Presented by Fannie L. McKenzie. Adding Rigor to Instruction. Anticipatory Set: Quick Rigor Quiz. Take 6 minutes to rate the level of rigor embedded in each of the statements on your Quick Rigor Quiz using the following: 1--------Lowest 2--------Below Adequate 3A--------Adequate
Take 6 minutes to rate the level of rigor embedded in each of the statements on your Quick Rigor Quiz using the following:1--------Lowest
OBJECTIVES:Participants will be able to:
1) One of several variables essential for achieving high levels of learning.
2) The elements in the curriculum and/ or instruction that cause the learner to engage in complex, strategic thinking.3) It results in learners engaging in solving problems, analyzing arguments, negotiating issues, making predictions, examining assumptions & values, evaluating evidence & conclusions.
Findings From the
71% recommended making school interested.
55% said there should be help for students who have trouble learning.
81% called for more “real-world” learning opportunities.
75% wanted smaller classes with more individual instruction.
Fifty math problems for homework when fewer will achieve mastery
More grammar worksheets for the student who finished the assignment early
Using a seventh grade text book with your high performing sixth grade students
Covering more material in a shorter period/ time
Cold or impersonal
For a select group of students
Level 1 A. point to in book, etc. (fact, info, process, etc.)
Level 2 A. point to.. B. use skill C. 2 or more steps
A. reasoning required B. some complexity C. more than one possible answer
A. create, judge, evaluate B. needtime to think C. requires investigation
What are the science lab rules?
What do you think happened here?
Activity: Answer the following question. Note your plan of attack. What are you thinking? Does this require rigorous thinking?
Ask probing questions.
Invent a new ending for the story where the wolf comes out ahead.
(Extended Thinking or Reasoning, Synthesis, Create)
Judge the homes from worst to best, according to strength, cost, and building time.
(Extended Thinking or Reasoning, Evaluation, Evaluate)
Using models, demonstrate which house stood up the best.
(Reasoning, Using Skills and Concepts, Application, Applying)
Read the story and list the type of house built by each pig.
(Recall, Knowledge, Remembering)
4. Identify the scientific method.
5. Measure each chemical element.
STEP 1) develop a Level 1 question/activity.
STEP 2) develop one question/activity for each of the remaining three levels of rigor.
What are your answers?
increase rigor in our lessons?
____Level 1: point to in book, etc. (fact, info, process, etc.)
____Level 2: point to, use, & 2 or more steps
____Level 3A: reasoning, some complexity, more than one possible answer
____Level 3B: create, judge, evaluate & need time to think & requires investigation
(Optional) Write the question/activity for #’s 1 – 3.
Q/A #2: ______________________________________ ___________________________________________
Q/A #3: ______________________________________ ___________________________________________