1. Rigor Define the term and give an example

3. 1. Defining Rigor Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. (Blackburn, 2008)

4. True rigor is the result of weaving together all elements of schooling to raise students to higher levels of learning. Blackburn, 2012 Creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high level.

5. What is happening in the average classroom? BehaviorsPercentage Evidence of clear learning4% goals/objectives Worksheets52% Lecture31% Monitoring with no feedback22% Use of high yield research based2% instructional strategies Communication rich environments 2% with writing and rubrics Fewer than half the students82% engaged Bell to bell learningLess than 1% Learning 24/7 Classroom Observation Project, 2004, Direct Observation of 1,500 K-12 Classrooms

6. Management Attribute

7. Managing Examples

8. PLANNING ATTRIBUTE

9. Planning EXAMPLES

10. Rigorous Design ‐ example http://www.slideserve.com/palma/writing‐lessons‐for‐rigorous‐and‐relevant‐instruction

11. RBT - Revised Bloom’s Taxonomy Creating Designing, constructing, planning, producing, inventing, Checking, critiquing, judging, experimenting, detecting, monitoring Comparing, organizing, deconstruction, outlining, integrating Implementing, using, solving, performing U Interpreting, summarizing, classifying, comparing, explaining, defining R Recognizing, listing, describing, retrieving, locating, labeling,

12. RBT and Learning Levels Bloom’s LevelThinking/Doing Verbs Level of Learning (most associated) Designing, constructing, Creating Evaluating planning, producing, inventing, Checking, critiquing, judging, experimenting, detecting, monitoring Level 3 Comparing, organizing, Analyzing deconstruction, outlining, integrating Applying Implementing, using, solving, performing Understanding Interpreting, summarizing, classifying, comparing, explaining, defining Level 2 Remembering Recognizing, listing, describing, retrieving, locating, labeling,

13. Webb’s Depth of Knowledge

14. http://epsf7450‐fall2010.wikispaces.com/file/view/Curriculum+Presentation.ppt

15. Rigor ‐ Literacy Standards and DOK Levels APPLYING, ANALYZING & EVALUATING From Lining Up: The Relationship between the Common Core State Standards and Five Sets of Comparison Standards by David T. Conley Kathryn V. Drummond Alicia de Gonzalez Mary Seburn Odile Stout Jennifer Rooseboom 2011 Educational Policy Improvement Center

16. 5E Instructional Model Johann Friedrich Herbart (1776‐1841) German philosopher, psychologist, and educator Engage - Explore - Explain - Extend - Evaluate According to Herbart, the best pedagogy allows students to discover relationships among their experiences. Elements of direct instruction are used where the teacher systematically explains ideas that the student could not be expected to discover. Finally, the teacher provides opportunities for students to demonstrate their understanding.

17. Connecting the Dots 1. Engage ‐ peak student interest/get personal involvement in the lesson 2. Explore - provide learning structure for students to find relationships and solutions for themselves 3. Explain - guide students to take what they have learned and figure out what it means 4. Extend ‐ allow students to use their new knowledge and continue to explore its implications 5. Evaluate ‐ determine the level of learning and understanding has taken place 1. Gain attention 2. Create expectancy 3. Provide recall of prior learning 4. Present the stimulus 5. Provide learning guidance 6. Elicit performance 7. Provide feedback 8. Informally assess 9. Enhance retention and transfer 1. Objectives 2. Standards (expectations) 3. Anticipatory set (hook) 4. Teaching 5. Guided practice 6. Closure 7. Independent practice 8. Assess

18. Steps to Follow to establish RIGOR 1.Create the environment- Objectives, game plan, Questioning that embedded in instruction 2.Ask open-ended questions, ones that are at the higher levels of Blooms Taxonomy (analysis, synthesis) 3.High levels questions = high level answers (push students to respond at high levels) Probe and guide the student in the right direction 4. Mastery through student engagement (Activities) + (Assessment) Split-note taking, pair-share, acti-votes, parking lots, Sticky paper, Small whiteboards, hand signals, jig-saw Inquiry Project Based Learning Authentic Engagement Mental Models Questioning Evidence

19. Ensuring Students Demonstrate Learning at High Levels Mastery through student engagement (Activities) + (Assessment) Split-note taking, pair-share, acti-votes, parking lots, Sticky paper, Small whiteboards, hand signals, jig-saw

20. Differentiation and Rigor in Action…Content  Reading Partners/ Reading Buddies  Read/Summarize  Visual Organizer/Summarizer  Choral Reading  Note Taking Organizers  Guided Notes  Books on tape/iPod

21. Raising Rigor In Your Classroom!  How can you increase rigor in your classroom?  What do you need support with in the area of Planning and management?