the case for rigor in the classroom. key questions what is “rigor” and why is it imperative? ...
TRANSCRIPT
The Case for Rigor in the Classroom
Key Questions
What is “rigor” and why is it imperative? What is the connection between rigor and student
engagement? Where is rigor found in the SQR process? How does alignment to Standards impact rigor? How can a taxonomy be used to analyze the rigor
in curriculum, instructional activities, and assessments?
How is curriculum development related to rigor? (scaffolding, sequencing)
What instructional strategies can teachers use to infuse rigor?
What role do administrators play in monitoring rigor and supporting teachers as they work to increase rigor in the classroom?
Objectives Day 1
Why is rigor imperative? What is rigor? What is the connection between rigor
and student engagement? Where is rigor found in the SQR process? How does alignment impact rigor?
Why is Rigor Imperative?
The Crisis with Rigor in American Classrooms
Are high school students prepared to enter the work force?
80% of employees rate high school graduates as deficient in the basic skills of written communication.
53.5% of employees rate high school graduates as deficient in the basic skills of mathematics.
38.4% of employers rate high school work force entrees as deficient in the basic skills of reading comprehension.
69.6% of employees rate high school graduates as deficient in critical thinking and problem solving skills.
College Eligible, Not College Ready
- 80% of 10th grade students now aspire to earn a bachelor’s degree. This figure has doubled since 1980.
- Following trends since 1990, less than half of these students will achieve this dream.
College Eligible, Not College Ready
Only 33% of high school graduates meet basic admissions requirements of 4 year colleges and universities
- African American 20% - American Indian 14% - Asian American 38% - Hispanic 16% - White 37%
Impact of AP on 5-Year College Graduation Rates
Student Group AP ExamGrade of 3,4,5
AP Exam Grade of 1,2
Took AP Course but not exam
African American 28% higher
22% higher
16%higher
Hispanic 28% higher
12% higher
10% higher
White 33% higher
22% higher
20% higher
Low-income 26% higher
17% higher
12% higher
Not low-income 34% higher
23% higher
19% higher
A Case from Arkansas
“Although school leaders generally recognize the importance of rigor, many are not thoroughly and accurately measuring, monitoring, and encouraging rigor. Too often it is a vague concept that means that instruction is “hard, tough, and sometimes boring.” SREB
So, how do you define rigor?
Write down your own definition. Share with a small group of
colleagues (no more than 5 per group). Work together to refine, compile, adjust one definition to which you all agree.
Post your definition and be ready to share.
Walk the Walls Activity
Look for commonalities among the group definitions posted
What is Rigor?
Critical thinking and reasoning skills; problem solving skills
Expecting students to analyze, evaluate, critique, synthesize, communicate, and create new knowledge
Expecting students to manage and direct their own learning
Content that is complex, provocative and personally or emotionally challenging
Applicable to “real world” Integrates curriculum Aligned to NCSOS
Another Definition of Rigor
The expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level and readiness for college and the workplace.
-The College Board
CMS
Draft document from Curriculum & Instruction
Based on work of Jolly and Kettler, 2007; Tomlinson, 2007; Small Schools Project/ASCD
What Rigor Is Not
Rigor is not synonymous with work aligned with the highest levels of Bloom’s taxonomy
Rigor is not quantity Rigor is not memorization Rigor is not isolated facts and
information Rigor is not “extra homework
Rigor is not just saying you have high expectations.
Rigor is not always evident by examining student grades.
Rigor is not necessarily revealed by instructional strategies. You can do “research” on meaningless content.
Rigor is not synonymous with course names (AP, IB, Honors)
What is the connection between Rigor and Student Engagement?
Rigor is not synonymous with high levels of student engagement.
BUT Rigor with low levels of student
engagement does not result in high levels of student achievement
Levels of Engagement
Schlechty’s levels of engagement: - authentic engagement - strategic compliance - ritual compliance - retreatism - rebellion
Levels of Engagement Activity
Using Dr. Schlechty’s information on levels of engagement, teach each other the characteristics of each level.
Then, match each student scenario to the level it exemplifies.
What is the connection between Rigor and the SQR process?
