Understanding Rigor to Engage All Learners Rhonda Bondie Rhonda_bondie@gse.harvard.edu

Objectives Participants will be able to explain rigor to a parent, colleague, or student using examples. Criteria - Must Haves Explain the difference between scaffolds, supports, and extensions. Increase rigor of a task. Amazing Increase access of a task.

One Word Rigor academically, intellectually, and personally challenging

Rigor = Effort Complexity * Energy needed to sustain focus for a required amount of time Number of parts Ways the parts fit together Thinking required to manipulate the parts

* Complexity Rigor = Effort Energy needed for required time of sustained Focus # Parts # Ways Parts Fit Together Thinking Required to Arrange the Parts Task Effort =energy needed for required time of sustained focus # Parts # Ways parts fit together Thinking required to arrange the parts

Questions Important Themes Entry point questions might be used on a worksheet like this example. Questions are in the first column and the students would complete all or some of the questions for each explorer. This requires students to use what they know about the explorers to answer the questions. There are many correct answers, for example, a number that represents Columbus might be 3 – 3 ships – 1492 – the year he landed, etc. Students can use their own strength to make their understanding of a topic under study clear to the teacher and to themselves.

Social: Use one of the questions below to guide your observations of the frog and discuss your observations with a partner. Narrative: Using what we know about frogs, can we make our own picture book about a day in the life of a frog? Experiential: How can we find out if frogs think? How can we find out if frogs like music? Logical:   Do frogs play?  What do they do that seems like play? Aesthetic/Experiential: Can we sketch the patterns we see on our frogs with increasing detail? Can we build a representation of our frog? Foundational: Are frogs smart? What makes you think that? How do we know a frog is alive? Do frogs know we are here?  Quantitative: Is our tank big enough? 

A rigorous task that you teach

Rigor = Effort Complexity * Energy needed to sustain focus for a required amount of time Number of parts Ways the parts fit together Thinking required to manipulate the parts Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

You’re invited to be… Strategic Creative Curious Intellectually Reflective Intellectually Careful Curious

Wonder Ask questions Observe closely Find problems Be playful Curious

Intellectually Careful Evaluate Evidence Alert for errors Check for accuracy Corroborate information Justify opinions with evidence

Reflective Compare a product to criteria Evaluate a process Seek understanding Gather other opinions Consider relationship between parts and a whole

Strategic Set goals Take action Evaluate and revise plans Use knowledge to make decisions Reason through problems

You’re invited to be… Creative

Creative Create novel solutions Make unusual connections Combine ideas Rearrange elements into new patterns

You’re invited to be… Adventurous

Adventurous Explore alternative views Open minded Think with a wide scope Seek understanding

You’re invited to be… Collaborative

Collaborative Share ideas with others Ask clarifying questions Value the opinions of others Build learning through interaction

You’re invited to be… Adventurous Collaborative Curious Creative Reflective Intellectually Careful Strategic

Read and Note Something Old Something New Something that meaningful for my classroom

Specific Help TIERS OF HELP SOME GENERAL DESIGN SPECIFIC 2. Look and Listen INDIVIDUALIZED 3. CARR CHECK TIERS OF HELP Specific Help SOME Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

SCAFFOLDS SUPPORTS EXTENSIONS WHOLE TASK BEYOND TASK PART OF A TASK Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

GOAL: A SWIMMER WANTS TO SWIM FASTER ARM STROKE PART OF A TASK KICK SCAFFOLDS Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

AWESOME CRITERIA EXTENSIONS BEYOND TASK SCAFFOLDS PART OF A TASK SUPPORTS WHOLE TASK Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

TAUGHT THROUGH A STRATEGIC PROCESS ASSIGNED TAUGHT THROUGH A STRATEGIC PROCESS Kiddie pool Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

C CLARITY ACCESS A RIGOR R R RELEVANCE Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

One Word Rigor academically, intellectually, and personally challenging

Rigor = Effort Complexity * Energy needed to sustain focus for a required amount of time Number of parts Ways the parts fit together Thinking required to manipulate the parts Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

Objectives Participants will be able to explain rigor to a parent, colleague, or student using examples. Criteria - Must Haves Explain the difference between scaffolds, supports, and extensions. Increase rigor of a task. Amazing Increase access of a task.