Recognizing and
Supporting Rigor in the
Classroom
Renee’ Yates
Renee.yates2@education.ky.gov
www.reneeyates2math.com
1
Targets… I can…
Recognize and experience rigor in a math
classroom - do a little math
Ask different questions when visiting
classrooms
Support the shift in changing perception of
rigor
2
What is Rigor?
Chocolate
A preparation of the seeds of cacao,
roasted, husked, and ground, often
sweetened and flavored, as with vanilla.
Rigor
Strictness, severity, harshness, hardship
3
Experience – Ask yourself
• What did it look, feel, sound like?
• What was I doing?
• What did others do (if anything) to
create that experience for me?
4
Cats and Kittens
N-Q Reason quantitatively and use units
to solve problems
F-LE – Construct and compare linear,
quadratics, and exponential models and
solve problems.
5
Have you ever had this conversation?
6
Interpreting Distance-Time Graphs…
• 2/3 into a unit of
study
• Students should
have had
experience with…
8.F Use functions to
model relationships
between quantities
7
P-8
P-9
Matching Cards
•
Take turns at matching pairs of cards. You may want to take a graph
and find a story that matches it. Alternatively, you may prefer to take
a story and find a graph that matches it.
•
Each time you do this, explain your thinking clearly and carefully. If
you think there is no suitable card that matches, write one of your
own.
•
Place your cards side by side on your large sheet of paper, not on
top of one another, so that everyone can see them.
•
Write your reasons for the match on the cards or the poster just as
we did with the example in class. Give explanations for each line
segment.
•
Make sure you leave plenty of space around the cards as,
eventually, you will be adding another card to each matched pair.
P-10
Steps to Concept Focused Lesson…
• Students work solo on pre-assessment task.
• Teacher takes up work and provides class
feedback and intentional grouping of students.
• Students work in collaborative groups on a
different but related task – usually a card sort
type.
• Teacher facilitates groups, takes notes, asks
questions to whole class or groups (engineers
effective discussion)
• Students revisit original task to revise.
11
A visit to a mathematics classroom:
What do you see when
you go into the
mathematics
classrooms in your
building or district?
What (and whom)
do you hear when
you go into the
mathematics
classrooms in your
building or
district?
12
A Common Definition Of “Rigor”
Rigor is not
•
•
•
•
Harder
Failing students
More work
Student
responsibility (their
fault if they don’t
get it, they should
work harder)
Rigor is
• Cognitively demanding
• Opportunities for deeper
connections
• Application of skills,
processes
• Student responsibility
(they have understanding
of where they are in
relation to target and
know how to get help to
get there)
13
What Research Says About Rigor
(TIMMS Video Study, 1993)
• Most time in US math classes is spent
practicing mathematical procedures
and reteaching
• The key feature of success is that
students engage in “productive
struggle” with mathematics concepts
and procedures.
14
Teachers at Their Best
15
CHETL Section 3
16
Framework for Teaching
•
Domain 1 – Planning and Preparation
– 1C Setting Instructional Outcomes
• Domain 2- Classroom Environment
• Domain 3- Instruction
17
They require students to apply
what theyto
know
Questions
askabout
aboutMoving
the classroom:
around the
mathematics
classroom asking
• Who
is doing
of question
the talking?
Usually
with most
another
questions and taking
such
“What the
haveproblems?
you already
notes about the
• Who
is as,
working
tried?” “What do you already
strategies,
• What kinds of questions conversations,
are being asked?
know that can help you?” “Does
etc. s/he observes.
• What
are the
like?
Higher
order
it matter
thatproblems
…?”
It depends!
• What happens
when
a questions
student getsthat
stuck?
Always the
students!!!
Theyistalk
a partner
to try
to
• Where
thewith
teacher
during
practice?
require
higher
figure
it out.
teacher
may ask when
a
• How
does
s/heThe
answer
students
they
leveloutcognitive
question
to help them figure
what
ask
a question?
they already know that can
help them.
engagement.
They try out different ideas.
18
Let’s Observe!
19
Let’s observe another class.
20
My brain hurts!
21
Write a new scenario!
22
How do we change rigor in our schools?
23
How do you support the change?
• Shift focus to student actions/responses.
• Isolation must be removed. Direct, inclassroom support works best for
initiating, honing, and adapting new
instructional strategies.
• Training must be done with teachers
rather than to teachers, and this takes a
team.
24
Change Paradigms
Everybody
on the bus!
A few key people
in the car!
25
The Leader’s Job
1. Who gets in the car?
2. In what order?
3. To what destination?
Good news: Others can drive as well, but
the leader has to know the destination and
provide clear directions.
26
So, who gets in the car first?
• Initiators (3-10%)
• Earlier Adopters (15%)
• Later Adopters (60-82%)
• Resisters (15%)
27
Teachers working
together with their
leader not only have
support to change but
also gain a high level of
commitment to execute
change.
Collegiality is a
break from the
isolation of
teachers working
and learning on
their own.
Collegiality is
a professional
interaction
among
teachers and
leaders with
the purpose
of learning
from each
other to
develop
expertise
together.
28
What’s happening in the car?
• Planning lessons/assessments collaboratively.
• Watching and discussing each others’ classroom
lessons.
• Learning about the content standards and
standards for practice together.
• Planning and trying out strategies, questions, etc.
and discussing the results.
• Developing, using, and refining instruments to
assess their own teaching and their students’
learning.
• Analyzing data. (not just state assessment data!)
29
What does this mean for you?
• You must be in classrooms.
You can’t lead classroom
change if you don’t see, know,
or take part in what is going on
there!
• You need a leadership team.
• Team means learning together
and shared leadership.
30
AND…
Focus on student action and
learning that results from
teacher action.
31
Where is everybody?
Initiators
Early Adopters
Late Adopters
Resisters
32
What do we do with the resistors?
33
Rational
Emotional
34
The Rider
Weaknesses
Strengths
• Can easily be overpowered •
by the elephant
•
• Tends to overanalyze or •
overthink things
Ability to think long-term
Ability to plan
Ability to think beyond the
moment
The Elephant
Weaknesses
• Lazy and skittish
• Looking for a quick payoff
Strengths
• Fierce emotion/dedication
• Energy to get things done
35
How do we make a shift
to rigor into mathematics
classrooms K-12?
36
So, if you want to change behavior:
• Direct the rider. What looks like resistance is
often a lack of clarity. So provide crystal clear
directions.
• Motivate the Elephant. What looks like
laziness is often exhaustion. The rider can’t
get his way by force for very long. Engage
people’s emotional side.
• Shape the Path. What looks like a
people problem is often a situation
problem.
37
Many educators work within the framework of
what is expected. It is safe and it is what people are
used to doing. Unfortunately, this is not where
needed change in education will come from. A new
conception of teaching and learning cannot be
developed within this framework. The teaching gap
will persist. The bridge to improving teaching
methods will crack.
Closing the Teaching Gap
Donald B. Bartalo, 2012
38
Revisit Rigor Conversation
39
Targets… I can…
Recognize and experience rigor in
classrooms - do a little math
Ask different questions when visiting
classrooms
Support the shift in changing perception of
rigor
40
Contact Me
Renee’ Yates, NBCT
Kentucky Department of Education
Renee.yates2@education.ky.gov
www.reneeyates2math.com
41
References
Switch by Chip Heath & Dan Heath
Teaching Matters Most by Thomas M. McCann,
Alan C. Jones, Gail A. Aronoff
Closing the Teaching Gap- Coaching for
Instructional Leaders by Donald B. Bartalo
Formative Assessment Lessons
http://map.mathshell.org/materials/lessons.php
42