Robin Sabo, Clear Creek ISD. What is rigor? Or is rigor more that that But what about in education? Harder Challenging Focused on higher thinking levels.

Slides:



Advertisements
Similar presentations
What do you know about the Rigor/Relevance framework?
Advertisements

Performance Assessment
Project-Based vs. Text-Based
The 21st Century Context for
June 20, Your Presenters  Ken Mattingly – Rockcastle County  Jessica Addison – Todd County/KDE.
Strategies Teaching students to use special thoughts or actions to Assist learning tasks Understand, remember, recall new information Practice skills efficiently.
Teacher Librarians. Contact Information Mary Cameron Iowa Department of Education (515)
What Every SLMS Should Know about Teaching Reading Comprehension Strategies Prepared by the SLMS Role in Reading Task Force SLMS Role in Reading Task Force.
Non-Linguistic Representation Web 2.0 Tools Helping students understand and represent knowledge non- linguistically is the most under-used instructional.
Educators Evaluating Quality Instructional Products (EQuIP) Using the Tri-State Quality Rubric for Mathematics.
Student Work Products by Quadrant
Problem Based Lessons. Training Objectives 1. Develop a clear understanding of problem-based learning and clarify vocabulary issues, such as problem vs.
FUNDAMENTALS OF EFFECTIVE LEARNING. Copyright Keith Morrison, 2004 CONSTRUCTIVISM Children construct their own knowledge of the world rather than it being.
EngageNY.org Identifying CCSS-Aligned Instruction Recognizing Effective Instructional Practices.
MARZANO’S HIGH YIELD STRATEGIES
Planning, Instruction, and Technology
INTRODUCTION TO THE MINISTRY OF EDUCATION’s ACHIEVEMENT CHART Bedford Park PS September 2013.
LEAP into Effective instruction
LINKED LEARNING IN ACTION. Self Directed Learning Focus on the learner rather than the teacher Integrates self management with self monitoring Control.
Teaching for Rigor and Relevance Why, What, How? Dr. Kelly Gillespie SWPRSC.
Generating & Testing Hypotheses
Top 10 Instructional Strategies
Rigor in the Classroom DECEMBER 11, Standards: 3. INSTRUCTIONAL STRATEGIES: The teacher promotes student learning by using research-based instructional.
 Participants will teach Mathematics II or are responsible for the delivery of Mathematics II instruction  Participants attended Days 1, 2, and 3 of.
Building Interactivity into MultiMedia: Theory into Practice by Lauren Cifuentes.
“In years to come, your students may forget what you taught them
 VTCLA Presentation. K- K- 6 K-6 PLT 7-12 PLT.
The Critical Skills Classroom (c) Antioch University New England, 2009 Erin M. Hunter River Valley Technical Center Peter R. Eppig Antioch University New.
What is the TPA? Teacher candidates must show through a work sample that they have the knowledge, skills, and abilities required of a beginning teacher.
 “No teaching approach has greater potential for student involvement and engagement than student- directed investigation (Larson & Keiper, 236)  Uses.
ATL’s in the Personal Project
Ch. 3 StudyCast SarahBeth Walker. NETS-T Standard 1  Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate.
Expeditionary Learning Queens Middle School Meeting May 29,2013 Presenters: Maryanne Campagna & Antoinette DiPietro 1.
Skills and Content Standards: Let’s Mash ‘Em Up!.
 Presented by:  Heidi Packer  Christy Lightholder  Gem Butterfield  Summer 2010 (Course 7461)
Crysten Caviness Curriculum Management Specialist Birdville ISD.
Translation, Articulation, Communication Sarah Laleman Ward, Outreach Librarian Stephanie Margolin, Instructional Design Librarian CUNY Hunter College.
Effective Teaching Strategies Day 2
Bridge Year (Interim Adoption) Instructional Materials Criteria Facilitator:
International Center for Leadership in Education Common Core Rigor and Relevance.
Overview Marsha Boehner Gifted Specialist. 3 Primary Goals To become divergent creative thinkers who recognize problems and solve them. To construct personal.
Creating a Standards-Based Classrooms An Overview of Adapting and Adopting Research Based Instruction to Enhance Student Learning.
Connecting the Characteristics Margaret Heritage UCLA/ CRESST Attributes of Other Characteristics of Effective Instruction and Assessment for Learning.
21 st Century Learning and Instruction Session 2: Balanced Assessment.
Structuring Learning. Agenda Structuring learning. Structuring lab sessions. Engagement. Critical Thinking. Ideas for structuring learning. Activity.
Relationships in the 21 st Century Parent Teachers Students Association (PTSA) Goals, Membership, Participation.
Chapter 8 Putting It All Together DEVELOPING A TEACHING PHILOSOPHY © 2015 Etta R. Hollins.
Increasing Rigor in the Classroom Natalie Redman.
Building in the Three R’s An Introduction to Rigor, Relevance, and Relationship Edited from a PLS presentation for Lenoir County Public Schools Presented.
“Unmasking Rigor” Roger P. Cuerquez BSE, MS-AMS, Ph.D.-Mathematics (ABD) (Polytechnic Institute of New York University) New York City Public Schools “Return.
What is Learning-Focused?
Fall 2012 Gifted Directors’ Meeting Cheryl Franklin-Rohr & Wendy Leader.
By: Harvey Silver R. Thomas Dewing Matthew Perini.
 In a small group create a definition of rigor as it applies in education.
+ Washington State Mathematics Fellows Andrew Hickman NCESD Math Fellows.
Rigor in the General Music Classroom Cecilia Prater, Presenter 2013 Floyd County PD Academy.
Differentiation Presented by Redwood Teachers. Differentiation in a Nutshell Differentiated Instruction is multiple ways to structure a lesson so that.
Module II Creating Capacity for Learning and Equity in Schools: The Mode of Instructional Leadership Dr. Mary A. Hooper Creating Capacity for Learning.
Rigor/Relevance For All Students Common CORE January, 2013
Iowa Teaching Standards & Criteria
Elementary and Middle School Mathematics Chapter Reflections: 1,2,3,5,6 By: Amy Howland.
Understanding by Design
Creating an Active Learning environment
Your Inquiry Project
Project–Based Learning
Welcome to the overview session for the Iowa Core Curriculum
Introduction to the AP Capstone™ Program
Linking Evaluation to Coaching and Mentoring Models
UDL Guidelines.
Approaches to Learning (ATL)
Presentation transcript:

