Building Rigor into Every Lesson in Every Classroom. Department of Curriculum, Instruction, and School Leadership August 21, 2007 District-Wide Professional Development Johnny E. Brown, Ph.D. Superintendent. Training Outline. Purpose of the Training Desired Outcome of the Training
Department of Curriculum, Instruction, and School Leadership
August 21, 2007
District-Wide Professional Development
Johnny E. Brown, Ph.D.
The purpose of this presentation is to enlighten teachers about ways to build academic rigor into every lesson, in every classroom.
observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
organization of parts
recognition of hidden meanings
identification of components
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
Activity #1 Graphing Exercise
Use the information to make a circle graph. Answer the questions below.
1. One half of the students preferred chocolate
2. One fourth of the students preferred vanilla
3. One eighth of the students preferred strawberry ice
4. One eighth of the students were undecided.
1. What percentage of the students preferred chocolate ice cream _____ ?
2. What percentage of the students preferred vanilla ice cream _____?
3. If half of the undecided students chose vanilla ice cream as their favorite, would more
prefer vanilla than chocolate? _____ ?
4. If half of the undecided students chose banana ice cream as their favorite, what would be
that fraction of students ______?
Give examples of how this lesson would look like at each level of Bloom’s Taxonomy.
Assists students in fulfilling predetermined outcomes and
competencies by challenging them with high expectations.
Essential components of rigor in the classroom:
Instruction That Produces