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Engaging Students in Rigorous Tasks

Engaging Students in Rigorous Tasks. Bureau of School Improvement Region I Coaches Meeting . Florida Department of Education Gerard Robinson, Education Commissioner Pam Stewart, Chancellor Frederick Heid , Bureau Chief /Lead Region Executive Director. Martha Gioielli

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Engaging Students in Rigorous Tasks

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  1. Engaging Students in Rigorous Tasks Bureau of School Improvement Region I Coaches Meeting Florida Department of Education Gerard Robinson, Education Commissioner Pam Stewart, Chancellor Frederick Heid, Bureau Chief /Lead Region Executive Director

  2. Martha Gioielli Mathematics/STEM Specialist &Team Lead Kisha Jarrett Science/STEM Specialist Cynthia Stepter Reading Specialist Region 1 Team

  3. Introductions Developing a Common Language for “Rigor” Research on Rigor Rigor: Interactive Activities Closing/Wrap-Up Exit Slip Agenda

  4. If you could provide schools with your perfect 5–step recipe for differentiated instruction using the following phrases below as often or as little as you would like…what elements would your recipe include? A pinch of … A teaspoon of… A cup of… A quart of… A gallon of… Ice Breaker: The perfect Recipe

  5. Participants will be able to define rigor. • Participants will experience hands-on practice utilizing effective rigorous instructional practices. • Participants will participate in lesson study and be able to modify activities to incorporate student engagement and rigor. Objectives

  6. What is Rigor? Rigor: Developing a Common Language

  7. “Rigor is the combined learning experiences that through application, helps students develop the capacity to understand content that is complex, ambiguous, and personally or emotionally challenging. As a result of rigorous content, students create a process of thinking and problem-solving that is self-directed and applicable to the real world”. -Carol Ann Tomlinson, 2007- Rigor: Developing a Common Language

  8. What does rigor look like in the classroom? Two Column Note Rigor: Developing a Common Language

  9. Education is not the filling of a pail, but the lighting of a fire.-William Butler Yeats Two Column Note Rigor: Developing a Common Language

  10. Rigor contains three main components: • Edmunds, J. (2010). Defining Rigor [PowerPoint slides]. Retrieved from the SERVE center website at: http://www.serve.org/uploads/files/Defining%20Rigor.pdf Rigor

  11. Understanding and deconstructing state standards so that students can master them at the appropriate level Basic skills coupled with key concepts/important ideas Application of core content to problems Edmunds, J. (2010). Defining Rigor [PowerPoint slides]. Retrieved from the SERVE center website at: http://www.serve.org/uploads/files/Defining%20Rigor.pdf Course content Rigor

  12. Focus on what students will be asked to do • Activities that Engagestudents in higher order thinking skills • “Elaborated communication” opportunities for students to apply critical thinking and problem solving strategies to learned course content and learning goals • Edmunds, J. (2010). Defining Rigor [PowerPoint slides]. Retrieved from the SERVE center website at: http://www.serve.org/uploads/files/Defining%20Rigor.pdf Instruction Rigor

  13. Aligned to the complexity level of the standards • Aligned to learning goals covered through content • Contains higher order thinking questions, Engages students with academic content, and requires extended, elaborated responses Edmunds, J. (2010). Defining Rigor [PowerPoint slides]. Retrieved from the SERVE center website at: http://www.serve.org/uploads/files/Defining%20Rigor.pdf Assessments Rigor

  14. Webb’s Depth of Knowledge & Cognitive Complexity Rigor DOK

  15. Content: • Is the content part of the state standards? • Does it include basic skills and important concepts? • Does the content require students to apply core academic knowledge to problems or issues? Instruction (always go back to what will students be asked to do): • Does the instruction require students to engage in higher order thinking skills? • Are students required to engage in elaborated communication? • Are lessons planned to offer opportunities for students to apply their learned knowledge to new situations through problem solving • Do they have to explain or justify their conclusions or thinking? Assessment: • Is the assessment aligned to the lesson goals? • Does the assessment align with the Test Item Specifications? • Do students have to use higher order thinking skills on the assessment? • Do students have to explain or justify their conclusions or thinking? Rigorous tasks, assignments, and assessments indicatorsRigor Quick Check Edmunds, J. (2010). Defining Rigor [PowerPoint slides]. Retrieved from the SERVE center website at: http://www.serve.org/uploads/files/Defining%20Rigor.pdf Rigor Rigor Checklist

  16. Let’s Practice!! Ways to Determine If an assessment or assignment is rigorous Rigor

  17. How rigorous is this assignment? Rigor

  18. How rigorous is this assessment? Rigor

  19. Questions & Answers

  20. What surprised me? I’m wondering Wow! Pretty exciting A little confusing Not sure about this Other comments Reflections Reflection Sheet

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