WHAT IS RIGOR? (SREB, 2010)

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Moris Marshall
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2 OBJECTIVE Participants will be able to create alignment of instruction with standards/objectives that increase the level of cognitive complexity in daily instruction.

3 WHAT IS RIGOR? Rigor is the expectation that students will be able to perform at high levels of cognitive complexity necessary for proficiency at each grade level. (SREB, 2010)

4 RIGOROUS INSTRUCTION IS. Rigorous Instruction Is. For every student Challenging More effort Related to quality Messy & free-ranging Possible in all levels Rigorous Instruction Is Not.. Only for selected students in gifted/talented, Advanced Placement Difficult More work Related to quantity Scripted learning Reserved for the upper levels of Bloom s Taxonomy

5 RIGOR = TKES STANDARD 8 Your goal!!!

6 BLOOMS AND DOK CHARTS: FINDING EVIDENCE OF RIGOR Bloom s Taxonomy Webb s DOK Knowledge / Remembering The recall of specific information Recall Recall of a fact, information or procedure Comprehension / Understanding Ability to process knowledge on a low level such that knowledge can be reproduced or communicated without verbatim repetition. Application / Applying Using information in another familiar situation Analysis / Analyzing Breaking information into parts to explore understanding & relationships. Synthesis & Evaluation / Evaluating & Creating Putting together elements & parts to form a whole, then making value judgments about the method. Skill / Concept Use of information, conceptual knowledge, procedures, two or more steps Strategic Thinking Requires reasoning, developing a plan or sequence of steps; has some complexity; more than one possible answer. Extended Thinking Requires investigation, time to think and process multiple conditions of the problem or task.

7 ACTIVITY: SHOW OF HANDS As I read the following activities, use hand signals to indicate the thinking required. 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

8 ACTIVITY ONE: Say the Pledge of Allegiance 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

9 ACTIVITY TWO: Explain what indivisible, liberty, and justice mean 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

10 ACTIVITY THREE: Discuss the meaning of and to The Republic for which it stands in terms of its importance to the Pledge 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

11 ACTIVITY FOUR: Explain the distinctions betweenmallegiance to the Flag vs. allegiance to the Republic for which it stands 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

12 ACTIVITY FIVE: Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in. 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

13 ACTIVITY SIX: Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements. 1 finger= DOK 1 3 fingers=dok 3 2 fingers= DOK 2 4 fingers = DOK 4

14 WEBB S LEVELS OF DOK DEFINED Level 1 Recall Recall of a fact, information, or procedure Level 2 Skill/Concept Use information or conceptual knowledge, two or more steps, etc. Level 3 Strategic Thinking Requires reasoning, developing a plan or a sequence of steps, some complexity, more than one possible answer Level 4 Extended Thinking Requires an investigation, time to think and process multiple conditions of the problem

15 REFINE OUR UNDERSTANDING In your folder you have 1. The article Beginner s Guide to Understanding Rigor 2. Levels of Thinking Map comparing Blooms Taxonomy to Webb s Depth of Knowledge (DOK) 3. DOK placemat for planning 4. Question list to increase rigor in communication at the classroom level Pick two of your standards to unwrap

16 UNWRAP A STANDARD FOR RIGOR In relation to the two standards you chose, answer the following questions: What is the required knowledge and skills of the standard? How would you measure student proficiency related to the required knowledge and skills? Design instruction to help all students reach proficiency Now put your work into levels of thinking challenge or cognitive complexity use Bloom s or Webb s. Are there any trends? What level did the majority of the work fall into?

17 WHERE DOES YOUR INSTRUCTION FALL Look at the lesson plans and objectives you have written for this week. Evaluate your objectives through the lens of rigor. Rewrite two with a goal to increase the rigor.

18 EVALUATION AND FEEDBACK Questions & Comments?

WHAT IS RIGOR? (SREB, 2010)

WHAT IS RIGOR? (SREB, 2010) OBJECTIVE Participants will be able to create alignment of instruction with standards/objectives that increase the level of cognitive complexity in daily instruction. WHAT IS RIGOR? Rigor is the expectation