RIGOR AND RELEVANCE: From Buzz Words to Practice

1. RIGOR AND RELEVANCE:FromBuzzWords to Practice Baldwin-Whitehall School District August 21, 2013

2. We are called to bepioneers. Pioneerswho stand on the edge of greatbeginnings. Of unseen futures. Pioneersfilledwith the unwarranted confidence that visions give. Pioneerswhoseeyes and ears are elsewhere. Whohear an echo of possibilities As music poised to enter the universe. Pierre Teilhard de Chardin, SJ

6. Rigor Everybodyseems to beeitherpromisingit, demandingit, or deploring the lack of it in American schools. It’scertainly all the rage . . . But whatisit?

7. Four Myths about Rigor • Myth #1: Rigormeansdoing more. • Myth #2: Rigoris not for everyone. • Myth #3: Lots of homeworkis a sign of rigor. • Myth #4: Providing support islesseningrigor. (Williamson and Blackburn, 2010)

8. Seinfeld Teaches History - SNL http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

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

10. Definition ”’Rigor’ in the context of intellectualworkrefers to thoroughness, carefulness, and right understanding of the materialbeinglearned. Rigoris to academicworkwhatcareful practice and nuancedperformancedis to musical performance, and what intense and committed

11. Definition (cont’d) playis to athletic performance. Whenwe talk about a ‘rigorous course’ in something, it’s a course that examines detail, insists on diligent and scrupulousstudy and performance, and doesn’tsettle for a mild or informal contact with the key ideas. ” (Jenkins, Goldhorn and Webb, 2012)

12. Definition ”Rigoriscreating an environment in whicheachstudentisexpected to learnat high levels, eachissupportedsohe or shecanlearnat high levels, and eachstudentdemonstrateslearningat high levels. ” (Blackburn, 2008)

13. Components of Rigor • Content acquisition • Critical thinking • Relevance • Integration • Application of concepts • Long term retention • Responsibility

14. Characteristics of a Rigorous Classroom (by definition) • Eachstudentisexpected to learnat high levels • Eachstudentdemonstrateslearningat high levels • Eachstudentissupportedsothathe/shecanlearnat high levels

15. Teacher Expectations for Students to Learn at High Levels • The teacher’s verbiage, actions and body languageconsistentlyexude a beliefthateverystudent in the class possesses the potential to behis or her best, no matterwhat.

16. Teacher Expectations for Students to Learn at High Levels • Teachersaskintentional, higher-level questions. • Teachers do not acceptlow-levelresponsesfromstudents. Theyaskextending questions, provideappropriatewait time, continue to probe, and/or guide the student to a higherlevelanswerbeforemoving on to anotherstudent.

17. Teacher Expectations for Students to Learn at High Levels • Teachersspeak in the language of their content and expectstudents to do the same. Once again, the expectation for high-qualitystudentresponsesisreflected in the continualintentional use and acquisition/growth of vocabulary as modeled by the teacher and demonstrated by students.

18. Teacher Expectations for Students to Learn at High Levels • Planning and lesson design reflectsintentionalemphasis on Depth of Knowledge (DOK). Teachersunderstand and move studentsfromLevel 1 throughLevel 4 experiences, with consistent opportunities for StrategicThinking/Reasoning and Extended Thinking.

20. Bloom’s Taxonomy • The studentwillbe able to . . . (insert verb) . . . The VERBS weselected to writeour objectives were the EMPHASIS for lesson design and framedour goals for students.

21. Webb’s Depth of Knowledge (DOK) • The studentwillbe able to (select a verb) AND THEN . . . COMPLETE THE LEARNING OBJECTIVE WITH EMPHASIS ON WHAT THE STUDENT WILL DO ON THE RIGOR CONTINUUM. It’swhatcomes AFTER the verbthatmattersmost!!

22. 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)

23. So . . . Back to Teacher Expectations for Students to Learn at High Levels . . . • Planning and lesson design reflectsintentionalemphasis on Depth of Knowledge (DOK). Teachersunderstand and move studentsfromLevel 1 throughLevel 4 experiences, with consistent opportunities for StrategicThinking/Reasoning and Extended Thinking.

24. Characteristics of a Rigorous Classroom (by definition) • Eachstudentisexpected to learnat high levels • Eachstudentdemonstrateslearningat high levels • Eachstudentissupportedsothathe/shecanlearnat high levels

25. Students Demonstrate Learning at High Levels • Studentsdemonstratetaskpersistence.

26. Students Demonstrate Learning at High Levels • Studentsexhibitsustained attention through active engagement.

27. Students Demonstrate Learning at High Levels • Students not onlyrespond to questions but regularly pose or create questions in response to and correlated to the learning.

28. Students Demonstrate Learning at High Levels • Studentsspeak in the language of their content.

29. Characteristics of a Rigorous Classroom (by definition) • Eachstudentisexpected to learnat high levels • Eachstudentdemonstrateslearningat high levels • Eachstudentissupportedsothathe/shecanlearnat high levels

30. Teachers Support Students so that they can Learn at High Levels • Teachersprovideregular and specific feedback to students.

31. Teachers Support Students so that they can Learn at High Levels • Formative assessmentoccursregularly in the classroom, and the teacheradjusts and differentiates instruction based on the results.

32. Teachers Support Students so that they can Learn at High Levels • Scaffoldingisevident in lesson design and review/reinforcementappear as threads woventhroughout the lesson or a series of lessons.

33. Teachers Support Students so that they can Learn at High Levels • District-provided or teacher-made tools are regularlyused to support individuallearningdifferences.

34. 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.

37. 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)