School Quality Reviews have descriptors of high quality performance in the areas of:
CurriculumTeaching and LearningLeadership and Management
Can you find the rigor?
School Quality Review 2. Curriculum: The curriculum is relevant and appropriate to the needs of all children, across all grades, and for all sub-groups in the
student population.
Descriptors: High Quality
1. The curriculumand
instructionalprograms arealigned to the
NCSCOS.
All teachers consistently use the NCSCOS to plan. The instructional programs are monitored, evaluated and reviewed by the instructional leadership team to ensure consistency, alignment and full coverage of the NCSCOS. The curriculum is taught to the standards and differentiated to meet the full range of individual need and access.
2. The curriculum is
designed to meet
the individual learning needs
of all students.
The curriculum plan is fully implemented and adhered to across all grades and classes. It is differentiated through teachers’ planning to meet the academic needs of all children and is evaluated regularly to ensure that all academic needs of children are met.
Flexible amendments to the plan as necessary to meet student needs.
School Quality Review 3: Teaching and Learning. Student learning, progress and standards are a direct result of challenging instruction and high quality teaching.
Descriptors: High Quality
3.1 Students are making good progress. The pace of learning is appropriate for their grade and level of achievement.
Most students are making very good progress in their learning. All student groups are progressing very well because the teaching the receive is consistently high quality, well paced and challenging.
3.2 Students demonstrate a high level of time on task
In most classrooms, students are regularly on task. They are highly motivated to achieve, improve and are interested and enjoy their learning and will persevere when work is difficult.
School Quality Review 3: Teaching and Learning. Student learning, progress and standards are a direct result of challenging instruction and high quality teaching.
Descriptors: High Quality
3.3 Students are given responsibility for, and are involved in, their own learning. They are provided with opportunities for independent thinking and problem solving.
Most students are developing high-quality skills in problem solving. They have developed strategies that enable them to approach problem solving with confidence and independence because teachers are very effective in planning and implementing strategies to explicitly and incrementally develop these skills. Students are aware of the elements of effective problem solving and learning skills. They know their strengths and areas for improvement.
3.4 Students respond well to opportunities for collaborative working.
Students are developing and using very good collaborative skills because teachers are very effective in providing planned opportunities or them to develop these strategies. Students understand the importance of working together and can articulate how participation in teamwork and cooperative activities can help them to improve their own learning. They know their own strengths are areas for improvement.
School Quality Review 3: Teaching and Learning. Student learning, progress and standards are a direct result of challenging instruction and high quality teaching.
Descriptors: High Quality
3.5 Students respond to the high expectations for achievements by teachers
Students respond very well to the very good pace, well- matched challenge and high expectations set by their teachers. Teacher expectations are equally high for all groups and student participation is also high. Students are aware of their own progress and their next steps in learning and are fully engaged in the learning process.
3.6 Teaching is aligned with the derived, written and posted NC Standard Course of Study (NCSCOS) objectives.
Most teachers regularly teach lessons aligned with the derived, written, and posted NCSCOS. These are clearly and consistently articulated to students in age- appropriate ways in the classroom in order to give focus and purpose to learning.
School Quality Review 3: Teaching and Learning. Student learning, progress and standards are a direct result of challenging instruction and high quality teaching.
Descriptors: High Quality
3.7 Teachers work collaboratively to plan lessons which are effective and improve instruction.
Most teachers plan collaboratively. They share planning to ensure that there is alignment between grades, courses and classes. Working together they design and implement lesson plans that include appropriate components of effective lesson design…
3.8 Teachers demonstrate sound knowledge, skills, and understanding of content/subject taught.
The majority of teachers demonstrate very good subject knowledge and understanding of the subjects taught. They are highly skilled in making well judged adaptations to their teaching so that students are challenged and make good progress.
3.9 Teachers use questioning strategies that promote higher level thinking and problem solving
Most teachers consistently provide higher-level thinking and problem solving opportunities which engage, motivate and challenge students, including skilled use of questioning for students.
School Quality Review 3: Teaching and Learning. Student learning, progress and standards are a direct result of challenging instruction and high quality teaching.
