Rigor
Define 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
goals/objectives
4%
Worksheets
52%
Lecture
31%
Monitoring with no feedback
22%
Use of high yield research based
instructional strategies
2%
Communication rich environments
with writing and rubrics
2%
Fewer than half the students
engaged
82%
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
Creating
Thinking/Doing Verbs
Designing, constructing,
planning, producing,
inventing,
Evaluating
Checking, critiquing, judging,
experimenting, detecting,
monitoring
Analyzing
Comparing, organizing,
deconstruction, outlining,
integrating
Applying
Implementing, using, solving,
performing
Understanding
Remembering
Interpreting, summarizing,
classifying, comparing,
explaining, defining
Recognizing, listing,
describing, retrieving, locating,
labeling,
Level of Learning
(most associated)
Level 3
Level 2
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.
2.
Engage ‐ peak student
interest/get personal
involvement in the lesson
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.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention
Create expectancy
Provide recall of prior
learning
Present the stimulus
Provide learning
guidance
Elicit performance
Provide feedback
Informally assess
Enhance retention and
transfer
1.
2.
Objectives
Standards
(expectations)
3.
4.
5.
6.
7.
8.
Anticipatory set (hook)
Teaching
Guided practice
Closure
Independent practice
Assess
Steps to Follow to establish
RIGOR
1. Create the environment- Objectives, game plan, Questioning that embedded in
instruction
2. 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
Inquiry
Project Based Learning
Authentic Engagement
Mental Models
Questioning
Evidence
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!
zHow can you increase rigor in your classroom?
z What do you need support with in the area of
Planning and management?