RigorDefine the term and give an example

1. Defining 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.

(Blackburn, 2008)

True rigor is the result of weaving together all elements of schooling to raise students to higher levels of learning.

Blackburn, 2012 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 level.

What is happening in the average classroom? Behaviors Percentage

Evidence of clear learning 4%goals/objectivesWorksheets 52%Lecture 31%

Monitoring with no feedback 22%Use of high yield research based 2%instructional strategies Communication rich environments 2% with writing and rubrics Fewer than half the students 82%engaged Bell to bell learning Less than 1%

Learning 24/7 Classroom Observation Project, 2004, Direct Observation of 1,500 K-12 Classrooms

Management Attribute

Managing Examples

PLANNING ATTRIBUTE

Planning EXAMPLES

Rigorous Design example ‐

http://www.slideserve.com/palma/writing lessons for rigorous and relevant instruction ‐ ‐ ‐ ‐ ‐ ‐

RBT - Revised Bloom’s Taxonomy Creating Designing, constructing, planning,

producing, inventing,

Checking, critiquing, judging, experimenting, detecting, monitoring

Comparing, organizing, deconstruction, outlining, integrating

Implementing, using, solving, performing

U Interpreting, summarizing, classifying,comparing, explaining, defining

R Recognizing, listing, describing,retrieving, locating, labeling,

RBT and Learning Levels Bloom’s Level Thinking/Doing Verbs Level of Learning

(most associated)

Designing, constructing, Creating

Evaluating

planning, producing, inventing,

Checking, critiquing, judging, experimenting, detecting, monitoring

Level 3

Comparing, organizing, Analyzing deconstruction, outlining,

integrating

Applying Implementing, using, solving,performing

Understanding Interpreting, summarizing, classifying, comparing, explaining, defining

Level 2

Remembering Recognizing, listing,describing, retrieving, locating, labeling,

Webb’s Depth of Knowledge

http://epsf7450 fall2010.wikispaces.com/file/view/Curriculum+Presentation.ppt ‐

Rigor Literacy Standards and DOK Levels ‐

APPLYING, ANALYZING & EVALUATING

From Lining Up: The Relationship between the Common Core State Standards and Five Sets of Comparison Standards by David T. Conley Kathryn V. Drummond Alicia de Gonzalez Mary Seburn Odile Stout Jennifer Rooseboom

2011 Educational Policy Improvement Center

5E Instructional Model Johann Friedrich Herbart

(1776 1841) ‐German philosopher, psychologist, and educator

Engage - Explore - Explain - Extend - Evaluate According to Herbart, the best pedagogy allows students to discover relationships among their experiences. Elements of direct instruction are used where the teacher systematically explains ideas that the student could not be expected to discover.

Finally, the teacher provides opportunities for students to demonstrate their understanding.

Connecting the Dots

1. Engage ‐ peak student interest/get personal involvement in the lesson

2. Explore - provide learning structure for students to find relationships and solutions for themselves

3. Explain - guide students to take what they have learned and figure out what it means

4. Extend ‐ allow students to use their new knowledge and continue to explore its implications

5. Evaluate ‐ determine the level of learning and understanding has taken place

1. Gain attention 2. Create expectancy 3. Provide recall of prior

learning 4. Present the stimulus 5. Provide learning

guidance 6. Elicit performance 7. Provide feedback 8. Informally assess 9. Enhance retention and

transfer

1. Objectives 2. Standards

(expectations)

3. Anticipatory set (hook)

4. Teaching 5. Guided practice 6. Closure 7. Independent practice 8. Assess

Steps to Follow to establish RIGOR1. Create the environment- Objectives, game plan, Questioning that embedded in

instruction2. Ask open-ended questions, ones that are at the higher levels of Blooms

Taxonomy (analysis, synthesis)3. High levels questions = high level answers (push students to respond at high

levels) Probe and guide the student in the right direction 4. Mastery through student engagement (Activities) + (Assessment)

Split-note taking, pair-share, acti-votes, parking lots, Sticky paper, Small whiteboards, hand signals, jig-saw

InquiryProject Based LearningAuthentic Engagement

Mental ModelsQuestioning

Evidence

MeasurableObservableEvery Single Student

Ensuring Students Demonstrate Learning at High Levels

• Mastery through student engagement (Activities) + (Assessment)

Split-note taking, pair-share, acti-votes, parking lots, Sticky paper, Small whiteboards, hand signals, jig-saw

Differentiation and Rigor in Action…Content

z Reading Partners/ Reading Buddies z Read/Summarize z Visual Organizer/Summarizer z Choral Reading z Note Taking Organizers z Guided Notes z Books on tape/iPod

Raising Rigor In Your Classroom!

How can you increase rigor in your classroom?

What do you need support with in the area of Planning and management?