1 / 29

Rigor: Making it Work for You

Explore strategies and techniques to enhance educational rigor, fostering intellectual growth and critical thinking skills. This webinar delves into the principles of rigor as defined by Chelsea Blackburn, encouraging high levels of learning and active student engagement. Discover methods to raise content levels, increase complexity, offer appropriate support, and set higher expectations for students. Embrace a learning environment that challenges and supports students to reach their full potential.

rjuanita
Download Presentation

Rigor: Making it Work for You

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Rigor: Making it Work for You Great Expectations Webinar Presented By: Chelsea Blackburn

  2. Rigor? “…instruction, schoolwork, learning experiences, and educational expectations that are academically, intellectually, and personally challenging.”

  3. Rigor? “…instruction, schoolwork, learning experiences, and educational expectations that are academically, intellectually, and personally challenging.”

  4. What is rigor? R I G O R Blackburn, B. “Rigor is Not a Four Letter Word”, 2009

  5. A classroom environment that is conducive to rigor is one where all student are: Expected to learn at high levels. Supported to learn. Cheered as they demonstrate understanding. 1. Raise the Level of Content

  6. Raising Rigor Objective Process Product Environment Change the VERB in your objective. Inquiry; seeking understanding not a “correct” answer. Choice in how students demonstrate understanding. High expectations, collaborative, active.

  7. Start asking questions that don’t have answersso that you can see what your students think.

  8. #WODB

  9. looked examined glanced inspected noticed studied Shades of meaning

  10. Would you Rather... Choose a path and justify it! www.wouldyourathermath.com

  11. Error Analysis TpT--Goofus

  12. DivertGet away from the bare minimum--just “giving” them the information. Work towards analyzing. CollaborateTo learn, to change, to consider takes thinking. Thinking takes TALKING. 2. Increase the Complexity

  13. Find your seat problem • Pause after asking questions—make them think! • Earn-It Problems • Definitions: remove a specific letter/vowel • Work through Bloom’s Taxonomy in a given lesson (e.g. Define “conflict”, analyze cause/effect in a specific conflict, then design some sort of short term solution to the conflict.) • Expect and encourage academic vocabulary to be used in student conversations. • Build schema through cross curricular connections (Frame math with literature, extract characterization and life lessons from cartoons) Build in the Complexity

  14. TrainStudents must be given opportunities to practice critical thinking. PromoteEncourage it and celebrate it. 3. Give Appropriate Supports and Guidance

  15. Myth: providing extra levels of support is not rigor.

  16. Appropriate Supports and Guidance • Scaffolding • Model expected instructional behaviors • Provide clear expectations • Necessary modifications for special needs students. • Facilitate opportunities to practice critical thinking.

  17. A man buys a new car and goes home to tell his wife. He goes the wrong way up a one-way street, nearly runs into 7 people, goes onto the sidewalk, and takes a shortcut through a park. A policeman sees all this and still doesn’t arrest him. Why not? One house is made of red bricks, one of blue bricks, one of yellow bricks, and one of purple bricks. What is the green house made of?

  18. Key Word: OPEN 4. Open Your Focus

  19. Sharing objective/learning goal Kindergarten: RED, GREEN, PURPLE hIGH SCHOOL: ANARCHY, DICTATORSHIP, DEMOCRACY Instead of: “Today we are going to learn about”... Give THREE EXAMPLES of concept and have them guess what it will be.

  20. Socratic Questioning

  21. During whole group instruction--don’t let everyone Off the hookBy calling on one student. Dry erase IPADS CLICKERS/PLICKERS THUMBS UP/THUMBS DOWN

  22. Opportunities throughout day (Practice #15) Ask Socratic Questions (Practice #5) Use Bloom’s Taxonomy Higher Levels (Practice #4) Foster Curiosity (Practice #3, Practice #14) Assign writing, storytelling, speeches (Practice #7) Include in class discussions(Practice #16) Model curiosity and be the one using critical thinking. (Practice #1)

  23. Students need to KNOW we BELIEVE they can get there! 5. Raise Expectations

  24. Building Grit and Perseverance in Students Teaching for grit is more of an attitude that a strategy. In order to build rigor and complexity, students must feel frustration, and sometimes, failure. Our attitude, our belief, and our model of perseverance assists in building grit within students.

  25. Environment of rigor is fosteredBy the teacher! You ignite the curiosity. Student initiate conversations that model higher level of bloom’s. Processing leads to authentic products.

  26. Contact Info: chelsea.blackburn@ edmondschools.net

More Related