The Rigor Case Pembroke Middle School Dr. Vanessa Alford “Coming together is a beginning; keeping together is progress; working together is success”. H. Ford

Group Norms Be fully engaged in all activities Listen as an ally Pursue Professional growth Celebrate Differences Have fun

Know the characteristics of a Rigorous classroom Understand the role of Rigor in effective classroom instruction Be able to implement 21 st century lessons that reflect a Rigorous higher-order learning and thinking environment KUD Know, Understand, Do KU D

Our Timeline… Introduction to Rigor Creating an Environment to Support Rigorous Instruction Designing Rigorous Learning Experiences

North Carolina Teaching Standards Standard II: Teachers establish a respectful environment for a diverse population of students Teachers treat students as individuals Standard III: Teachers know the content they teach Teachers align their instruction with the CCSS Standard IV: Teachers facilitate learning for their students Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social and emotional development of their students Teachers plan appropriate instruction for their students. Teachers help students develop critical-thinking and problem-solving skills Standard V: Teachers reflect on their practice

Rigor Is Not A Four Letter Word What is Rigor? What does Rigor look like? How can incorporating daily rigor instruction build comprehension ? Guiding Questions

Opening Argument Introduction to Rigor

Rigor Is… Rigor Is Not… Rigor Table Talk

Story about Fractions… A book is my hook!!

Multiplying Fractions with Cake A rectangular cake is evenly divided in half between two classes. Mr. T’s students ate two- thirds of their portion of the cake. How much of the whole cake did they eat? How do you know? Justify your answer in writing. Draw a picture or other visual to represent your answer. How did your team solve this problem? What is another way to solve this problem? Ensure every team member can explain and justify their answer. Use any of the following materials: 1” tiles Plain paper Fraction Bars markers

ELABORATION A rectangular cake is evenly divided in half between two classes. Mr. T’s students ate three-fourths of their portion of the cake. Mr. T has 15 students, each of whom ate a piece of cake. How many total pieces of cake were there to begin with? How many pieces does Mr. T’s class have left? How do you know? Justify your answer in writing. Draw a picture or other visual to represent your answer. How did your team solve this problem? What is another way to solve this problem? Ensure every team member can explain and justify their answer. Use any of the following materials: 1” tiles Plain paper Fraction Bars markers

Common Core Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning.

Questions: In what ways did this lesson demonstrate rigorous instruction? How might you extend a lesson like this to make it even more rigorous? What would the lesson look like/feel like to students?

Cross Examination Creating an Environment that Supports Rigorous Instructions (15 min break)

The 5E Instructional Model Engagement - students’ prior knowledge accessed and interest engaged in the phenomenon Exploration - students participate in an activity that facilitates conceptual change Explanation - students generate an explanation of the phenomenon Elaboration - students' understanding of the phenomenon challenged and deepened through new experiences Evaluation - students assess their understanding of the phenomenon

Video on 5E Model

Rigor Is… Rigor Is Not… Rigor Table Talk

You Complete Me! Write Around Activity Craft a definition of rigor. What it looks like! What it feels like! Work with colleagues who teach similar grades as you 10 minutes

A little more info…

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) Blackburn, Barbara. Rigor Is Not a Four-Letter Word. Larchmont, NY: Eye on Education p. 16.

Review Your responses Label – I see your point! Or It must be something in the water Gallery Walk

Relevance Makes Rigor Possible As You watch the video think about………

Assimilation of knowledge Acquisition Thinking Continuum

Knowledge Taxonomy

1.Remembering 2.Understanding 3.Applying 4.Analysing 5.Evaluating 6.Creating Knowledge Taxonomy

Acquisition of knowledge Application Action Continuum

Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

Level Level 1 – Knowledge in One Discipline Level 2 – Application in One Discipline Level 3 – Interdisciplinary Application Level 4 – Real-World Predictable Situations Level 5 – Real-world Unpredictable Situations Performance Level 1 – Label foods by nutritional groups Level 2 – Rank foods by nutritional value Level 3 – Make cost comparisons of different foods considering nutritional value Level 4 – Develop a nutritional plan for a person with a health problem affected by food intake Level 5 – Devise a sound nutirional plan for a group of –year olds who are picky eaters Basic Nutrition

Depth of Knowledge RecallSkill/Concept Strategic Thinking Extended Thinking Recall – Recite, Repeat, Arrange, State, Tell, Calculate, Define, Draw, Identify, List, Label, Arrange, Calculate, Draw, State, Use, Name, Report Skill/Concept – Infer, Collect and Display, Organize, Modify, Predict, Interpret, Graph, Classify, Separate, Cause/Effect, Estimate, Compare, Relate, Infer, Identify Patterns. Strategic Thinking – Revise, Critique, Formulate, Hypothesize, Cite Evidence, Draw Conclusions, Construct Extended Thinking – Design, Connect, Synthesize, Apply Concepts, Analyze, Create, Prove

Match the Activity to the Quadrant Work with your table group and place the activity in the correct quadrant 10 minutes

Rigor Framework Bingo

Closing Arguments Designing Rigorous Learning experience (3 min break)

Networking Party Greet someone whom you have not talked with today. Share what you believe to be an essential component of a rigorous classroom

How would someone walking into your classroom know that you believe that each student you teach is capable of working at a rigorous level? 5 minutes

Classrooms That Support Rigor

On a Buffalo Roam Round 1: 2 minutes Round 2: 2 minutes Round 3: 1.5 minutes Round 4: 1.5 minutes Round 5: 1 minute Round 6: 1 minute Round 7: 1 minute Round 8: 1 minute Round 9: revisit original chart Count off 1-8 Move to the chart with your number List examples of how you practice each characteristic of a rigorous classroom

Characteristics of a Rigorous Classroom Open-ended Relationship-based Challenging Engaging Differentiated Question-rich Meaningful and relevant Expects high standards

You Do The Work

Lesson Planning Start with the end in mind – What outcomes are you looking for? What will success look like? How will you communicate expectations to students? Planning activities, questioning, and assessment techniques Continue common core lesson? Reflection point for credit

Lesson Planning Guide

How will you make your instruction more rigorous? Exit Ticket

Know the characteristics of a Rigorous classroom Understand the role of Rigor in effective classroom instruction Be able to implement 21 st century lessons that reflect a Rigorous higher-order learning and thinking environment KUD Know, Understand, Do KU D

Credit Darlene Cummings Lucille Lazare Jonnecia Alford