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TRANSCRIPT
Defining, Measuring and Applying Rigor in the ELA Classroom
Facilitated by Kirk Melkonian and Carol Gold, Ed.D. January 31, 2015
Agenda
• Operation “Rigor” Overview
• Today’s workshop
– Defining Rigor
– Measuring Rigor
– Lunch
– Guided Practice: Analyzing a task for levels of rigor
– Independent Practice: Applying Rigor into your instruction
Keep positive.
Respect the
schedule.
Use the
Parking Lot. Help one
another.
Minimize
Distractions.
Listen
actively.
Have
fun.
Operation “Rigor”
• Defining, Measuring and Applying Rigor in Instruction and Learning
January 31
• Designing Rigorous Instruction
• Collaborative lesson planning and delivery, observation, debriefing
February • Increasing
Student Engagement, Accountability, and Independence
March
• Developing Student-Led, Text-Dependent Environments
• Collaborative lesson planning and delivery, observation, debriefing
March
Phase 1 Phase 2
1
Defining Rigor
2
Measuring Rigor
3
Guided Practice:
Analyzing a task for levels of
Rigor
4
Independent Practice:
Applying Rigor in your
instruction
Students demonstrate understanding of skills and knowledge in unrehearsed ways.
Students extend and connect content understandings to new situations
Students know when to apply understanding to more complex content applications
Performance
Teachers help students develop the use of skills and application of knowledge
Teachers provide opportunities for students to extend content understandings into new situations
Teachers scaffold support to guide and develop student application of understanding into more complex situations
Instruction
Defining Rigor
Performance Objectives
Big Question: What is rigor?
Articulate a clear definition of “rigor.”
Reveal rigor through instructional shifts.
Apply understanding of instructional shifts to a task to change the level of rigor.
Rigor Is, Rigor Is Not
What is Rigor?
Rigor indicates “high-level cognitive demands by asking students to demonstrate deep conceptual understanding through the application of content knowledge and skills to new situations.”
(Source: CCSS Initiative Standards-Setting Criteria)
Texts worth reading
Questions worth answering
In your classroom, what does this:
Look like?
Sound like?
Common Core’s
Promise
Read closely to determine what the text
says explicitly and to make logical inferences
from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCR Anchor Standard: Reading 1
Who brought the nation forth upon this continent? Where do you find this information in the text?
A. Mothers
B. Fathers
C. Brothers
D. Sisters
Why does the phrase all men are created equal appears at the end of the first sentence?
A. It is the shortest phrase in the sentence.
B. It is the longest phrase in the sentence.
C. It is the least important idea in the sentence.
D. It is the most important idea in the sentence.
Questions Worth Answering?
Paraphrase the first paragraph of the Gettysburg Address, translating Lincoln’s ideas into your own words.
Write a mathematical equation that shows the exact date that the new nation was brought forth upon this continent. Where would you find this information in the text?
The use of the parallel construction, “…conceived in liberty and dedicated to the proposition…” has the effect of
A. Making the sentence easy to understand for the reader.
B. Making the sentence confusing to the reader.
C. Making these two ideas seem equal in importance.
D. Making these two ideas seem unrelated.
Engage with Complex Text
Extract and Employ
Evidence
Build Knowledge
Shift: Build toward CCR
for All Students
The CCSS introduce:
A “staircase of complexity”
This shift requires:
Close analytic reading
Immersion in academic language
Shift: Engage with Complex
Text
Staircase of Complexity
Dragonwings
Words We Live By: Your Annotated Guide
to the Constitution
To Kill A Mockingbird
Lincoln’s Second Inaugural Address
The Scarlet Letter
Democracy in America
“There is a reported decline in high-school level texts, while at the same time, there is an increase in the text difficulty of college and career texts.”
Hayes & Ward, 1992 ACT, 2006
Milewski, Johnson, Glazer, & Kubota, 2005
Why the Focus on Text Complexity?
The CCSS require students to
Write in response to sources
Construct responses
Cite evidence from the text(s)
Shift: Extract and Employ
Evidence
The CCSS requires students to
Read to build and extend knowledge
Conduct research, including the comparison and synthesis of ideas
Shift: Build Knowledge
through Content-Rich
Nonfiction
Students at the beginning of the grade band read and comprehend complex text with scaffolding as needed. Students at the end read and comprehend independently and proficiently within the band.
Implication of the
Instructional Shifts Common Core State Standards
Addressing the Gettysburgh Address in 10th Grade
What is Lincoln saying in the first sentence?
How do you know?
What exact words lead you to that understanding?
Addressing the Gettysburg Address in 8th Grade
When Lincoln gave this speech, the Civil War was still being fought. Look at paragraph 2 to find the words that tell us that this is so.
In sentence 2, Lincoln says that they are meeting “on a great battle field of that war. What war is he referring to? How do you know?
Read sentence 3 to find out why they are meeting. What is he saying? What is a ‘final resting place?’ Who are ‘those who here gave their lives?’ Why did they give their lives?
How might you…
Group 1 Support your students as they grapple with text complexity and the academic language in a specific text you are using?
