INCREASING RIGOR IN THE CLASSROOM

1. WELCOME A FOUR STEP MODEL FOR INCREASING RIGOR IN THE CLASSROOM DOE# KIS 178375 Brandman University # EDDU 9233 Honolulu, HI INCREASING RIGOR IN THE CLASSROOM

2. Today is a work day for you! You will have a chance to go over what is required of you in section #2 of the Portfolio. You will use your own lessons as a case study to practice completing this section of the Portfolio. INCREASING RIGOR IN THE CLASSROOM

3. How we will define it for this class. “Rigor is when every student in your classroom is challenged to achieve at their highest level of learning and performing.” INCREASING RIGOR IN THE CLASSROOM

4. In our minds, rigor is nothing more than good instruction. Assessing each student’s knowledge and potential…. Challenging them based upon that knowledge and potential… Giving them the opportunity to demonstrate their learning in a variety of ways… INCREASING RIGOR IN THE CLASSROOM

5. To accomplish this: You must assess the potential of each of your students in relationship to the content you are teaching. Expectations!!! INCREASING RIGOR IN THE CLASSROOM

6. 2. Provide a supportive and encouraging environment for them to learn and perform in. You can not demand excellence in your students without providing the tools and conditions for them attaining excellence. INCREASING RIGOR IN THE CLASSROOM

7. This includes: Academic help 2. Emotional help Opportunities to demonstrate their learning. (Other than tests) INCREASING RIGOR IN THE CLASSROOM

8. Rigor: Teacher Student INCREASING RIGOR IN THE CLASSROOM

9. Please bring out the information about the lesson you are going to use today as your case study. Now turn to page #7 in your Workbooks. INCREASING RIGOR IN THE CLASSROOM

10. INCREASING RIGOR IN THE CLASSROOM

11. What we want to do is provide you with a template that you can use to evaluate all of your lessons related to rigor. Also, if you put the effort in now, you will not only understand how to complete this section of the Portfolio, but you will have completed one the three existing you need to assess. INCREASING RIGOR IN THE CLASSROOM

12. Today’s work is not related to assessing the high, average and low student. It is about assessing the lesson. INCREASING RIGOR IN THE CLASSROOM

13. Name of the lesson. If you don’t have a name for the lesson, create one. It is not important, simply a way to identify the lesson. INCREASING RIGOR IN THE CLASSROOM

14. Goal of the lesson and the benchmark, standard or GLO you are addressing. What are attempting to accomplish in the lesson? What do you want the student to know, think about or be able to do when they leave the classroom? INCREASING RIGOR IN THE CLASSROOM

15. For example in my Kindergarten class… My goal is for my students to be able to identify the “hero” in a story. The Common Core standard related to that goal would be: CCSS.ELA-LITERACY.RL.K.3 With prompting and support, identify characters, settings, and major events in a story. INCREASING RIGOR IN THE CLASSROOM

16. In a high school American History class… The goal would be to look at the impact the Viet Nam War had on our culture by examining different historian’s views on the subject. INCREASING RIGOR IN THE CLASSROOM

17. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. INCREASING RIGOR IN THE CLASSROOM

18. The template that we want you to use, is one of answering questions about your lesson. Think of it in terms of really any assessment you do. INCREASING RIGOR IN THE CLASSROOM

19. Assessing your life… What questions do you ask yourself? INCREASING RIGOR IN THE CLASSROOM

20. We are going to give you 3 3x5 cards now. Title them…Content, Process and Product. As we go along today, we want you to write down questions that you can use as the basis for assessing the rigor in your lesson. INCREASING RIGOR IN THE CLASSROOM

21. We want you to put those cards up in your classroom as a constant reminder of how to increase rigor. Why…because we forget about things that are not constantly in front of us. INCREASING RIGOR IN THE CLASSROOM

22. My daughter Sarah has put up the following 4 words on her refrigerator for her family. It says the Hatfields are… Faithful, grateful, loving and giving. INCREASING RIGOR IN THE CLASSROOM

23. When situations come up…she can refer back to the card and ask her boys… Was your action faithful, grateful, loving or giving. INCREASING RIGOR IN THE CLASSROOM

24. Content: As you look at the content, you should base your answer by addressing all or some of the following 5 questions. INCREASING RIGOR IN THE CLASSROOM