Descriptors: High Quality
3.10 Teaching reflects strategies that appropriately meet the needs of diverse learners.
Most teachers frequently differentiate instruction and address learning styles to meet the needs of divers learners. The match with the achievement level of each student well judged to ensure that teaching is highly effective in securing very good student progress within lessons.
3.11 Teachers use a variety of strategies, data and information to assess all students’ achievement of learning objectives. Information derived is used to inform instruction and to make adjustments to teaching as necessary.
Most teachers use multiple methods to assess students’ attainment of learning objectives. Reliable data and information is routinely used to make adjustments to planning and modify instruction. Classroom organization and student grouping is very effectively and consistently based on outcomes from assessment. Routine assessment strategies such as questioning are very effectively and frequently used to judge students understanding and progress within lessons.
School Quality Review 4: Leadership and Management The school has high quality leadership and management with a clear
vision, ambition, and goals; a focus on student achievement, a sense of purpose, and strategies which impact directly on students; learning.
Descriptors: High Quality
Instructional Leadership
c. The principal and other school leaders monitor and evaluate the instructional program using multiple data sources.
The Leadership Team systematically monitors and evaluates planning and the instructional program, conducts formal and informal teacher observations, analyzes many data sources to determine student progress and areas of need, and make highly effective decisions to improve teacher quality and student learning based on this information. The outcomes are monitored to evaluate efficacy.
How does alignment to Standards impact rigor?
Teaching not aligned with grade level Standards is not rigorous.
The “verb” designated in a Standard is critical to determining the level of rigor expected by the Standard
Alignment needs to be both external and internal
Example of Calibration Chart
Table 2.1Curriculum Calibration of Student Artifacts
With Grade Level Mathematics District StandardsSample Elementary School
January 15, 2004
Grade Percent of Student Artifacts Compared with GradeLevel Standards Distributed by Grade
AverageLevel of
Difficulty*K 1 2 3 4 5 6 NC
K 95% 5% K.11 15% 85% K.92 82% 18% 1.23 10% 60% 30% 2.24 5% 10% 50% 30% 5% 3.05 12% 60% 18% 10% 3.36 9% 20% 48% 15% 8% 3.9
External and Internal Alignment
To state standards Within the lesson
NC Standard Course of Study
5th Grade Social Studies
8th Grade Social Studies
11th GradeUS History
4.05 Describe the impact of wars and conflicts on US Citizens, including but not limited to, the Civil War, WWI…
4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in NC to reactions in other regions of the nation.
3.02 Analyze and assess the causes of the Civil War.
NC Standard Course of Study
6th Grade Geometry
7th GradeGeometry
8th GradeGeometry
3.01 Identify and describe the intersection of figures in a plane.
3.01 Using 3-D figures, identify, describe and draw from various views (top, side, front, corner).
3.01 Represent problem situations with geometric models.
Need a k-2 example
Teacher: Sue Smith 9:42am Date: 9/20/06 Subject: Language Arts Grade: 8 Time-on-Task: Students were completing a seatwork
assignment (written task) Instructional Objective: Students will analyze the
impact that the setting has in The Masque of the Red Death.
Intentional Teaching Strategy: teacher monitoring independent written work (worksheet comparing setting in Masque of the Red Death to The Fall of the House of Usher).
Calibration: Level of Cognition: Comprehension
School/District/Content Initiatives: N/A Student Work:
Let’s Practice
Put the classroom observation cards in “calendar” order, including the card just used to model this process
Examine the three remaining cards, identifying the external and internal alignment.
Also examine the cards to determine the level of cognition noted in each observation.
How would you mentor this teacher?
Homework
Conduct eight walkthroughs. Summarize your findings in a chart or narrative – identifying both external and internal alignment.
Collect three samples of student work in your school and bring them to share. Identify the NCSCOS objective(s) to which the work is aligned.
Collect two lesson plans in your school and bring them to share. Identify both the external and internal alignment found in these lesson plans.
Summary
Rigor is the expectation that students will be able to perform at levels of cognitive complexity necessary for proficiency at each grade level and readiness for college and the workplace.
Alignment of instruction and assessment with standards that are at those levels of cognitive complexity is a critical part of increasing rigor in schools.