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CC Instructional Shift: Rigor

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Vi Ho

on 10 May 2013

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Transcript of CC Instructional Shift: Rigor

These habits
are important
for our scholars. ULTIMATE VISION:
scholars who are
ready for a 21
century world st Why?

U.S. Department of Labor predicts that today’s learners
will average 10-14 jobs before
their 38th birthday
--> Flexibility
-->Variety of skills Increasingly globalized
world that requires
leaders to collaborate Technology provides
tools to easily solve basic
math problems but learners
still need
critical thinking and
problem solving skills Learners need the
creativity to tackle
problems and challenges
that have yet to surface Out of 30 countries participating in the
Programme for International Student
Assessment (PISA) in 2006,
the U.S. ranked 25th in math
and 21st in science. Cycle
Priority Instructional Mathematical Shifts Focus
Coherence WHY? -In 7/45 observations, students were working collaboratively on a challenging and worthwhile task
-In only 12/28 classrooms, students were able to explain the mathematical skill taught beyond mnemonics and procedures What is (area)? How is (area) important in real life?
Can you name examples of when it might be used? Dr. Phil Daro - Common Core Math Standards Writer
“Just imagine you look behind you on a school trip and the students are too spread out. You wouldn’t think the solution is to speed up. The solution is to slow down.” DEPTH Keep an open mind, be positive!
Language Arts teachers- Where do these mathematical standards and skills fit into your curriculum? In what ways can we support each other and work collaboratively?
Remember, we're all working toward a common goal! NORMS AGENDA Gallery walk
Set the rationale (evidence-based)
Define rigor
Explore other examples of deep, meaningful tasks
Work Time: Implementation in your own classrooms What makes a task rigorous? Volume = L x W x H

What is volume?

A rectangular prism has a volume of 120 cubic inches . If the
length is 2 inches and the
width is
30 inches,
what is the height? Fluency/procedural understanding
Conceptual understanding
IS NEEDED As a group:
1. Take time to work through the problems
2. Compare and contrast the 2 tasks
3. Discuss --> THINK ABOUT...
1. How can you envision scholars
working together on this?

2. What type of academic
talk could this task lead to? after the break... Review informal observation look fors:
1. Evidence of Dual Intensity (fluency, conceptual understanding and real life application) - over a lesson and the entire unit
2. Students who are able to go beyond mnemonics and procedures (think, write, build)

Then, Activity 2:
Use your long term plan and scope and sequence to prepare for the next unit
Focus on key Common Core standards - narrow and deepen the focus!
Map out activities and lesson ideas that would build conceptual understanding, fluency and application Evidence-Based Rationale Good morning, teachers! 45 Thank you for being here
and thank you for the work you do! d Teachers will be able to :
IDENTIFY components of rigorous work
ANALYZE examples of these challenging tasks
CREATE or REVISE an upcoming unit to provide students with that “dual intensity” called for by the Common Core st DISCUSS Which habit resonated with you?
What trends do you see from
our responses as a team?
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