RIGOR with NURTURING
Prepared for the Professional Learning Network of the
Rigor is creating an environment in which each student is expected to
SMYTH COUNTY SCHOOLS
learn at high levels, each student is supported so that he or she can learn
by Dan Mulligan, flexiblecreativity.com
at high levels, and each student demonstrates learning at high levels.
March 2014
(Blackburn, 2008)
Premise of the Workshop
As the United States continues to compete
in a global economy that demands
innovation, the U.S. education system
must equip students with the four Cs:
1.
2.
3.
4.
critical thinking and problem solving,
communication,
collaboration, and
creativity and innovation.
READING COMPREHENSION, THE VIRGINIA MATH
SOL, AND SKILLS FOR A SUCCESSFUL LIFE
Grade 3 Math
Grade 5 Math
Essential Elements of a
Vertically Articulated Curriculum
(Attained Curriculum)
Essential
Essential
Skills &
Knowledge
Processes
LEARNING
TARGET
(attained
curriculum)
Essential
Vocabulary
Find a NEW friend in the room from a
different school/grade-level.
Find 2 comfortable seats and relax.
*Please bring the handout and a pen(cil)!
Who owns this?
The K – 5
Edition
1.
Count the value of collections of coins and bills up to $5.00.
3.8a
2.
Compare the volumes of two containers to determine if the
volume of one is more, less, or equivalent to the other by
pouring the contents of one container into the other.
1.10b
3.
Display gathered data in tables, either in rows or columns.
K.14b
4.
Identify examples of points, line segments, rays, angles, and
lines
3.15a
5.
Recognize and demonstrate appropriate use of the equals
sign in an equation.
4.16c
6.
Extend a given pattern, using numbers, geometric figures,
symbols, pictures, or objects.
2.20c
7.
Identify which numbers are even or odd.
5.3d
Essential Elements of a
Vertically Articulated Curriculum
(Attained Curriculum)
Essential
Essential
Skills &
Knowledge
Processes
LEARNING
TARGET
(attained
curriculum)
Essential
Vocabulary
Advanced Organizers
Use Visuals
Advanced organizers help students
organize the information and retain 5
times more of the information.
VENN DIAGRAMS
Plane
Shapes
Solid
Shapes
Tools to Facilitate Deeper Thinking
cause
effect
The word is a
____________
The word
expresses an action
16
7
1
25
4
36
3
9
11
a.
b. Place the following numbers in the Venn Diagram:
49
2
81
21
page 3
That was the sound
of rigor in
mathematics…
Driving Question:
How does learning
math sound in your
class, school, or
division?
Essential Elements of a
Vertically Articulated Curriculum
(Attained Curriculum)
Essential
Essential
Skills &
Knowledge
Processes
LEARNING
TARGET
(attained
curriculum)
Essential
Vocabulary
Essential Vocabulary
page
6
IDENTIFYING THE WORDS TO TEACH…
page
7
Find out which words are "your" words. Read the Curriculum Framework for
your grade level, highlighting the words you think your students won't know.
Then go back to each year prior to yours and highlight those words. Next,
create a pre-assessment for your students with these critical words and glue it
in their Interactive Notebook. A simple list of words followed by columns
marked "Yes" (I understand), "No" (I don't understand) and "Maybe" (I might
understand) is a start. Use this information and your professional judgment to
decide which words have not yet been mastered and require instruction.
 Select a partner at your table – NOT currently seated next
to you and sit together.
 On a notepad, write the numbers 1 to 7 in a vertical list.
If you want a
learner to truly
understand and
own essential
knowledge, expand
your exploration
from ‘what it is’ to
also ‘what it is
NOT’.
page
46
Work with your
partner to
prepare a
conceptual
example that can
be shared with
your staff.
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing
feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance
organizers
.59
22
Kinds of Evidence – Continuum of Evidence
Informal Check for Understanding
page
49
page 32 – 35
Students OWN a Vertically Articulated
Problem Solving Strategy
KEY QUESTION: Why are common
assessments so important?
WHY do we ASSESS:
1. INFORM INSTRUCTIONAL
DECISIONS
2.
ENCOURAGE STUDENTS TO
TRY
“You can enhance or destroy students’ desire to succeed in
school more quickly and permanently through your use of
assessment than with any other tools you have at your
disposal.”
Rick Stiggins, Assessment Trainers
Talk to Me…
Directions
– Form a team of EIGHT (8) people…
– Determine the person with the most sisters and
then send them to pick-up your team ziplock bag…
PLEASE DO NOT OPEN!!!
– Determine the person with the least sisters and
send them to pick-up a grid sheet for each person.
– Distribute a grid sheet to each team member.
Follow-up Debriefing
Each pair should share with your other team members
the method you used to graph the figure.
Discuss with your team:
– Which method appeals to you?
– Is there another method that you would prefer?
Prepare for a “pairs choice of method” with a new
graph.
Key Question
Did your performance on the second
attempt to complete the grid exercise
improve after having an opportunity to
self-assess your initial strategy?
Formative Assessment
Formative assessment is the process used
by teachers and students during instruction
that provides feedback to adjust teaching
and learning for the purpose of improving
student learning.
Council of Chief State School Officers, October 2006
Notes:
Process rather than a particular test….
It is not the nature of the test itself that makes it formative or summative…it is
the use to which those results will be put.
Things associated with numbers
school
shapes
Books
Quadrilateral
Decimal
Report
Cards
Vertex
Prime
Teachers
Three-dimensional
Perfect
Square
School
Bus
Numerator
Angle
Cafeteria
Divisible
Area
Pencils
Right
Integers
Triangle
Erasers
Even
Thank you for your commitment
to children!
"It's your attitude, not
just your aptitude that
determines your
ultimate altitude."
--Zig Ziglar 
Dan
Effective Instruction:
focus on essential knowledge, skills, processes, & vocabulary
Three types of curricula exist in any classroom:
The Intended Curriculum: content/skill specified by the
state, division, or school at a particular grade level.
The Implemented Curriculum: content/skill actually
delivered by the teacher.
The Attained Curriculum: content/skill actually learned
by the students.
Intended
Curriculum
Implemented
Curriculum
Attained
Curriculum
instructional strategies
Please send a table
representative to pick-up a
resource for each team
member.
Work collaboratively
(e.g., construct viable
arguments, critique,
agree) to identify key
words that capture the
essential elements of
instructional
strategies with
fidelity.
Enjoy working with
your new best friend.
page
45
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing
feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance
organizers
.59
22
Identifying
Similarities and Differences
62
WHAT’S MY RULE?
Theme: Sports
YES
No
Strike
Stick
Split
Puck
Pin
Hoop
Gutter
Goal
Rule:
Bowling Terms
WHAT’S MY RULE?
Theme: Geometry
YES
No
Triangle
Cube
Rectangle
Pyramid
Square
Pentagon
Quadrilateral
Octagon
Rule:
Plane figures with less than 5 sides.
page
48
How can you use the Where do I
belong? structure to support your
role as teacher/administrator?
?
?
A = bh
4 right
angles
Right
Triangle
3 sides
1 right
angle
4 sides
Opposite
sides equal
One side is
the longest
Rectangle
A = ½ bh
OPEN TASK AND CONSTRUCTED RESPONSE
page
48
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives & providing
feedback
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance
organizers
.59
22
page
60
That was the sound
of rigor in
mathematics…
Driving Question:
How does learning
math sound in your
class, school, or
division?