25. Are the students mature enough to handle the content? The question is really if your students are on a “concrete” or “abstract” level of thinking related to what you want them to do. INCREASING RIGOR IN THE CLASSROOM

26. Concrete simply refers to tangible items and actions that exist in the world. Pets Birthday presents Apples Putting someone in jail INCREASING RIGOR IN THE CLASSROOM

27. Abstract refers ideas and concepts. Love Justice Freedom INCREASING RIGOR IN THE CLASSROOM

28. While we want our students to think at higher or deeper levels, we must understand that there are developmental issues related to their thinking. INCREASING RIGOR IN THE CLASSROOM

29. I asked my three year old grandson what kind of cake he likes the best. His answer… INCREASING RIGOR IN THE CLASSROOM

30. Birthday cake! INCREASING RIGOR IN THE CLASSROOM

31. The concept of “object permanence” is another example of this. Object permanence is knowing that an object continues to exist, even if we can’t see it. INCREASING RIGOR IN THE CLASSROOM

32. Children usually develop object permanence around one year of age. INCREASING RIGOR IN THE CLASSROOM

33. Abstract thinking develops in the individual in the early teens. While we can ask someone to “analyze” or “evaluate” something, we must first assess if they are capable of doing it. Is it a concrete or abstract concept we are asking them to think about at a higher or deeper level. INCREASING RIGOR IN THE CLASSROOM

34. For example we could ask a first grader if they had a “good” lunch. What would their analysis be based upon? -Sugar content -Amount of food -Amount of calories -Fat content -Salt content INCREASING RIGOR IN THE CLASSROOM

35. Or, would it be based upon if the other kids were nice to them at the table that day. Was there enough food? Was it sweet? INCREASING RIGOR IN THE CLASSROOM

36. 2. Is the content challenging, but not frustrating for the students? The more homogeneous the group, the easier it is to find that level. The more heterogeneous the group, the greater the need to differentiate to find that level. INCREASING RIGOR IN THE CLASSROOM

37. You are a fairly homogeneous group. The content in this class for some of you is simply a repeat of information you have learned in the past. For others, it might be new, but still within your base knowledge. There shouldn’t be a concept we talk about that you’ve never heard before. INCREASING RIGOR IN THE CLASSROOM

38. The results of some of the research may be new, but not the concepts. INCREASING RIGOR IN THE CLASSROOM

39. Understand also that just because we go to higher level, say “application,” it doesn’t mean the individual understands the concepts. INCREASING RIGOR IN THE CLASSROOM

40. 3. Do the students have the base knowledge to understand the material you are presenting? -Definitions -Concepts INCREASING RIGOR IN THE CLASSROOM

41. If someone doesn’t have a base understanding of the terms you are using, it is if you are speaking a foreign language. INCREASING RIGOR IN THE CLASSROOM

42. 4. Do the students believe that can understand the material you are presenting? That belief systems determines their desire to put in the work necessary for learning. INCREASING RIGOR IN THE CLASSROOM

43. We don’t attempt things we believe we can’t accomplish. This is where we talked yesterday about the environment you create in your classroom. Is it conducive to students challenging themselves. INCREASING RIGOR IN THE CLASSROOM

44. We have talked about in previous classes that learning is taking a “risk.” You only find your upper limits when you are willing to go there and possibly fail. It is only when you fail that you have discovered your limits. How is failure viewed in your classroom. Is it celebrated? INCREASING RIGOR IN THE CLASSROOM

45. What is the last thing you pushed yourself to the point of failure? INCREASING RIGOR IN THE CLASSROOM

46. “Only those who dare to fail greatly can ever achieve greatly.” -Robert F. Kennedy INCREASING RIGOR IN THE CLASSROOM

47. 5. Is the content relevant to them to? Do they understand how this material has an impact upon their lives? INCREASING RIGOR IN THE CLASSROOM

48. As a society we are much more sophisticated than we use to be in some ways. Students and their parents are much more aware of what information is important to learn in school and what information is not. INCREASING RIGOR IN THE CLASSROOM

49. At one time it was thought to be important to know all the states and their capitals. Students and their parents were very proud when the little prodigy could cite them in front of the family or friends. Now we look at that information as a waste of brain power and space. INCREASING RIGOR IN THE CLASSROOM

50. Do you think of knowing the capitals of the following states as “base knowledge” that a student needs today? Mississippi Vermont North Dakota New Mexico Illinois INCREASING RIGOR IN THE CLASSROOM