Differentiated Technical Assistance Team (DTAT)
Video Series
Taking Steps to Increase Instructional Rigor
Part II of II
Anne S. O’Toole
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Rigorous Instruction
 Session 1 – What Do We Mean By
Rigorous Instruction?
 Session 2 – How Do We Plan for
Rigorous Instruction?
The ultimate goal in school
improvement is for the people
attached to the school to drive
its continuous improvement for
the sake of their own children
and students.
- Dr. Sam Redding
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Instructional Rigor Series
 The sessions are designed to be used
by individuals or in a group setting.
 The sessions are sequential.
 The PowerPoint presentations and
all other materials or references
may be downloaded from the
Virginia Department of Education
(VDOE) Web site.
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Purpose
Series:
• To define rigorous instruction
• To identify the goals of rigorous instruction
• To clarify how rigorous instruction differs from
instruction that is focused on knowledge and
skills only
• To differentiate more rigorous from less
rigorous assignments
• To explain how to plan a rigorous unit of
study by “planning with the end in mind”
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The Purpose of Today’s Video
Presentation is....
To create an impetus for
implementing rigorous
instruction for ALL students,
not just those at the top
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Today’s Agenda
 How to plan a rigorous unit of study by
“planning with the end in mind”
 How to design a rigorous summative
assessment (or final product) for the unit
 How to choose rigorous learning
materials and strategies
 How to scaffold instruction to insure the
success of all students on the summative
assessment/final product
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VDOE Web site Guidance
VDOE Standards of Learning (SOL)
Web site address:
http://www.doe.virginia.gov/testing/sol/
standards_docs/index.shtml
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The SOL Web site includes...
 Standards of Learning (SOL)
 Curriculum Framework detailing
specific knowledge, skills, and
understandings needed to meet
each standard
 Enhanced Scope and Sequence
guides, with sample lesson plans
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Also check out “Teacher Direct”
on the VDOE Web site at
www.doe.virginia.gov/testing/teacherdirect
/index.shtml
More helpful information is there on
instructional rigor...
 “The Meaning of Rigor in Virginia’s SOL”
 “Effective Teaching Strategies to
Support Rigor”
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Step One:
Create student-friendly
learning targets
•Knowledge
•Skills
•Understanding
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TARGET
TYPE
KNOWLEDGE
SKILLS
UNDERSTANDING
EXPLANATION
SAMPLE VERBS
Knowledge, facts,
concepts learned
outright
Explain, describe,
identify, list, tell,
label, choose,
select, recall
Behavioral
Observe, do,
demonstrations
measure, model,
where the doing is dramatize, explore
important
Using skills and
Analyze, defend,
knowledge to
synthesize,
solve problem,
evaluate
make a decision,
create a plan
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Skill? Knowledge?
Understanding? Which is it?
 I can explain how we learn about
ancient cultures without historical
records.
 I can create equations to solve realworld problems.
 I can practice annotating text to
prepare for my next literature circle
discussion.
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How did you do?
 I can explain how we learn about
ancient cultures without historical
records. (knowledge)
 I can create equations to solve realworld problems. (understanding)
 I can practice annotating text to
prepare for my literature circle
discussions. (skill)
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STEP TWO:
Create a rigorous summative
assessment and/or final product.
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Why plan with the end in mind?
 It pinpoints exactly what students
must do to succeed.
 It helps you to make more focused
choices about materials, learning
experiences, and strategies.
 It provides clear direction for
instruction.
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What makes a summative
assessment rigorous?
 It measures thinking skills, not just
factual recall or the ability to use
skills.
 At least part of it requires students to
apply their learning to a new situation.
 At least part of it requires students to
defend their thinking using what they
have learned in the unit of study.
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Some Examples of
Summative Projects/Products
Field guide
Review of art exhibit
Civic presentation
Invention
Persuasive writing assignment
Constitution
Scientific model
Visitor’s guide to an
exhibit, park
“Best answer” multiple choice test
Formal debate
Mathematical problem
Press conference
Data analysis
Book review
Poem in two voices
Learning portfolio
Readers’ theatre
Survey with analysis
Poem/short story
Socratic seminar
Defense of a point of view
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Consider this question....
How might the format of
the summative assessment
affect the way you plan
the rest of the unit?
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STEP THREE:
Determine the grading method for
the summative assessment, as well
as both the ceiling and threshold for
mastery. Share grading criteria for
summative assessment at beginning
of unit.
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STEP FOUR:
Select rigorous learning
materials.
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Choose materials that....
 Relate directly to the learning targets
 Will prepare students for the task(s)
required on the summative assessment
 Are grade- and age-appropriate
 Invite multiple interpretations
 Represent different perspectives of the
same event, story, or solution
 Leave some important ideas unstated
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Which materials might you choose to
prepare students?
Choice #2 - Fourth Grade History-End of Unit Assessment
 With two or three classmates create a 3 minute
Reader’s Theatre of the events leading to the
signing of the Declaration of Independence.
 Your script must communicate the Patriots’ point of
view, as well as that of the Loyalists. It may only
include quotes from the readings we have studied.
 Your team will perform its Readers’ Theatre for a
local chapter of the Sons/Daughters of the American
Revolution.
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STEP FIVE:
Select strategies and
learning experiences.
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Choose strategies that help
students to....
 Compare new learning to what they
already know
 Organize the new learning for later use
 Generate questions they’d like to have
answered
 Organize and explain their thinking
 Assume much of the responsibility for
doing the work
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Another helpful Web site...
National School Reform
www.nsrharmony.org
 Houses a wealth of graphic organizers to
construct meaning from text
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Putting it all together.....
 Create a classroom environment that supports a
sense of community--“We are all in this together”
 Have absolute clarity about the summative
assessment and/or final product
 Consistently know where your students are in
relation to the final destination (persistent
formative assessment)
 Begin with a few instructional strategies that
work for you and your students
 Learn the skills of flexible classroom management
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What was one idea I
learned during
today’s webinar that
I will use or plan to
share with teachers
at my school?
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To learn more about this
topic...
Expeditionary Learning. http://www.elschools.org
Jackson, Robyn (2012). How to plan rigorous
instruction. Alexandria, VA: ASCD.
Marzano, Robert (2007). The art and science of
teaching: a comprehensive framework for effective
instruction. Alexandria, VA: ASCD.
McTighe, Jay & Tomlinson, Carol Ann. (2006) Integrating
differentiated instruction & understanding by
design: connecting content & kids. Alexandria,
VA: ASCD.
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To learn more about this
topic...
McTighe, Jay & Wiggins, Grant (2005). Understanding
by design. Alexandria, VA: ASCD.
Sousa, David & Tomlinson, Carol Ann (2011).
Differentiation and the brain. Bloomington, IN:
Solution Tree Press.
Tomlinson, Carol Ann (2001). How to differentiate
instruction in mixed-ability classrooms. Alexandria,
VA: ASCD.
Wagner, Tony (Oct. 2008). “Rigor Redefined” in
Educational leadership, vol. 66, no. 22, pp. 20-25.
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Questions?
If you come up with a question today, or even later when
you share content from this video in your school, please
contact…
The OSI staff at osita@doe.virginia.gov
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