RIGOR AND RELEVANCE:From Buzz Words to Practice

Baldwin-Whitehall School DistrictAugust 21, 2013

We are called to be pioneers.Pioneers who stand on the edge of great beginnings.

Of unseen futures.Pioneers filled with the unwarranted confidence that visions give.Pioneers whose eyes and ears are elsewhere.

Who hear an echo of possibilitiesAs music poised to enter the universe.

Pierre Teilhard de Chardin, SJ

Rigor

Everybody seems to be either promising it, demanding it, or deploring the lack of itin American schools.

It’s certainly all the rage . . . But what is it?

Four Myths about Rigor

• Myth #1: Rigor means doing more.• Myth #2: Rigor is not for everyone.• Myth #3: Lots of homework is a sign of rigor.• Myth #4: Providing support is lessening rigor.

(Williamson and Blackburn, 2010)

Seinfeld Teaches History - SNL

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

Definition

”Rigor refers to learning in which students demonstrate a thorough, in-depth mastery ofchallenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation, or creativity.”(Daggett, 2009)

Definition

”’Rigor’ in the context of intellectual work refers to thoroughness, carefulness, and right understanding of the material being learned. Rigor is to academic work what careful practice and nuanced performanced is to musical performance, and what intense and committed

Definition (cont’d)

play is to athletic performance. When we talk about a ‘rigorous course’ in something, it’s a course that examines detail, insists on diligent and scrupulous study and performance, and doesn’t settle for a mild or informal contact with the key ideas. ”(Jenkins, Goldhorn and Webb, 2012)

Definition

”Rigor is creating an environment in which each student is expected to learn at high levels, each is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. ”(Blackburn, 2008)

• Content acquisition • Critical thinking• Relevance• Integration• Application of concepts• Long term retention• Responsibility

Components of Rigor

(by definition)

• Each student is expected to learn at high levels

• Each student demonstrates learning at high levels

• Each student is supported so that he/she can learn at high levels

Characteristics of a Rigorous Classroom

• The teacher’s verbiage, actions and body language consistently exude a belief that every student in the class possesses the potential to be his or her best, no matter what.

Teacher Expectations for Students to Learn at High

Levels

• Teachers ask intentional, higher-level questions.

• Teachers do not accept low-level responses from students. They ask extending questions, provide appropriate wait time, continue to probe, and/or guide the student to a higher level answer before moving on to another student.

Teacher Expectations for Students to Learn at High

Levels

• Teachers speak in the language of their content and expect students to do the same. Once again, the expectation for high-quality student responses is reflected in the continual intentional use and acquisition/growth of vocabulary as modeled by the teacher and demonstrated by students.

Teacher Expectations for Students to Learn at High

Levels

• Planning and lesson design reflects intentional emphasis on Depth of Knowledge (DOK). Teachers understand and move students from Level 1 through Level 4 experiences, with consistent opportunities for Strategic Thinking/Reasoning and Extended Thinking.

Teacher Expectations for Students to Learn at High

Levels

• The student will be able to . . .(insert verb) . . .

The VERBS we selected to write our objectives were the EMPHASIS for lesson design and framed our goals for students.

Bloom’s Taxonomy

• The student will be able to (select a verb) AND THEN . . .

COMPLETE THE LEARNING OBJECTIVE WITH EMPHASIS ON WHAT THE STUDENT WILL DO ON THE RIGOR CONTINUUM.

It’s what comes AFTER the verb that matters most!!

Webb’s Depth of Knowledge (DOK)

Webb’s Depth of Knowledge Example

• DOK 1- Describe three characteristics of metamorphic rocks. (simple recall)

• DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types)

• DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires a deep understanding of the rock cycle and a determination of how best to represent it)

• Planning and lesson design reflects intentional emphasis on Depth of Knowledge (DOK). Teachers understand and move students from Level 1 through Level 4 experiences, with consistent opportunities for Strategic Thinking/Reasoning and Extended Thinking.

So . . . Back to Teacher Expectations for Students to Learn at High Levels . . .

(by definition)

• Each student is expected to learn at high levels

• Each student demonstrates learning at high levels

• Each student is supported so that he/she can learn at high levels

Characteristics of a Rigorous Classroom

• Students demonstrate task persistence.

Students Demonstrate Learning at High Levels

• Students exhibit sustained attention through active engagement.

Students Demonstrate Learning at High Levels

• Students not only respond to questions but regularly pose or create questions in response to and correlated to the learning.

Students Demonstrate Learning at High Levels

• Students speak in the language of their content.

Students Demonstrate Learning at High Levels

(by definition)

• Each student is expected to learn at high levels

• Each student demonstrates learning at high levels

• Each student is supported so that he/she can learn at high levels

Characteristics of a Rigorous Classroom

• Teachers provide regular and specific feedback to students.

Teachers Support Students so that they can

Learn at High Levels

• Formative assessment occurs regularly in the classroom, and the teacher adjusts and differentiates instruction based on the results.

Teachers Support Students so that they can

Learn at High Levels

• Scaffolding is evident in lesson design and review/reinforcement appear as threads woven throughout the lesson or a series of lessons.

Teachers Support Students so that they can

Learn at High Levels

• District-provided or teacher-made tools are regularly used to support individual learning differences.

Teachers Support Students so that they can

Learn at High Levels

Relevance

• Relevance refers to learning in which students apply core knowledge, concepts, or skills to solve authentic problems. Relevant learning is interdisciplinary and contextual. Relevant learning is created, for example, through authentic projects or tasks, connecting concepts to current issues, performance tasks for authentic audiences, and teaching others.

Rigor and Relevance

One model:• Career Focus/Culminating Graduation Project (8-12)• Imbedding of Reading/Writing/Speaking/Presenting in

every classroom (2-12)• Imbedding of Research Component (4-12)• Imbedding of Career Education & Work Standards (K-

12)• Imbedding of Project Based Learning (5-12)• Immersion Experiences with Business Partners (9-12)