1. Rigor or Rigormortis?
Presenters: Lara Russell & Denise Zacherl

2. Today’s purpose is to explore the key question:
“What distinguishes a regular curriculum from an advanced academic curriculum?”

3. Resources for Differentiating Core Subjects
The Teacher's Guide to Using the Common Core State Standards books provide teachers and administrators with practical examples of ways to build a comprehensive, coherent, and continuous set of learning experiences for academically advanced students.
Infusing more complexity and rigor in learning.

4. The Academic Advanced Learner
Pivotal characteristics to keep in mind when planning a match between learner and curriculum:
Precocity – academic advanced learners can master new material in one third to one half of the time of typical learners.
Intensity – the capacity to focus and concentrate for long periods of time on a subject that fascinates them or an idea they find intriguing.
Complexity- the capacity of advanced learners to engage in higher level and abstract thinking even at young ages.
It includes a preference for hard and challenging work, often at levels beyond current functioning
Advanced learners enjoy working on multiple levels simultaneously, such as working on solving complex real- world problems that have many parts and perspectives to study.

5. Didactic Teaching … Coverage that smothers thinking, a kind of death instinct in teaching.
Students are taught content in
a form that renders them
unlikely to think it through.
The mind retreats into
rote memorization.
Abandons any attempt to grasp
the logic of the content.
- Paul, 1982
HOT -
From: Advancing Differentiation, Cash 2011

6. What is your definition of rigor? What makes a rigorous curriculum?
Jot down your definition or ideas about rigor…

7. A Rigorous Curriculum:
Is inquiry based
Relies less on facts, more on concepts
Involves critical reasoning
Infuses creative idea generation
Requires problem finding and solving
Employs authentic tasks and products
Necessitates the application of knowledge
Encourages reflection
Integrates assessment for not of learning Cash, 2011
How does this fit with state standards and advanced academic needs?

8. Revitalizing Content
Pre-assess to facilitate acceleration and compacting
Use advanced, authentic readings and content
Shift from topical coverage to conceptual
Encourage depth over breadth of coverage:
“What does knowing and understanding ___ enable you to do?
How and why do people use ____?” (W&McT, 1999)

9. Warning:
Learning requires STRUGGLING with new ideas, problems and concepts to correct misconceptions and/or learning
“The surest path to high self-esteem is to be successful at something you perceived would be difficult. Each time we steal our students’ struggle by insisting they do work that is too easy for them, we steal their opportunity to have an esteem-building experience. Unless kids are consistently engaged in challenging work, they will lose their motivation to work hard.” Dr. Syliva Rimm

10. What is the same with these tasks?
While engaged in authentic tasks, students
are motivated to persevere
and put forth greater effort.
Describe 3 characteristics of metamorphic rocks.
Describe the difference between metamorphic and igneous rocks.
Describe a model that you might use to represent the relationships that exist within the rock cycle.
Same Verb – 3 Different Levels of Knowledge

11. Rigorous instruction includes…
Content that focuses on depth over breadth.
Processes that require higher-level thinking and scaffolds to move students through varying cognitive levels.
Products & assessments designed to measure students’ abilities to synthesize learning and adapt knowledge to different contexts.

12. Return questions to original owner…
Let’s Explore!
Write 3 level 1 questions
Rotate and turn the level 1 questions you receive into level 2 questions
Rotate and turn the level 2 questions you receive into level 3 questions
Return questions to original owner…
How could we use this with teachers? Students?

13. Think-Pair-Share Read through the Identify Theft article.
Begin with Level 1 - write down an activity for Level 1 to put on the Depths of Knowledge Wheel. Discuss
Switch to work on Level 2 – on the post it note, write down an activity for Level 2. Discuss
Begin work on Level 3 - write down an activity for Level 3. Discuss
Write down an activity for Level 4 - Discuss
What differences in the depths of knowledge are required for each level?
What are the big AHA moments on Depths of Knowledge?

14. Revitalizing Processes
Include multiple variables for study or examination with interdisciplinary references
Incorporate thinking-models:
Paul’s Wheel of Reasoning
Dagwood Model of Argumentative Writing
Literature & Vocabulary Web
Require engaged student discussion and active participation (such as Talk Moves)

15. Elements of Reasoning Issue/ Problem Evidence/ Data Point of View
Implications/
Consequences
Inferences
Concepts/
Ideas
Purpose/
Goal
Assumptions
-- Paul, 1992
Center for Gifted Education
College of William & Mary

16. Ramping up Reasoning Use Paul’s Reasoning Wheel ASSUMPTIONS
IMPLICATIONS
POINT OF VIEW
INFERENCES
EVIDENCE/
DATA
CONCEPTS
What is the purpose of
____________? How do
you know?
What is the main issue or question?
What evidence or data support a given perspective
on this issue?
What are the assumptions
underlying the perspectives?
Based on the evidence and data, what inferences can we make about the issue?
What are the implications and
consequences of _______?
What concepts/
abstract ideas
are at the heart of this question/issue?
Whose point of view
is presented?
Which interest groups are represented?
PURPOSE
QUESTION/ ISSUE
Use Paul’s Reasoning Wheel
Joyce Van Tassel-Baska’s modification of Paul’s Reasoning Model

17. Reasoning about a Situation or Event
What is the situation?
Who are the
stakeholders?
What is the point
of view for each
stakeholder?
What are the
assumptions of
each group?
What are the
implications of
these views?
Center for Gifted Education
College of William & Mary

18. Let’s reflect and discuss on the key question:
“What distinguishes a regular curriculum from an advanced academic curriculum?”

19. Resources
Cash, R. (2011). Advancing Differentiation – Thinking and Learning for the 21st Century. Golden Valley, MN. Free Spirit Publishing.
Center for Gifted Education. (n.d.). Language arts curriculum. Retrieved from /index.php
Elder, L. and Paul, R.(2009) Guide to Critical Thinking. Foundation for Critical Thinking Press.
VanTassel-Baska, J. (2003). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association of Supervision and Curriculum Development.
Wiggins, G and McTighe, J. (2005). Understanding by design. Association for Supervision & Curriculum Development; 2nd Expanded edition.

20. Burning Questions?