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Rigor, Relevance, & Centers. By: Marlen Veliz, Reading Coach. What is Rigor?. - PowerPoint PPT Presentation
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Rigor, Rigor, Relevance, Relevance, & Centers& Centers
By: Marlen Veliz, Reading By: Marlen Veliz, Reading CoachCoach
What is Rigor? “Rigor is the goal of helping students develop
the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.” Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Richard W. Strong, Harvey F. Silver and Matthew J. Perini, ASCD, 2001.
Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels. Blackburn, Rigor is NOT a Four-Letter Word
My Own Definition of Rigor
Teaching & Learning Matter: Quality in the delivery of content
material/instruction
active/authentic engagement
building/connecting relationships
setting high expectations
impacting student achievement
Rigor6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge/ Awareness
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
When is a Task Rigorous?When students…
think deeply about a problem analyze new situations interpret and synthesize knowledge bring ideas together in a new or
creative way develop and justify their own criteria for
evaluation are intellectually challenged
What is NOT rigor? Rigor is not a special program or curriculum for select
students.
Rigor is not about severity or hardship.
Rigor is not about back-to-basics.
Finally—and most important—rigor is not a measure of the quantity of content to be covered
Not just a “buzz” word
Ways to Increase RIGOR
R Raise level of content
I Increase complexity
G Give appropriate support and guidance
O Open your focus
R Raise expectations
Blackburn, Rigor is NOT a Four-Letter Word
Ways to Increase RIGOR
R Raise level of content (critical information, chunk content, skills, strategies, deepen understanding)
I Increase complexity (projects, games, interactive PowerPoint presentations, connect to prior knowledge)
G Give appropriate support and guidance (clear expectations, scaffold instruction, provide multiple opportunities to learn, provide opportunities for success, and differentiate instruction)
O Open your focus (discussions, open-ended questions, higher order questioning, graphic organizers, reflect on learned material)
R Raise expectations (track and monitor student progress, expect the best, create a positive, risk-free environment)
Blackburn, Rigor is NOT a Four-Letter Word
Relevance
Knowledge is less connected to realistic situations and has less apparent value beyond school
Knowledge is clearly connected to realistic situations and has value beyond school
Knowledge in one
discipline
Apply in one discipline
Apply across disciplines
Apply to real-world
predictable situations
Apply to real-world unpredictable situations
Represents simple recall & basic understanding of knowledge for its own sake.
Students gather and store bits of knowledge and information.
Students are primarily expected to remember or understand this acquired knowledge.
Low Rigor – Low Relevance
• Students use acquired knowledge to complete tasks with a connection outside school.
• Activities or tasks involve lifelike situations.
• Does not require higher order thinking.
Low Rigor – High Relevance
• Students are thinking deeply about a problem in the discipline.
• Represents more complex thinking but has less clear value outside of school.
• Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.
High Rigor – Low Relevance
• Students are thinking deeply and there is a connection to lifelike situations.
• Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High Relevance
What is Relevance? Sometimes referred to as “connectivism”
Important, Needed, Real World Connection, Valuable
Meaningful and Valid
Learning Can Be Learning Can Be Interactive, Interactive,
Meaningful, and Fun…Meaningful, and Fun…LetLet’’s Look At Centerss Look At Centers
Why Use Centers or Stations?
Promotes independence
Helps students become more responsible
Allows students to learn through self-discovery (social interaction, collaboration, reflection)
Provides teachers with time to pull students one-on-one or in small groups to target specific academic skills, modify and enrich curriculum, and better meet the needs of individual students (Manage Time)
RESEARCH: Children learn best when they are actively engaged, and learning centers are one way of engaging them.
Centers/ Learning Stations
Comprehension
Researched Based Program (Super QAR)
Non-Fiction Article/ Newspaper
Read & Create Your Own Higher Order Questions
Hands-On Activities (FCRR)
Vocabulary
Research Based Program (Making Words, Soar To Success)
Mnemonics (Music, Name, Expression/Word, Model, Ode/Rhyme, Note Organization, Image, Connection, and Spelling Mnemonic)
Concept Circles
Concept Maps (Graphic Organizer)
Centers/ Learning Stations
Fluency
Research Based Program (Quick Reads, Six-Minute Solution, Great Leaps, etc.)
Self Monitoring/ Graphs
Reader’s Theater
Skill Based Group
Activity Cards
PowerPoint Presentations
Resources/ Graphic Organizers/ Retelling Stories
FOLDABLES
Suggestions Use data to focus on what is important to teach
Get to know each student
Engage parents about student interests
Use proven methodologies to teach
Monitor success and failures, ongoing….
Stay current with research
Focus on students, not courses or averages
Use technology to improve learning
Make decisions based on data