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Rigorous Instruction

Robin Sabo, Clear Creek ISD. Rigorous Instruction. What is rigor?. harshness. austerity. severity. suffering. inflexibility. intolerance. rigidity. ordeal. tenacity. tibulation. difficulty. But what about in education?.

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Rigorous Instruction

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  1. Robin Sabo, Clear Creek ISD Rigorous Instruction

  2. What is rigor? harshness austerity severity suffering inflexibility intolerance rigidity ordeal tenacity tibulation difficulty

  3. But what about in education? Turn to an elbow partner and share a synonym for rigor in education Harder Advanced Challenging Focused on higher thinking levels Or is rigor more that that

  4. According to Robyn Jackson, rigorous instruction is . . . • What students will understand and how students will be able to think • Quality of instruction that asks students to create their own meaning, integrate skills into processes, and use what they have learned to solve real-world problems, even when the correct answer is unclear and they are faced with perplexing unknown.

  5. Rigor fosters persistence, • Students have to dig for answers • They discover the value of the search • Effort extended over longer periods of time = greater rewards

  6. Resilience, • Students learn to manage and work through frustration to solve problems on their own • They develop a tolerance for uncertainty • And acquire skills to handle struggle

  7. Flexibilty, • Helps studentsrecognize that learning is messy and unpredictable • They can grasp that learning can be pursued through multiple pathways that are often complex, layered, and ambiguous

  8. Purposefulness, • Students see they are learning to make meaning • They are broadening their own understandings to solve interesting problems

  9. Metacognition, • Students are asked to think about their learning goals • They select appropriate strategies to pursue goals • Effectiveness of the chosen approach is reflected on

  10. And ownership. • Students make meaning for themselves • Rather than be passive recipients, students actively participate in construction knowledge and imposing order on what they are learning

  11. Rigorous instruction develops student capacity to. . . • Think accurately and with clarity • Identify and consider multiple meanings and interpretations • Take and support a position • Resist impulsivity and engage in disciplined inquiry and thought • Use and adapt what they know to deal with uncertainty and novelty • Adjust their approach when presented with new constraints • Tolerate uncertainty and work through ambiguity and complexity

  12. Four Stages of Rigorous Instruction based on International Center for Leadership in Education framework

  13. Lessons to support students in developing habits of mind and applying what they have learned to new contexts across disciplines Lessons designed to support students with thinking processes so they can synthesize learning into new understandings Lessons to help students understand new content and acquire new skills Lessons to focused on applying thinking skills to use learning in a meaningful way

  14. Target thinking skill, model application and significance, coach independent practice, frequent feedback Direct instruction, guided practice, formative assessment, feedback • Collaborative pairs • Graphic organizers • Nonlinguistic representation • Provocative questions • Summarization • Mnemonics or other memory strategies • Non-predictable, interesting problem-solution • Distributed practice over time • Reflective practice with student set goals and evaluation criteria • Model thinking –think-aloud, flow charts, decision trees

  15. Integrate information and skills in real-world context, process guided practice using content-specific material, self reflection and refinement opportunities Applying knowledge to new and novel situations, defining and analyzing problems, transference of learning to other context • Student created artifacts (presentation, model, writing, etc. . .) • Real-World tasks • Research-based production • Student directed production • Personalized learning • Socratic seminars • Debates • Mock/Moot trials • “For publication” production (shows, contests, scholarship competitions, digital sharing)

  16. Rigorous learning . . . • Is hard work • May lead to pushback • Must be monitored and supported • Requires a balance between perceived challenges & perceived skills • Does not always proceed as designed • Will payoff when students see direct connection between effort and goals • Extends beyond schoolhouse “It’s about giving students the education they deserve rather than the one prescribed for them” R. Jackson, 2011 Robin Sabo, Clear Creek ISDrsabo@ccisd.net@rsabo11228 CCISD is Leading the Way in the 21st Century See How!  Visit us at www.ccisd.net

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