creating and maintaining rigor in the classroom and maintaining rigor in the classroom “it is...
TRANSCRIPT
“Learning is not a spectator
sport.” ~D. Blocher
Creating and Maintaining Rigor in the Classroom
Creating and Maintaining Rigor in the Classroom
47% labeled classes as uninteresting
43% missed too many days and
couldn’t catch up
69% were not motivated to work
hard
66% would have worked harder if
more were expected
High School Dropouts
~ The Silent Epidemic: Perspective of High School Dropouts (2006)
Creating and Maintaining Rigor in the Classroom
RIGOR
STUDENT
ENGAGEMENT MOTIVATION
Creating and Maintaining Rigor in the Classroom
What is RIGOR? • Rigor helps create an environment in which each
student: • Is expected to learn at high levels • Is supported so he or she can learn at high
levels • Demonstrates learning at high levels
• Rigor exhibits quality – not quantity • Rigor involves everyone – All means ALL
Creating and Maintaining Rigor in the Classroom
“It is possible for a learning activity to become increasingly difficult without becoming more complex.”
~David Sousa, How the Brain Learns
Creating and Maintaining Rigor in the Classroom
“Teachers are more likely to increase difficulty, rather than complexity, when attempting to raise student thinking.”
~David Sousa, How the Brain Learns
Complexity
establishes the level of thought
Difficulty
determines the amount of effort the learner must expend within each level
of complexity
Creating and Maintaining Rigor in the Classroom
Difficulty = more work at lower levels
Complexity = work that requires in depth thinking at higher levels
Creating and Maintaining Rigor in the Classroom
CREATE - generate new
ideas
EVALUATE – justify a decision or choice
ANALYZE – break into component parts
APPLY – use information in a new setting
UNDERSTAND – explain idea or concept
REMEMBER – recall information
Revised Bloom’s Taxonomy
Creating and Maintaining Rigor in the Classroom
Creating and Maintaining Rigor in the Classroom
Creating and Maintaining Rigor in the Classroom
Assimilation
Acquisition
Adaptation
Application
Creating and Maintaining Rigor in the Classroom
Gather & store bits of knowledge – Remember or Understand
Creating and Maintaining Rigor in the Classroom
Apply knowledge in
real-life situations
Creating and Maintaining Rigor in the Classroom
Use knowledge to
analyze & solve school-
based problems
Work under the specific directions of the teacher
Creating and Maintaining Rigor in the Classroom
Apply knowledge &
skills in complex ways to analyze and solve real world problems and
create solutions
Confront real-world
unknowns
Creating and Maintaining Rigor in the Classroom
What does instruction look
like in each quadrant?
Creating and Maintaining Rigor in the Classroom
I can recall information important to the teacher
Creating and Maintaining Rigor in the Classroom
I can recall information important to the teacher
Creating and Maintaining Rigor in the Classroom
Work with a peer to agree
on a summary
Creating and Maintaining Rigor in the Classroom
I can recall information important to the teacher
Work with a peer to agree
on a summary
Creating and Maintaining Rigor in the Classroom
Use an organizer to
analyze elements of an image
Creating and Maintaining Rigor in the Classroom
Use an organizer to
analyze elements of an image
I can recall information important to the teacher
Work with a peer to agree
on a summary
Creating and Maintaining Rigor in the Classroom
Listen to a story and draw a
summary that depicts action and sequence
Creating and Maintaining Rigor in the Classroom
Use an organizer to
analyze elements of an
image
Listen to a story and draw
a summary that depicts action and sequence
I can recall information important to the teacher
Work with a peer to agree on a summary
Math - Elementary
Find values in number
sentences when represented by
unknowns
Develop a formula for
determining large quantities
without counting
Memorize multiplication
tables
Collect outside temperatures for several days and make a graph of
results
English – Middle School
Analyze commercials for fact and
opinion
Write directions for assembling a product or
carrying out a procedure
Locate information in
a technical manual
Assemble a product following written
directions
Social Studies –High School
Participate in a Socratic
seminar on an issue, such as
privacy
Develop a school policy
on First Amendment rights in a
school setting
Describe provisions of one of the Bill
of Rights
Conduct a student survey
on First Amendment
rights
Teacher/Student Roles
Assimilation Adaption
Acquisition Application
Students think & work
Students work
Students think
Teachers work
Did Students Get it Right?
Assimilation Adaption
Acquisition Application
Asked the Right
Questions
Followed the
Correct Procedure
Provided a Rational
Answer
Provided a Correct Answer
Control
Assimilation Adaption
Acquisition Application
Student Controlled
Externally Controlled
Teacher Directed
Teacher Controlled
Creating and Maintaining Rigor in the Classroom
Examine your videos • Get a partner from a similar school level
(elementary or secondary). • Watch each video. • As you watch your video, focus on the four areas
of the Rigor/Relevance framework. • Record indicators/evidence in the appropriate areas
on the sheet provided for you. • Be ready to share!
Creating and Maintaining Rigor in the Classroom
Creating and Maintaining Rigor in the Classroom
Using Bloom’s Revised Cognitive
Domain to Improve Instructional
Practice
Creating and Maintaining Rigor in the Classroom
Bloom’s Digital Taxonomy Pyramid
Creating and Maintaining Rigor in the Classroom
Links to RESOURCES • Full PowerPoint – on CCS C & I Wiki
• www.ccscandi.wikispaces.com
• Digital Blooms • www.usi.edu/distance/bdt.htm
• Bloom’s Cognitive • http://farr-
integratingit.net/Theory/CriticalThinking/index.htm
Creating and Maintaining Rigor in the Classroom
Where Should I Begin? • Have a vision for RIGOR in your school
• Collaboratively write a school-wide vision for rigor • Reread it weekly and clarify details • Focus on the school’s vision for rigor while planning,
observing, monitoring and conferencing
• Determine 3 changes that YOU can make to support the increase of rigor school-wide • Incorporate 3 new ideas to increase rigor • Continue to adapt and introduce new strategies
• Determine the support you need from C & I
Creating and Maintaining Rigor in the Classroom
How can I help my teachers understand RIGOR? • Present the information from today’s session to
your teachers. • Work with your teachers to create a vision for
RIGOR in your school. • Share new strategies with your teachers during
meetings and conferences. • Share the PowerPoint that is available on the CCS
Wiki.
Ideas presented were taken from:
Blackburn, Barbara R. (2008), Rigor is NOT a Four-Letter Word. San Antonio, TX. Eye on Education. Cumberland County Schools. (2009), Creating Rigorous Classrooms. Fayetteville, NC. Cumberland County Schools. Sousa, David (2006), How the Brain Learns. Thousand Oaks, CA. Corwin Press. Tomlinson, Carol A (1998), Teach Me, Teach My Brain: A Call for Differentiated Classrooms. Educational Leadership. 56. 3. Retrieved from www.pdonline.ascd.org. Bridgeland, J., DiIulio, J., and Morison, K (2006), The Silent Epidemic: Perspectives of High School Dropouts. Retrieved from www.civicenterprises.net.
Other electronic resources:
www.peterpappas.com/files/defining_rigor_and_relevance.pdf www.Farr-integratingit.net/Theory/criticalthinking/revisecog.htm www.usi.edu/distance/bdt.htm www.slideshare.net/cliotech/reaching_for_rigor_and_relevance www.leadered.com http://capitol.osd.wednet.edu/media/capital/academics/cte/meeting_minutes/rigor_relevance.pdf http://curriculumpowwow.wikispaces.com/file/view/Rigor_Relevance_Framework_Part+1.ppt#507