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RIGOR is not a four-letter word

EDUC 644 -Professional Development LT-4

Angie Corrado

on 12 October 2013

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Transcript of RIGOR is not a four-letter word

Caroline's Space
Creating riddles is a different spin on learning vocabulary, how do you think it helps raise the

a four-letter word

Using the pictures in the middle of your table fill-in the blanks.
Example: Rigor is like a stair climber because you are always trying to get each student to a higher level.

So what does
look like in the classroom?
Why does Rigor Matter?
Why does Rigor Matter?
"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, 2013 pg.10
How do we create
in the classroom?
Raise the level of content
Increase complexity
Give appropriate support and guidance
Open your focus
Raise expectations
Raising the Level of Content
Valuing Depth
Increasing Text Difficulty
Creating Connections
Reviewing, Not Repeating
Planning for Implementations of High Standards
New Calls for Rigor
"Rigor is at the center of standards(Common Core), and much of the push for standards came from a concern about the lack of rigor in many schools today, as well as the need to prepare students for college and careers. "
Blackburn, 2011 pg.3
Increasing Complexity
Complexity Through Problem-Based Learning
Complexity in Writing
Complexity as You Assess Prior Knowledge
Complexity With Vocabulary
Complexity in Review Games
Complexity in Writing
With your elbow partner write about the Periodic Table.
(5 minutes)
Now discuss your writing with your table group sharing thoughts on the level of complexity.

(3 minutes)
Now let's do something a little different. Pretend you are an element and you are writing a welcome letter for the "other like" elements telling them about the Periodic Table.
(5 minutes)
Share with table and discuss the differences between the writing assignments.
(3 minutes)
Let's Try
Each group will be given a different word to create a "What am I?" riddle.

For Example
My end is not like my beginning.
I get bound up for change.
I start low and end up high.
What am I?

The rest of the groups will guess your word when you present, so do not put the word on your paper and keep your voices LOW so you don't give the answer away.
Complexity with Vocabulary
- "In a rigorous classroom, you are looking for your students to demonstrate they understand what a vocabulary word means, usually through an explanation with details, examples and elaboration."
Graphic Organizers, Charts, and Riddles

Blackburn, 2008
Give Appropriate Support and Guidance
"When you raise the expectations in your classroom, you must also provide extra scaffolding for students."

Blackburn, 2013 pg.69
Give Appropriate Support and Guidance
Scaffolding During Reading Activities
Modeling Expected Instructional Behaviors
Providing Clear Expectations
Presenting Multiple Opportunities to Learn
Working with Students with Special Needs
Scaffolding in Reading

(pg. 70-72)
Guide O Rama
Interactive Reading Guide
After looking at the different ways to scaffold in reading, which most appeals to you and why?
How do you think these types of reading activities increase
Discuss your findings with your table.
Open Your Focus
Open-Ended Questioning
Open-Ended Research
Open-Ended Vocabulary Instruction
Open-Ended Projects
Open-Ended Choices for Students
Open Ended Questioning
Question Matrix
page 88
Using the Question Matrix, each person in your group choose one question starter out of the bag and create a question about information on
from this session to ask your group members.
How might you use the Question Matrix?
How does the Question Matrix add to the
of questioning?
Open-Ended Vocabulary Instruction
pg. 93-95
"Provide students opportunities to play with the words, they will leave your classroom with a deeper understanding of the concepts." Blackburn recommends a haiku, the Japanese patterned three-line poem. Line one contains five syllables, line two contains seven syllables, and line three contains five syllables.

Atmosphere, it's here
Around the Earth in layers
N, O, H and more

As a table create a haiku on
. Place the haiku on a large sticky to be shared.

Discuss in your group how creating a haiku can increase the
for learning vocabulary open-endedly.
Open-Ended Projects
Pages 96-102
Using projects to compare and contrast different points of view.

Two Voice Poems
Metals Nonmetals
I live on the left side of the periodic table. I live on the right side of the periodic table.
I'm an electron GIVER. I'm an electron TAKER.
I'm shiny. I'm dull.

Raise Expectations
All the elements we have gone over incorporate higher expectations for students.
Raise Expectations
Expecting the BEST
Expanding the Vision
Ownership of Learning
Tracking Progress
Creating a Culture
Expanding the Vision
It's important to help our students expand their visions in order to help them feel that they can achieve success.

Expand your Vision
As today's reflection use the t-shirt template to expand your vision. On the front, illustrate how
might look in your classroom and on the back list the steps to achieving your
Increasing Complexity
"Shifting our attention from isolated facts to application of knowledge."
Blackburn, 2013 pg.53

Blackburn, B (2013). Rigor is not a four-letter word. New York, New York: Routledge.
Follow-Up Session
-Present lesson and Provide feedback

-Discuss within your PLT the lessons that you have created.
We will reconvene a week from today. At that time you will present your assignment to the PLT group.

-Using your pacing guide, create a riddle with each vocabulary word, within your subject content.
Presentation of Homework Riddles
Take a note card.
Circulate around the room and attempt to answer each of the riddles.
Be sure to record each of your answers.
Once everyone has attempted to answer each of the riddles, we will discuss the answers as a group.
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