1. Rigor in the Classroom DECEMBER 11, 2012

2. Standards: 3. INSTRUCTIONAL STRATEGIES: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge skills. 3. INSTRUCTIONAL STRATEGIES: The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge skills. 8. ACADEMICALLY CHALLENGING ENVIRONMENT: The teacher creates a student- centered, academic environment in which teaching and learning occur at high levels and students are self- directed learners. 8. ACADEMICALLY CHALLENGING ENVIRONMENT: The teacher creates a student- centered, academic environment in which teaching and learning occur at high levels and students are self- directed learners.

3. Learning Target Teachers will be able to define rigor. Teachers will be able to define rigor. Teachers will be able to create a strategy to be used in the classroom using the LDC templates. Teachers will be able to create a strategy to be used in the classroom using the LDC templates.

4. Essential Questions: What is meant by “adding rigor” to a lesson? What is meant by “adding rigor” to a lesson? What are the essential components of a rigorous curriculum? What are the essential components of a rigorous curriculum?

5. What is RIGOR?

6. Hebrew Proverb “Do not confine your children to your own learning, for they were born in another time.” “Do not confine your children to your own learning, for they were born in another time.”

7. Rigor? Rigor ( n ) An expectation that requires students to apply new learning to other disciplines and to predictable and unpredictable real-world situations. Rigor ( n ) An expectation that requires students to apply new learning to other disciplines and to predictable and unpredictable real-world situations. Relevance to real world! Relevance to real world!

8. Essential Components of Rigor in the Classroom Content acquisition – new and old Content acquisition – new and old Critical thinking- make them question Critical thinking- make them question Relevance- make it important to them- real world Relevance- make it important to them- real world Integration- across content areas Integration- across content areas Ability to apply concepts Ability to apply concepts Long term retention Long term retention Responsibility- Learner’s and Teacher’s Responsibility- Learner’s and Teacher’s

9. Barbara Blackburn, Rigor is NOT a 4-letter word!

10. R.I.G.O.R. R – raise the level of content R – raise the level of content Example: paired text that cover the same evnet Example: paired text that cover the same evnet, fiction vs. non-fiction sources, fiction vs. non-fiction sources have them compare facts on Wikipedia to textbook or other literature. have them compare facts on Wikipedia to textbook or other literature.

11. I – increase the complexity I – increase the complexity G – give appropriate support and guidance G – give appropriate support and guidance O – Open your focus O – Open your focus R – raise expectations of your students R – raise expectations of your students

12. Work Session Task: LDC Look at the examples and choose ONE that could be used in your classroom on a current standard. Fill in the blanks and be prepared to share with the group. 7 MINUTES

13. CLOSING: We will continue to work on this topic! We will continue to work on this topic! Bring daily classroom activities with you to the next session on January 22, 2012 Bring daily classroom activities with you to the next session on January 22, 2012

14. Examples Writing (journals, varied levels of writing, writing across the curriculum, etc.) Writing (journals, varied levels of writing, writing across the curriculum, etc.) Problem-solving (case studies, group activities, essay exams, etc.) Problem-solving (case studies, group activities, essay exams, etc.) Oral communication (debates w/expert judges, summary presentations, role playing) Oral communication (debates w/expert judges, summary presentations, role playing) Reading/comprehension (reading and analyzing – ie. in-class discussion, quizzes, summaries, etc) Reading/comprehension (reading and analyzing – ie. in-class discussion, quizzes, summaries, etc) Collaborative group projects Collaborative group projects

15. The Art of Questioning? Research shows that the most recognized method to foster critical thinking is questioning. Research shows that the most recognized method to foster critical thinking is questioning. Research shows that 50% of teacher’s test questions are at a lower level. Research shows that 50% of teacher’s test questions are at a lower level. Questions should be chosen PURPOSEFULLY to achieve goals. Questions should be chosen PURPOSEFULLY to achieve goals.