Reviving Rigorous Routines

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Reviving Rigorous Routines

• Presented by
• Lisa Carroll, Highly Skilled Educator
• Penny Moore, Highly Skilled Educator

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Guiding Question

• How do we revive (or establish) rigor into our
  classroom instruction and assessments?

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Definition

• What is rigor?
• At your table, identify ten synonyms for rigor.
• You will have two minutes.

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Reviving Rigor

• Critical Thinking in the Classroom
• Improving critical thinking skills through the
  use of verbs
• Lesson Plan Remodeling

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Pop Quiz

• There are 26 sheep and 10 goats on a ship. How
  old is the captain?
• 76 of 97 elementary students solved the problem
  by adding, subtracting, multiplying or dividing
• Why?

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Critical Thinking

• The art of ensuring you use the best thinking you
  are capable of
• Learning how to find the answer instead of
  learning the answer
• Students learn to think by practicing thinking
• Teaching for critical thinking requires critical
  thinking

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Fairy Tale Activity

• Follow the directions on your sheet
• You will have 10 minutes

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Discussion Questions

• Which activity was easier to complete?
• Which activity was quickest to complete?
• Which activity did you really have to think
  about?
• Which activity did you enjoy the most?

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Critical Thinking Verbs

• Remember that it is NOT the verb, but the level
  of critical thinking necessary that determines
  the level of the question or activity

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Increasing Critical Thinking
with
POWER VERBS
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• Recall Level
• (Knowledge/Comprehension)

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identify - name
All the information I know
What the question asks
What matches
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list - itemize or give in order

• 1. ________
• ________
• ________
• ________
• ________

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define - give the meaning
Frayer Model
Definition (in own words)
characteristics
word
examples
non-examples
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describe - tell everything you know give details
and examples
or
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summarize - tell the main points or ideas
details and examples
big ideas
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explain - tell all about
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discuss - tell about in detail
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• Application Level

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trace - give events or steps in order

• ______
• ______
• ______
• ______
• ______

or
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predict - forecast tell what will come next
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interpret tell about the meaning or significance
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• Analysis Level

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analyze -break apart
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support - give examples, details, or reasons

• I. General Statement
• A. Example/detail/reason
• B. Example/detail/reason
• C. Example/detail/reason
• II. General Statement
• A. Example/detail/reason
• B. Example/detail/reason
• C. Example/detail/reason
• III. General Statement
• Example/detail/reason
• Example/detail/reason
• Example/detail/reason

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2
General Statement
Example/ detail/reason
or
Concept
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4
Example/ detail/reason
Example/ detail/reason
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infer read between the lines make an educated
guess
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• Synthesis Level

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formulate -make up create
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• Evaluation Level

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criticize - give good and bad points
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compare -tell about similarities and differences

item 2
item 1
similarities
Venn Diagram
or
differences with regard to. . .
item 1
item 2
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evaluate -judge rate
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justify - prove give evidence or facts
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Depth of Knowledge Vs. Blooms Taxonomy

• DOK is based on Norman Webbs work to examine
  consistency between the cognitive demands of
  content standards versus those of assessment and
  the degree of alignment of those standards
• Blooms Taxonomy is a hierarchy of critical
  thinking skills What are they?
• Knowledge, Comprehension, Application, Analysis,
  Synthesis and Evaluation

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DOK Vs. Blooms

• Both utilize critical thinking in instruction and
  assessment
• Rigorous instruction requires work in all levels
• Refer to as critical or higher order thinking
  skills (HOTS)

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Knowledge (DOK 1)
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Comprehension (DOK 1)
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Application (DOK 2)
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Analysis (DOK 2)
Analysis (DOK 2)
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Synthesis (DOK 3)
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Evaluation (DOK 3)
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Lesson Remodeling

• Traditional lessons need to be critiqued for
  inclusion of critical thinking skills
• Traditional lessons then should be remodeled for
  increased critical thinking skills
• Get a critical thinking buddy to help

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AdvertisingTraditional Lesson

• Standard Lesson

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Standard Lesson

• Advertising lessons normally involve deciding if
  thinking is logical or illogical using if
  because or since. Students read an ad and
  decide if the reasoning is logical. The
  extension is for them to write their own ad.

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Remodeled Lesson

• Begin by having students give complete
  descriptions of what is said in tv commercials.
  
• Put quotes on the board.
• For each quote evaluate the arguments through
  questioning and discussion.
• Then have students group them by criteria (
  appeals, repetition, etc.)

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Remodeled Continued

• Class could compare different ads for similar
  product.
• Class discussion of other aspects of ads than
  language.
• Extension is watch taped ads and repeat the
  process.

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Strategies for Remodeling
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Reviving Rigorous Routines

• Critical thinking is essential in BOTH
  instruction and assessment
• Proficient students think proficiently

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KnowledgeThinking

• Curriculum concepts are to be learned deeply
  (DOK).
• Teaching must engage ALL students in ACTIVE
  reasoning at all grade levels.

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Classroom Rigor Includes

• Commitment to a knowledge core
• High thinking demand
• Active use of knowledge
• Challenging, high level assignments
• Student focused assessments at the mastery level
  (DOK)
• Thinking is infused throughout the curriculum

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Conclusion

• Remember all aspects of critical thinking (DOK,
  Blooms, etc.) must be integrated into the
  critically proficient classroom. (Carroll, Moore
  2007)

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Resources

• Critical Thinking Handbooks by Richard Paul
• The Foundation for Critical Thinking
• www.criticalthinking.org

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Questions?????
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Contact Information

• Lisa Carroll, HSE lisa.carroll_at_education.ky.gov
• Penny Moore, HSE
• penny.moore_at_education.ky.gov