Rigor Power Point - Heidy LaFleur, Assistant Principal

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RIGOR in
the
Classroom
Quality vs. Quantity
Heidy LaFleur
John W. Garvy School
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Page 1
OBJECTIVES
Today we will:
•Make a connection between
potatoes and kids
•Find ways to increase rigor with
each lesson using questioning
techniques
•Define a common definition of rigor
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Page 2
POTATOES
Go table to table with your group and write down
adjectives to describe the potatoes.
Think…
Some potatoes are…
Some potatoes have…
Some potatoes seem…
5 minutes
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Page 3
STUDENTS
With you table, talk about your students.
Think…
Some students are…
Some students have…
Some students seem…
Some students need…
3 minutes
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Page 4
Let’s Take a Quiz!
Garvy School
1.
2.
3.
4.
Name the principal of Garvy School.
What is the mascot of the school?
List the janitorial staff.
Who did the principal choose as her
clerk?
5. Define the term school.
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Page 5
Let’s Take another Quiz!
Garvy School
1. Give and justify your opinion of Mrs. McGlade
being the principal of Garvy School.
2. If you could chose a mascot of our school,
what would it be? Why do you think so?
3. Here is a list of the janitorial staff members.
State an argument as to which janitor is best.
4. Write a critique of why the principal choose
Wanda as her clerk?
5. What if school never existed. Discuss what
our world might be like.
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Page 6
Higher order
questioning
will increase
the quality of
your
instruction!
*handouts
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Page 7
So What is Rigor?
Last year’s data…discuss
GOLDEN LINE
Rigor is NOT a Four-Letter Word
Quality, not Quantity
Instruction for all students, not just “special students”
Learning, not Punishment
Lilia E. Sarmiento, (2009) “Rigor is NOT a Four-Letter Word”, Journal of Educational Administration, Vol. 47 Iss: 4,
pp. 535-537
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Page 8
Golden line
Group share
…What does rigorous
instruction look like?
Group poster
Share posters
Group agreement on Garvy’s definition of rigor
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Page 9
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