Rigor

1. Rigor Define the term and give an example

3. 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)

4. 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.

5. What is happening in the average classroom? Behaviors Percentage Evidence of clear learning 4% goals/objectives Worksheets 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

6. Management Attribute

7. Managing Examples

8. PLANNING ATTRIBUTE

9. Planning EXAMPLES

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

11. 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,

12. RBT and Learning Levels Bloom’s Level Thinking/Doing Verbs Level of Learning (most associated) Designing, constructing, planning, producing, inventing, Creating Level 3 Checking, critiquing, judging, experimenting, detecting, monitoring Evaluating Comparing, organizing, deconstruction, outlining, Analyzing integrating Applying Implementing, using, solving, performing Level 2 Interpreting, summarizing, classifying, comparing, Understanding explaining, defining Remembering Recognizing, listing, describing, retrieving, locating, labeling,

13. Webb’s Depth of Knowledge

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

15. 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

16. 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.

17. Connecting the Dots 1. Engage ‐ peak student interest/get personal involvement in the lesson 1. Gain attention 1. Objectives 2. Create expectancy 2. Explore - provide learning 2. Standards 3. Provide recall of prior structure for students to find relationships and solutions for themselves (expectations) learning 3. Anticipatory set (hook) 4. Present the stimulus 4. Teaching 3. Explain - guide students to 5. Provide learning take what they have learned and figure out what it means 5. Guided practice guidance 6. Closure 6. Elicit performance 4. Extend ‐ allow students to 7. Independent practice 8. Assess use their new knowledge and continue to explore its 7. Provide feedback 8. Informally assess implications 9. Enhance retention and 5. Evaluate ‐ determine the level of learning and understanding has taken place transfer

18. Steps to Follow to establish RIGOR • Create the environment- Objectives, game plan, Questioning that embedded in instruction • Ask open-ended questions, ones that are at the higher levels of Blooms Taxonomy (analysis, synthesis) • High levels questions = high level answers (push students to respond at high levels) Probe and guide the student in the right direction • Mastery through student engagement (Activities) + (Assessment) Split-note taking, pair-share, acti-votes, parking lots, Sticky paper, Small whiteboards, hand signals, jig-saw Inquiry Project Based Learning Authentic Engagement Mental Models Questioning Evidence Measurable Observable Every Single Student

19. 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

20. 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

21. 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?