1. Adding Rigor to Instruction
Presented by Fannie L. McKenzie

2. Anticipatory Set: Quick Rigor Quiz
Take 6 minutes to rate the level of rigor embedded in each of the statements on your Quick Rigor Quiz using the following: Lowest Below Adequate 3A Adequate 3B Highest

3. OBJECTIVES: Participants will be able to:
more clearly define rigor
identify rigor in the curriculum and instruction.
develop curriculum and activities that have rigor.

4. Our Essential Questions
What is rigor?
How can we increase rigor in our lessons?

5. What is RIGOR?
1) One of several variables essential for achieving high levels of learning. 2) The elements in the curriculum and/ or instruction that cause the learner to engage in complex, strategic thinking. 3) It results in learners engaging in solving problems, analyzing arguments, negotiating issues, making predictions, examining assumptions & values, evaluating evidence & conclusions.

6. Characteristics of Rigor
Complexity: To what extent is the curriculum organized around complex, interrelated concepts?
Emotional Engagement: To what extent does the curriculum arouse strong feelings?

7. Characteristics of Rigor
Provocativeness: To what extent is the curriculum concerned with central problems in the discipline that challenge students' previous concepts?
Ambiguity: To what extent does the curriculum focus on symbols and images packed with multiple meanings?

8. Rigor-Related Findings From the Silent Epidemic
47% of dropouts said classes weren’t interesting.
43% had missed too many days of school and couldn’t catch up.
69% were not motivated to work hard.
66% would have worked harder if more had been demanded of them.

9. Rigor-Related Recommendations from Dropouts
71% recommended making school interested.
55% said there should be help for students who have trouble learning.
81% called for more “real-world” learning opportunities.
75% wanted smaller classes with more individual instruction.

10. Rigor is Not…
Fifty math problems for homework when fewer will achieve mastery
More grammar worksheets for the student who finished the assignment early
Using a seventh grade text book with your high performing sixth grade students
Covering more material in a shorter period/ time
Cold or impersonal
For a select group of students

11. Inviting Students to Think Critically Using Rigor (all levels are significant)

14. Rigor and Higher Order Thinking
Higher order thinking is also called “critical” or “strategic” thinking.
Higher order thinking can be described as the ability to use information to solve problems, analyze arguments, negotiate issues, or make predictions (Underbakke, Borg, & Peterson, 1993; Wenglinsky, 2002).
It involves examining assumptions and values, evaluating evidence, and assessing conclusions (Petress, 2004).

15. Fannie’s RigorMeter
Level 1 A. point to in book, etc. (fact, info, process, etc.) Level 2 A. point to.. B. use skill C. 2 or more steps Level 3A A. reasoning required B. some complexity C. more than one possible answer Level 3B A. create, judge, evaluate B. need time to think C. requires investigation

16. Webb’s Depth of Knowledge (DOK) Levels

17. Depth of Knowledge (DOK) Levels
Circle the verbs by tables. Then discuss where they fall in the Webb’s Depth of Knowledge Levels (circle chart)

18. What are the science lab rules?
Which has more rigor?
What are the science lab rules?
Versus
What do you think happened here?

19. Comparing Payment Plans
Activity: Answer the following question. Note your plan of attack. What are you thinking? Does this require rigorous thinking?
A video store charges $8 to rent a video game for five days. Membership to the video store is free. A video game club charges only $3 to rent a game for five days, but membership in the club is $50 per year. Compare the costs of the two rental plans. Justify your answer.
Ask participants for their definition of rigor after they complete the activity. Note the highlighted words. Ask participants why these are highlighted.
Ask participants if according to the definition does this qualify as a rigorous task? Why/Why Not?

20. Injecting Lessons with Rigor
Ask probing questions.
When?
How?
Why?

21. Injecting Lessons with Rigor
How did the use of adjectives enhance the meaning of the short story?
What is the relationship between an adjective and an adverb?
Identify the adjectives in the paragraph.
What is an adjective?
Starting from bottom….1…..2……3A….3B (top)

22. Injecting “The Three Little Pigs” with Rigor
Invent a new ending for the story where the wolf comes out ahead.
(Extended Thinking or Reasoning, Synthesis, Create)
Judge the homes from worst to best, according to strength, cost, and building time.
(Extended Thinking or Reasoning, Evaluation, Evaluate)
Using models, demonstrate which house stood up the best.
(Reasoning, Using Skills and Concepts, Application, Applying)
Read the story and list the type of house built by each pig.
(Recall, Knowledge, Remembering) 22

23. Let’s practice using the rigormeters!
Name the planets
What is an ABAB rhyme scheme?
List the southern states.
What are the four basic mathematical operations?
What are the elements in the story?

24. Group Practice w/RG
Each group of two is to choose one of the following questions/activities to develop a question/activity that mirrors each of the remaining three levels of the rigormeters Recite the preamble to the Constitution. 2. Why did the character in the play leave? 3. Larve is made from what?
4. Identify the scientific method.
5. Measure each chemical element.
Barney reciting the Preamble

25. Independent Practice w/RM
Using data from your discipline and the rigor meters to:
STEP 1) develop a Level 1 question/activity.
STEP 2) develop one question/activity for each of the remaining three levels of rigor.

26. Review
Retake Quick Rigor Quiz
Discuss Key Points
Next Steps……

27. Our Essential Questions:
What are your answers?
What is rigor?
How can we
increase rigor in our lessons?

28. RigorMeter Observation Form
Q/A #1
____Level 1: point to in book, etc. (fact, info, process, etc.)
____Level 2: point to, use, & 2 or more steps
____Level 3A: reasoning, some complexity, more than one possible answer
____Level 3B: create, judge, evaluate & need time to think & requires investigation

29. (Cont.)
(Optional) Write the question/activity for #’s 1 – 3. Q/A#1:_______________________________________ ___________________________________________ Q/A #2: ______________________________________ ___________________________________________ Q/A #3: ______________________________________ ___________________________________________