1. Increasing Rigor in the Classroom Natalie Redman

2. Objectives for Our Session O Discuss what rigor is and is not. O What do the experts say about improving outcomes for students? O Analyze some effective strategies to increase the rigor in every classroom. O Plan to include a few of the most helpful strategies.

3. Rigor… O It doesn’t mean busy work for students (no drill and kill) O It isn’t easy (can’t be done on the spot) O It’s not an accident (requires lots of teacher planning) O It’s not sporadic O It’s not impossible

4. It Doesn’t Mean More Work for Students O Not drill and kill O More is not always better – it must fit an intentional instructional plan O Continuous practice on the same level of a skill doesn’t help students grow. O Continuous practice on a skill with a misunderstanding can be more difficult to remedy O Requires balance between teacher and student

5. It Isn’t Easy O Spur-of-moment rigor can happen. O Once in a blue moon. O More often than not, it won’t work out well. O Increasing the rigor in your classroom is not as simple as reading a book or buying a program.

6. It’s Not an Accident O Requires lots of teacher planning O Collaboration is key O The time invested in planning quality lessons benefits students

7. It’s Not Sporadic O Rigor on occasion is not enough. O Quality instruction can’t just happen once weekly. O Consistency is important for student success.

8. It’s Not Impossible O Use the Rule of Common Sense: O Balance high cognitive challenge levels with important background information and interests. O No plan or system works when it is too rigid. Use common sense and make adjustments as needed. O Develop a unit or series of activities each year. Make additions and adjustments over time.

9. Rigor: What it Is O Systemic (Look at the big picture and plan backwards) O Collaborative (Work with teams to develop more comprehensive plans) O Effective (Only use it if it works) O Relevant (It always works better when it’s relevant to students)

11. From the experts… O John Hattie (2009): Teachers are successful to the degree that they can move students from single-level to multiple-level ideas, and then relate and extend these ideas so learners construct and reconstruct their own knowledge and ideas.

12. From the experts… O Brophy & Good (1986): Highly effective teachers know how to plan and prepare lessons. They are able to articulate objectives of the lesson, and take into account the needs and interests of their students.

13. From the experts… O Barber & Mourshed (2007): The quality of and education system cannot exceed its teachers. O McKinsey et al (2009): The only way to improve outcomes is to improve instruction.

14. Greatest Effect on Student Learning

15. Strategy 1: Questions O Question Ring O It’s very difficult to generate rigorous questions on the spot. O Pre-planned questions or question stems help keep students cognitively challenged and engaged in the lesson. O Teacher-student and student-student questions are equally beneficial.

16. Strategy 2: Project Based Learning O PBL Starter Kit (Buck Institute for Education, 2009) O The idea is to ask students a meaningful question they must explore. O The concept of inquiry learning allows students to solve a problem, meet a challenge or otherwise understand a priority standard.

17. Project Based Learning (continued) O PBL is not the same as “making something” or “hands on learning.” O PBL is often focused on creating physical artifacts, but not always. It involves other intellectually challenging tasks and products focused on research, reading, writing, discussion, or presentation.

18. Project Based Learning (continued) O Essential elements of PBL include: O Significant content (focused on teaching priority content) O 21 st century skills (critical thinking, collaboration, communication) O In-depth inquiry (extended process of answering questions, finding research) O Driving question (students must explore a central question) O Voice and choice (students can make some choices about their learning) O Revision and reflection (students must use feedback and consider additions/modifications)

19. Project Based Learning (continued) O Role of the teacher in PBL: O Shifts focus to student-led classroom rather than “sage on the stage” (positive implications for PGES) O Coach and facilitator rather than chief lecturer

20. Project Based Learning (continued) O Backward planning is key! Start with the end in mind. O Make sure final product is a robust representation of the targeted essential learning. O Start by examining the upcoming standards. Choose standards that require in-depth understanding.

21. Project Based Learning (continued) O Specify goals for learning…make sure you know where you’re going! O Choose between 1 -3 standards, depending on the targeted learning. O Don’t choose too many standards. Make sure the learning is clearly identified and assessed. O Choose no more than 2 21 st century skills. The learning can become unclear for students if there are too many components.

22. Project Based Learning (continued) O Know the scope of the PBL O First project recommendations: O 2-3 weeks in duration (10-15 hours class time) O 1 curricular area/1 teacher O Limited complexity and number of products O Classroom-based (instead of community)

23. Project Based Learning (continued) O For me only…. O Pg41, 49, 61, 65, 82, 85, 97-100, 120-134

24. The Parallels Between Teaching and Coaching Football An Interview

25. Takeaways From the Coach O Collaboration among the coaches is key. O The weekly plan will change depending on the opponent (or standard). O Players/students must have a sense of ownership to be fully invested. O Finding ways to reach players/students at all levels is what ensures quality performance.

26. In Conclusion O Rigorous classrooms are the result of a systemic approach to instruction in your classroom. O Strategies to improve the level of rigor in your classroom include using an inquiry- based/project based learning model, PDSA model, higher level question technique. O Coaching football is not different than teaching in your classroom.