Objective By the end of this session,  …every teacher will have added 10 rigorous CFU’s to their lesson for Monday.  …every teacher will have begun to plan one challenging project to add to this semester’s curriculum.

What is Rigor?

Definitions from research  “Quality of thinking, not quantity...” Bogess (2007)  “High expectations [combined with] effort on the part of the learner.” Wasley et al. (1997)  “Deep immersion in a subject… [to] include real- world settings and working with an expert.” Washor and Majkowki (2006)  “Depth and care… as in a scientific experiment or literary analysis that is done thoughtfully, deeply, and with sufficient depth and attention to accuracy and detail.” Beane (2001)  Train students to master content that is “complex, ambiguous, provocative, and personally or emotionally challenging.” Strong et al. (2001)

What does rigor look like?

Why Rigor?  The success of Success Academy

Why Rigor?  The success of Success Academy

Myths about rigor (What rigor is not)  Myth one: If you have rigorous standards, you have a rigorous course.  Myth two: Rigor means more work.  Myth three: Rigor means harder.  Myth four: Rigor is a matter of content.

Myths about rigor (What rigor is not)  Myth five: Younger students cannot engage in rigorous instruction.  Myth six: In order to engage in rigor, students must first master the basics.  Myth seven: Rigor is for the elite.

Warnings about Rigor  Scholars will rarely show or tell you they need to be challenged more. This is especially true of boys. Ex 1 – 7 th grade reading skills at FACS Ex 2 – 8 th grade Algebra for Mr. Jones

How do I add rigor? Questions… questions drive rigor. We’ll discuss two places where you can add rigor.  1. The Questions We Ask Each Day  2. The Assessments We Give Each Unit

How do I add rigor? Questions  “In pursuit of rigor, leaders often look to state or national standards…. The problem with standards, however, is that they say little about what students must actually master.” Bambrick-Santoyo, Leverage Leadership, pg. 26  Common Core Standard: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings.  Let’s look at how questions determine the rigor of the standard. The example comes from pg. 27 of Bambrick-Santoyo’s book.

How do I add rigor? Questions Directions: In this scene, Macbeth is discussing a prophecy he received from the witches. Read the passage, then answer the questions that follow: MACBETH: They hailed him [Banquo] father to a line of kings Upon my head they placed a fruitless crown, And put a barren sceptre in my gripe, Thence to be wrench’d with an unlineal hand, No son of mine succeeding. If ‘t be so, For Banquo’s issue have I filed my mind; For them the gracious Duncan have I murder’d. Read the assessment questions on the handout and determine which one is the most rigorous. Be prepared to explain why each question is more or less rigorous than the others.

How do I add rigor? Questions 1. What does it mean that Macbeth has a “fruitless crown”? a. Macbeth will soon die. b. Macbeth will become a slave. c. Macbeth will not be a successful king. d. Macbeth will take a long journey. 2. As used in the passage, the word unlineal most nearly means: a. Cruel to Macbeth b. Unrelated to Macbeth c. Unfamiliar to Macbeth d. United with Macbeth 3. How does the phrase “barren sceptre” connect to the phrase “fruitless crown”? a. Both are symbols of kingship. b. Both connect authority with infertility. c. Both reflect Macbeth’s leadership d. Both represent negative events. 4. The description of Macbeth’s “barren sceptre” contributes to the unity of the passage in which of the following ways? a. As a parallel between Macbeth’s possible children and Banquo’s possible children b. As a satirical comment on challenges Macbeth will face with infertility c. A comparison between Macbeth’s strong formal authority and his lack of popular influence d. As an ironic contrast between Macbeth’s power and his inability to produce future kings

How do I add rigor? (Science example)

How do I add rigor? Performance Assessments  Our scholars respond especially well to performance assessments. They rise to the challenge.  Examples: Robotics Competition Idea exchange project with students in Jordan Senior Capstone 8 th grade Thesis Defense Speeches Science Fairs in the Middle School Math Socratic Seminars Math Counts Competition Recitations of poetry and speeches Liar’s Contest (coming soon, hopefully)

Where can we add rigor? Performance Assessments  Geometry  Algebra 2  Pre-Calculus  Art  Band  American Lit  Brit Lit  Composition 9  Biology  Chemistry  History  Government  Economics  Choir  Spanish  Physics  Philosophy

Work time 1. Write 10 rigorous questions into your lesson plan for Monday. You don’t need to type the question for scholars to see. Instead, you can write them in as you mark up the lesson plan. Challenge – Write 10 rigorous questions into Tuesday’s plan as well. 2. Brainstorm a challenging assessment you can add to a unit this semester. You can also revise an assessment that you already created.