The Theory of Action Infographic by Carol Ehrlich …
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Eclectic Technology
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Tech tools that assist all students to be independent learners & teachers to become better teachers
Curated by
Beth Dichter
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"In this posting, we’ll look at options to increase the depth of your instruction. What you’ll notice throughout the activities is a shift to student ownership of learning, as well as the need to think at higher levels to complete the activities."
Beth Dichter's insight:
Are you looking for ways to increase rigor in your classroom? This post provides three strategies as well as a number of examples to help you. The strategies are: 1. Design With Inquiry & Diversity 2. Have Students Create Videos–From Beginning To End 3. Use Virtual Tours Additional detail is available in the post for each of the strategies and suggestions for adding rigor in ELA and math is also discussed. In fact, the final paragraph states asking "students to write riddles about words, rather than having them simply write a definition...requires students to think at higher levels to complete the activity." Adding rigor may not be as difficult as might think...but it may require that we rethink how we are teaching.
Gary Harwell's curator insight,
March 6, 2014 12:23 AM
Definitely some good ideas worth initiating in the teaching program.
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Beth Dichter's insight:
One of the buzzwords in education today is rigor, but what does that mean? This post shares seven myths about rigor, providing a deeper look at each one if you click through. What are these myths? Three are below. * Is asking students to do a lot of homework a sign of rigor? Not if it is busy work, or if it leads to burnout. Although parents may define it as rigor what do you think? * Rigor is not for everyone. How do we help students if we request less of them? Rigor may not be the same for each student but each student should be asked to reach their highest level. * Standards alone take care of rigor. The Common Core Standards tell us they will increase rigor, but it is the instruction that will make this happen, not the standard. Much more information on this issue is available in the post.
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Beth Dichter's insight:
This post explores what you should not do when implementing the Common Core...such as "expect that a packaged program will be the magic bullet" or "focus only on outcomes and not processes." Each of the 15 points include additional information. Many of us are questioning where we are going with the Common Core and this post may provide some insights into areas that may become dead ends.
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From
digitales
"When you reflect on digital products in your classrooms or see student work created with technology tools at conferences, try to peer past the technology glitz and ask questions about rigor. Does the content have substance worth sharing? Are your students’ digital products demonstrating what they know and deeply understand about the topic beyond existing facts? Or are their digital products primarily demonstrating the exploration and acquisition of technology skills?"
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"Albert Einstein nailed it–'We cannot solve our problems with the same thinking we used when we created them.' That truth will decide whether we develop a 21st-century friendly educational system or continue to tinker at the margins of school."
Beth Dichter's insight:
Do words hold us back? Do they have the potential to keep us in place rather than allowing us to move forward? This post looks at ten words and discusses how each may "influence our behavior and keep us in a box." The ten words are: 1. Lesson 2. Knowledge 3. Rigor 4. Soft Skills 5. High & Low Students 6. 0ff-Task 7. Learning Styles 8. Summer Learning Loss 9. Special Education 10. Brain-Based Learning Below is an example of how one of these words is explained. What do you think of when you hear the word off-task? What does research tell us about six-year olds and their ability to focus on one task? The explanation shares that young students who have more time for play also have higher executive functioning skills, yet in the classroom we ask them to sit and to focus one area. In many schools the amount of time for free play and recess has decreased so we can focus on ELA and math. Learn more about these words and see if you agree with the author. Do you think these words are holding us back?
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Beth Dichter's insight:
Where do we begin when we want rigor to be a component of our courses? With standards - if your state is using Common Core they have been recognized as rigorous...so what comes next? With curriculum - if using a text is it rigorous? If creating your own have you thought of rigor as you created your curriculum. This post will help with that as it provides 5 guiding questions for you to ask to evaluate the rigor in curriculum...as well as an example.
Kirsten Macaulay's curator insight,
January 24, 2014 4:36 AM
Good start. Also relevance to the student. 
Leslie Minton's curator insight,
January 24, 2014 7:52 AM
Rigor across curriculum content, not just a particular subject matter is essential to effective teaching and learning. It is knowing what rigor is in order to determine if it exists. 
Nancy Jones's curator insight,
January 24, 2014 8:59 PM
This iactually the second article of a series . This is a word used frequently, but it's definition varies. I think rigor need to also differentiate , say, reading levels so each learner is challenged from the level they are currently at. Rigor does not mean, "one size fits all!"
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" "Rigor is a fundamental piece of any learning experience. It is also among the most troublesome due to its relativity. Rigorous for whom? And more importantly, how can you “cause” it? Barbara Blackburn, author of “Rigor is not a 4-Letter Word,” shared 5 “myths” concerning rigor, and they are indicative of the common misconceptions: that difficult, dry, academic, sink-or-swim learning is inherently rigorous. Myth #1: Lots of Homework is a Sign of Rigor
Beth Dichter's insight:
How can we add rigor to lesson plans? For 10 strategies check out this post. Five of the strategies are listed below (with more information about them in the post): * Require students to synthesizing multiple sources * Design tasks with multiple steps that build cognitively * Use divergent perspectives * Use divergent media forms The post also provides a great Rigor Rubric that looks at the four levels (as in Level 1, 2, 3 and 4 as found in the new assessment for Race to the Top) as well as two areas, Curriculum and Instruction. Curriculum is divided into Content, Connections, Perspective and Texts/Materials. Instruction is divided into Delivery by Teacher, Depth and Reflection. Consider sharing this rubric in your school and engaging teachers in a discussion of how we can best provide rigor to our students.
David Baker's curator insight,
September 29, 2013 6:48 PM
10 steps and Myths for Rigor will be a really good conversation at PIE.
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How do we prepare students for 21st century learning? The Common Core Standards call for "more rigor, complex reasoning, problem solving, and critical thinking than traditional learning." How do we teach so that students meet these new standards? What professional development will need to be done so that teachers may provides their students with the necessary skills? As the titleof the article states, "How do we prepare students for compelex futures?" The post looks at a variety of materials that discuss skills and strategies that one might consider. In 2008 Tony Wagner suggested 7 areas that were critical for students to learn: * Problem-solving and critical thinking * Collaboration across networks and leading by influence * Agility and adaptability * Initiative and entrepreneurship * Effective written and oral communication * Accessing and analyzing information * Curiosity and imagination Materials from David Conley regarding "key cognitive strategies", Costa and Kallick and habits of mind, and other dispositions are also discussed. The last section of the post looks at "a new paradigm: on-going, formative, self-assessment."
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Will Richardson asks "Are you teaching to the modern standards developed by the National Council of Teachers of English?" How would you rate yourself or your students in the NCTE criteria: * develope proficiency with the tools of technology * build relationships with others to pose & solve problems collaboratively and cross-culturally * and 4 more
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This infographic is one resource found at this site, which also provides a detailed planning guide for Deeper Learning. Click through to the site and you will find a section on:
* The DL Learning Guide which provides a series of exercises and a set of resources that demonstrate how you can create conditions necessary for Deeper Learning.
* The User Guide an overview and framework. You will also find a Table of Contents.
* You can access each phase from this section or you can move to the section called DL Phases.
Phase 1 helps you Establish a Vision for Students.
Phase 2 focuses on Understanding and Assessing the Conditions for Deeper Learning.
Phase 3 guides you on Planning for Deeper Learning.
Phase 4 is on Monitoring Your Plan for Deeper Learning.
If your district or school is considering Deeper Learning this is a great resource to share, or to create a focus group to explore the concept and decide if it is the right time for your building.