Robin Sabo, Clear Creek ISD

What is rigor?

Or is rigor more that that But what about in education? Harder Challenging Focused on higher thinking levels Advanced Turn to an elbow partner and share a synonym for rigor in education

According to Robyn Jackson, rigorous instruction is...  What students will understand and how students will be able to think  Quality of instruction that asks students to create their own meaning, integrate skills into processes, and use what they have learned to solve real-world problems, even when the correct answer is unclear and they are faced with perplexing unknown.

Rigor fosters persistence,  Students have to dig for answers  They discover the value of the search  Effort extended over longer periods of time = greater rewards

Resilience,  Students learn to manage and work through frustration to solve problems on their own  They develop a tolerance for uncertainty  And acquire skills to handle struggle

Flexibilty,  Helps students recognize that learning is messy and unpredictable  They can grasp that learning can be pursued through multiple pathways that are often complex, layered, and ambiguous

Purposefulness,  Students see they are learning to make meaning  They are broadening their own understandings to solve interesting problems

Metacognition,  Students are asked to think about their learning goals  They select appropriate strategies to pursue goals  Effectiveness of the chosen approach is reflected on

And ownership.  Students make meaning for themselves  Rather than be passive recipients, students actively participate in construction knowledge and imposing order on what they are learning

Rigorous instruction develops student capacity to...  Think accurately and with clarity  Identify and consider multiple meanings and interpretations  Take and support a position  Resist impulsivity and engage in disciplined inquiry and thought  Use and adapt what they know to deal with uncertainty and novelty  Adjust their approach when presented with new constraints  Tolerate uncertainty and work through ambiguity and complexity

Rigorous Instruction IS... Rigorous Instructions IS NOT... Difficult, algorithmic, scripted Only for GT, honors or AP

Rigorous Instruction IS... Rigorous Instructions IS NOT... Difficult, algorithmic, scripted Only for GT, honors or AP Challenging, messy, free- ranging For every student

Rigorous Instruction IS... Rigorous Instructions IS NOT... Related to quantity More work Difficult, algorithmic, scripted Only for GT, honors or AP Challenging, messy, free-ranging For every student

Rigorous Instruction IS... Rigorous Instructions IS NOT... Related to quantityMore work Difficult, algorithmic, scripted Only for GT, honors or AP Related to qualityMore effort Challenging, messy, free-ranging For every student

Four Stages of Rigorous Instruction based on International Center for Leadership in Education framework

Lessons designed to support students with thinking processes so they can synthesize learning into new understandings Lessons to help students understand new content and acquire new skills Lessons to support students in developing habits of mind and applying what they have learned to new contexts across disciplines Lessons to focused on applying thinking skills to use learning in a meaningful way

 Collaborative pairs  Graphic organizers  Nonlinguistic representation  Provocative questions  Summarization  Mnemonics or other memory strategies  Non-predictable, interesting problem-solution  Distributed practice over time  Reflective practice with student set goals and evaluation criteria  Model thinking –think-aloud, flow charts, decision trees Direct instruction, guided practice, formative assessment, feedback Target thinking skill, model application and significance, coach independent practice, frequent feedback

 Student created artifacts (presentation, model, writing, etc...)  Real-World tasks  Research-based production  Student directed production  Personalized learning  Socratic seminars  Debates  Mock/Moot trials  “For publication” production (shows, contests, scholarship competitions, digital sharing) Integrate information and skills in real-world context, process guided practice using content-specific material, self reflection and refinement opportunities Applying knowledge to new and novel situations, defining and analyzing problems, transference of learning to other context

CCISD is Leading the Way in the 21st Century See How! Visit us at Rigorous learning...  Is hard work  May lead to pushback  Must be monitored and supported  Requires a balance between perceived challenges & perceived skills  Does not always proceed as designed  Will payoff when students see direct connection between effort and goals  Extends beyond schoolhouse