robin sabo, clear creek isd. what is rigor? or is rigor more that that but what about in education?...
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RIGOROUS INSTRUCTIONRobin Sabo, Clear Creek ISD
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What is rigor?
austerity
harshnessrig
idity
ordeal
tenacit
y tibulationdifficulty
inflexibility
severitysuffering
intolerance
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Or is rigor more that that
But what about in education?Harder
Challenging
Focused on higher thinking levels
Advanced
Turn to an elbow partner and share a synonym for
rigor in education
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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.
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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
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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
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Flexibilty,
Helps students recognize that learning is messy and unpredictable
They can grasp that learning can be pursued through multiple pathways that are often complex, layered, and ambiguous
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Purposefulness,
Students see they are learning to make meaning
They are broadening their own understandings to solve interesting problems
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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
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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
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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
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Rigorous Instruction IS. . .
Rigorous Instructions IS
NOT. . .
Difficult, algorithmic, scripted
Only for GT, honors or AP
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Rigorous Instruction IS. . .
Rigorous Instructions IS
NOT. . .
Difficult, algorithmic, scripted
Only for GT, honors
or AP
Challenging, messy,
free-ranging
For every student
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Rigorous Instruction IS. . .
Rigorous Instructions IS
NOT. . .
Related to quantity
More work
Difficult, algorithmic, scripted
Only for GT, honors or AP
Challenging, messy, free-ranging
For every student
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Rigorous Instruction IS. . .
Rigorous Instructions IS
NOT. . .
Related to quantity
More work
Difficult, algorithmic,
scriptedOnly for GT, honors
or AP
Related to quality
More effort
Challenging, messy, free-ranging
For every student
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Four Stages of Rigorous
Instruction based on International Center
for Leadershi
p in Education framework
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Lessons designed to support students with thinking processes so they can synthesize learning into new understandingsLessons to help students understand new content and acquire new skills
Lessons to support students in developing habits of mind and applying what they have learned to new contexts across disciplines
Lessons to focused on applying thinking skills to use learning in a meaningful way
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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
Direct instruction,
guided practice, formative
assessment, feedback
Target thinking skill, model application and significance, coach independent practice, frequent feedback
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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)
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
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ROBIN SABO, CLEAR CREEK [email protected]@rsabo11228
CCISD is Leading the Way in the 21st CenturySee How! Visit us at www.ccisd.net
Rigorous learning . . .Is hard workMay lead to pushbackMust be monitored and supportedRequires a balance between perceived challenges & perceived skillsDoes not always proceed as designedWill payoff when students see direct connection between effort and goalsExtends beyond schoolhouse
“It’s about giving
students the education
they deserve rather than
the one
prescribed for them”
R. Jackson, 2011