RIGOROUS TASKS WITHIN DIFFERENTIATED INSTRUCTION

RIGOROUS TASKS WITHIN DIFFERENTIATED INSTRUCTION Presented by Bureau of School Improvement Differentiated Accountability Region V

Rigor in the Classroom

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BSI Summer Academy 2013

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Objective Participants will learn rigorous, innovative and engaging instructional tasks that can be implemented during differentiated instruction to increase student achievement .

Guiding Questions • What is rigor?

• What does rigor look like? • How can incorporating daily rigorous tasks within differentiated instruction build student comprehension? BSI Summer Academy 2013

HO #1

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WHAT IS RIGOR?????

WHAT DOES RIGOR LOOK LIKE? What are the elements of rigor in a classroom? How do you know rigor when you see it?

To agree…or disagree…???

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The more tasks the students have, the better they learn.

A rigorous curriculum is focused, coherent, and appropriately challenging.

William Schmidt, Michigan State professor

Rigor is determined by what is taught.

Academic rigor is determined not just by what is taught, but how it is taught and how it is assessed. A demanding curriculum isn’t so demanding if it’s taught in a way that students can’t learn it or if, on tests, they’re not really expected to know it. Barbara Blackburn, 2008

Rigor is not for everyone.

There is a belief that the only way to assure success for everyone is to lower standards and lessen rigor. Such beliefs often mask an underlying sense that some students are less capable and that their success will hold back those who are more capable.

-Barbara Blackburn

Characteristics of Rigorous Instruction • High Expectations • Providing Support • Demonstrating Learning


H.O. #2

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Definition of Rigor

Quality of thinking, not quantity, can occur in any grade and at any subject.

Deep immersion in a subject which should include real-world settings and working with an expert.

Examples of Rigorous Instruction

Definition of Rigor

Goal is helping students develop the capacity to understand content that is complex or ambiguous, and personally or emotionally challenging. High expectations are important and must include effort on the part of the learner.


Definition of Rigor


Quality of thinking, not quantity, can • occur in any grade and at any subject. • Deep immersion in a subject which should include real-world settings and working with an expert.

Higher order questions asked during whole group and small group Students being assigned tasks that are on or above grade level no matter their ability level •Students involved in inquiry-based learning. •Students are given a variety of ways to demonstrate learning, which may include tests with a wide range of types of questions, or it may be that students are allowed to show their understanding through creative projects.

Definition of Rigor

Goal is helping students develop the capacity to understand content that is complex or ambiguous, and personally or emotionally challenging.


Teachers facilitating Socratic Seminars, or having students engage in the Comprehensive Instructional Sequence to gain a deeper understanding of text?

High expectations are important and •Students are engaged in student-led must include effort on the part of the discussions, and referring to text to learner. support their findings. • Students are responding to text daily in every class.

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Connection to 21st Century Learners RIGOR REDEFINED 7 Survival Skills 1. 2. 3. 4. 5. 6. 7.

Critical Thinking and Problem-Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

Wagner, 2008 20

“Rigor Redefined” by Tom Wagner

HO 2

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Hmmmm…

1. How prepared do you feel students are with these seven skills? 2. How much opportunity within the classroom are students given to hone these skills? 3. Identify the steps will you need to take at your school to increase student proficiency in these competencies. 22

Connection to 21st Century Learners RIGOR REDEFINED 7 Survival Skills 1. 2. 3. 4. 5. 6. 7.

Critical Thinking and Problem-Solving Collaboration Across Networks and Leading by Influence Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination

Wagner, 2008

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Using Debate to Develop Critical Thinking and Speaking Skills Video


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Think-Write-Pair-Square

How can incorporating daily rigorous tasks within differentiated instruction build student comprehension? 25

Differentiation of Instruction Respectful tasks

Flexible grouping

On-going monitoring and assessments

Teachers Can Differentiate Through:

Content

Process

Product

According to Students

Readiness

Interest

Learning Profile

Is a teacher’s response to learners’ needs guided by general principles of differentiation?

TEACHER RESPONSIBILITY “I do it”

Focus Lesson Guided Instruction

“We do it”

Collaborative

“You do it together”

Independent

“You do it alone”

STUDENT RESPONSIBILITY

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development. 27

Differentiated Rigorous Tasks

Teacher Read Aloud The Man Who Went to the Far Side of the Moon The Story of Apollo 11 Astronaut Michael Collins

By Bea Uusma Schyffert

HO 4, 5

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Consider This… “Tailor your whole class so that you move the majority of your students in a way that has real traction, and then tailor small-group teaching to support students who are earlier or more advanced in their level of skill development.”

Caulkins, Ehrenworth, & Lehman. 2012, p. 53. 2012.

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Think-Pair-Share-Strengthen

What daily rigorous tasks within differentiated instruction can you use to build student comprehension?

References • L. Broach, B.P. Laster , B.Marinak, C. McDonald Connor, D. WalkerDalhouse S. Watts-Taffe, (2012). Differentiated Instruction Making informed teaching instructions. The Reading Teacher. 66(4), pp. 305-314. • Williamson and Blackburn, (2010). Rigorous Schools and Classrooms: Leading the Way. • Florida Department of Education. Test Item Specifications. Retrieved May 1, 2012 from http://www.fldoe.org/fcat2/itemspecs.asp. • Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. • Wagner, T. (2008). Rigor Redefined. Educational Leadership, 66 (2), pp 2025