Group 2 Encourage your students to identify and cite specific evidence
related to a specific literary theme?
ex. “The Individual v. Society” in Romeo and Juliet
Group 3 Support your students as they build knowledge to support
their understanding of a pivotal point in American history, and extend that knowledge into new situations?
“If a student ‘understands’ a topic, she/he can not only reproduce knowledge, but also use it in unscripted ways.”
Teaching for Understanding, Project Zero, Harvard GSE
Measuring Rigor
Performance Objectives
Big Question: How do I measure the level of rigor in an ELA task?
Use a variety of measures to determine the level of rigor for a task.
Understand the relationship between different measures of rigor.
Use the information from these measures to modify tasks.
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Create
Evaluate
Analyze
Apply
Understand
Remember
Bloom’s Taxonomy
A system that measures the complexity of knowledge elicited from students on assessments
Can be used to
Compare with standards and CCR competencies
Gauge the level of rigor for classroom activities and assignments, formative and summative assessments, and culminating performances
Depth of Knowledge
(DOK)
Focuses on the level of mental processing needed to engage with the content:
Level 1 Recall and reproduction
Level 2 Concepts and skills
Level 3 Strategic thinking and reasoning
Level 4 Extended thinking
Focuses on what comes after the verbs
Determining Depth of
Knowledge
Level 1
Focuses on extracting information
What words in paragraph 1 tell us what “...our fathers” had done fourscore and seven years before Lincoln delivered the Gettysburg Address?
Level 2
Focuses on making connections
Translate the first paragraph of the Gettysburg Address into your own words.
Level 3
Requires synthesis and evaluation, connections, and comparisons among ideas and information
Given the context of the Gettysburg Address, what is the importance of the words at the end of paragraph 1, “...conceived in liberty and dedicated to the proposition that all men are created equal”?
Level 4
Requires a deep awareness of purpose, audience, and multiple perspectives.
Prepare a formal speech in which you compare the visions of America presented in Collin Powell’s Sharing in the American Dream” with that of Lincoln’s Gettysburg Address. In your speech, be sure to include specific words from the two speeches to reveal their similarities and differences.
Depth of Knowledge is different from Bloom’s Taxonomy in that it is
determined not by the verb, but by the context in which the verb is used and the depth of
thinking required.
Bloom versus DOK
Bloom Explain how Lincoln evokes a feeling of
patriotism in the Gettysburg Address.
DOK (Level 3) Explain how Lincoln’s
concept of Moral Truths in the Gettysburg Address
echoes the Founding Fathers’ tone in the
Declaration of Independence.
Bloom Explain how Lincoln evokes a feeling of patriotism
in the Gettysburg Address.
The action is to explain; it does not require justification and can be based on opinion. It should be supported with
textual evidence.
DOK (Level 3) Explain how Lincoln’s concept of Moral Truths in
the Gettysburg Address echoes the Founding Fathers’ tone in the Declaration of Independence.
The action here requires the comparison of ideas (concept of moral truths) as the idea echoes intention of another. This task requires close analytic reading of two
documents and comparing and synthesizing ideas.
Identifying Levels of Rigor
Review the prompts.
Determine the Depth of Knowledge required by the prompt.
Determine how the prompt reflects the instructional shifts.
Create a table on your chart paper to sort your prompts
DOK 1 DOK 2 DOK 3 DOK 4
Create a table on
your chart paper to sort your prompts
Engage with complex text
Build content
knowledge
Cite and employ
evidence
Guided Practice: Analyzing a Task for Levels of Rigor
Performance Objectives
Big Question: How can I modify instruction to increase the levels
of Rigor?
Review provided unit / lesson / task for rigorous questioning and
student task
Evaluate where Rigor should be increased
Revise provided unit / lesson / task to increase Rigor
Step 1: Designing Rigorous Questioning
• Individually read the short story “Blues for Bobby E. Brown”
• With a partner draft a text-dependent question, question should include:
1. Students thinking should be in a DOK level 2 or 3
2. Questions should be scaffolded to support students.
3. Answers should require reference to specific section of the text
Step 2: Analyzing for Rigorous Learning
• First, individually review the lesson plan for “Blues for Bobby E. Brown” – Focus on “Deep Processing Differentiation” section
• Next, as a team, “What are examples of text dependent questioning?”, “What DOK levels are evident in these questions or in student expectations?”
• In pairs, revise current questioning or directions to increase:
– Text-Dependency
– The amount of scaffolding or specifics built into the questions
– Depth of Knowledge
Independent Practice: Applying Rigor in Your Instruction
Performance Objectives
Big Question: How can I design / modify instruction in my classroom to increase the
levels of Rigor?
Plan instruction rigorous questioning and student task
Identify which of these questions or tasks will provide a “check for understanding” both at an early point, and mid-point of
instruction
Applying / Increasing Levels of Rigor
Identify specific opportunities for:
•Scaffolded Text-Dependent Questions
•Higher level Depth of Knowledge in both questions and tasks
Identify which of these questions or tasks will provide a “check for understanding” both at an early point, and mid-point of instruction
Reflection
How will you determine the level of rigor in your classroom tomorrow?
What changes will you make in your instruction to help your students
grapple with increased levels of rigor?
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