Recognizing Rigor in the Mathematics Classroom

Recognizing Rigor in the Mathematics Classroom

Recognizing and Supporting Rigor in the Classroom What is Rigor? Chocolate A preparation of the seeds of cacao, roasted, husked, and ground, often sweetened and flavored, as with vanilla. Rigor Strictness, severity, or harshness, as in dealing with people

Experience Ask yourself What did it look, feel, sound like? What was I doing? What did others do (if anything) to create that experience for me? Have you ever had this conversation? A visit to a mathematics classroom: What do you see when you go into the mathematics

classrooms in your building or district? What (and whom) do you hear when you go into the mathematics classrooms in your building or district? A Common Definition Of Rigor

Rigor is not Harder Failing students More work Student responsibility (their

fault if they dont get it, they should work harder!) Rigor is Cognitively demanding Opportunities for deeper connections Application of skills, processes Student responsibility (they have understanding

of where they are in relation to target and know how to get help to get there) What Research Says About Rigor (TIMMS Video Study, 1993) Most of time in US math classes is spent practicing mathematical procedures and reteaching The key feature of success is that

students engage in active struggle with mathematics concepts and procedures. CHETL Section 3 Framework for Teaching Domain 1 Planning and Preparation 1C Setting Instructional Outcomes They require students to apply

what theyto know Questions askabout about Moving the classroom: around the mathematics classroom asking Who Usually with most

another is doing of question the talking? questions and taking such What the haveproblems? you already notes about the Who is as,

working tried? What do you already conversations, strategies, What kinds being asked? know that of canquestions help you?are Does

etc. s/he observes. Higher order it matter thatproblems ? What are the like? It depends!

What happens Always the students!!! when a questions student getsthat stuck? They talk with a partner to try to Where is the teacher during require higher practice?

figure it out. The teacher may ask a How doestos/he students when they level question helpanswer them figure outcognitive what they

already know that can help them. ask a question? engagement. They try out different ideas. Lets Observe! Lets observe another class.

Who is doing the thinking? My brain hurts! Write a new scenario! Tortoise Divine

Sacred Wise Long-lived a e T r e h c

Slow Tired Silly Tough Teacher How do you support the change? Shift focus to student actions/responses. Isolation must be removed. Direct, inclassroom support works best for initiating, honing, and adapting new instructional strategies.

Training must be done with teachers rather than to teachers, and this takes a team. Change Paradigms Everybody on the bus! A few key people in the car! The Leaders Job

1. Who gets in the car? 2. In what order? 3. To what destination? Good news: Others can drive as well, but the leader has to know the destination and provide clear directions. So, who gets in the car first? Initiators (3-10%) Earlier Adopters (15%) Later Adopters (60-82%) Resisters (15%)

Teachers working together with their leader not only have support to change but also gain a high level of commitment to execute change. Collegiality is a break from the isolation of teachers working

and learning on their own. Collegiality is a professional interaction among teachers and leaders with the purpose of learning from each

other to develop expertise together. Whats happening in the car? Planning lessons/assessments collaboratively. Watching and discussing each others classroom lessons. Learning about the content standards and standards for practice together. Planning and trying out strategies, questions, etc. and

discussing the results. Developing, using, and refining instruments to assess their own teaching and their students learning. Analyzing data. (not just state assessment data!) What does this mean for you? You must be in classrooms. You cant lead classroom change if you never see, know, or take part in what is going on there! You need a leadership team.

Team means learning together and shared leadership. AND Focus on student action and learning that results from teacher action. Where is everybody? Initiators Early Adopters

Late Adopters Resisters What do we do with the resistors? r e h or t o h n A tap

e M Rational th Pa Emotional The Rider Weaknesses

Strengths Can easily be overpowered by the elephant Tends to overanalyze or overthink things Ability to think long-term Ability to plan Ability to think beyond the

moment The Elephant Weaknesses Lazy and skittish Looking for a quick payoff Strengths Fierce emotion/dedication Energy to get things done So, if you want to change behavior:

Direct the rider. What looks like resistance is often a lack of clarity. So provide crystal clear directions. Motivate the Elephant. What looks like laziness is often exhaustion. The rider cant get his way by force for very long. Engage peoples emotional side. Shape the Path. What looks like a people problem is often a situation problem. Many educators work within the framework of what

is expected. It is safe and it is what people are used to doing. Unfortunately, this is not where needed change in education will come from. A new conception of teaching and learning cannot be developed within this framework. The teaching gap will persist. The bridge to improving teaching methods will crack. Closing the Teaching Gap Donald B. Bartalo, 2012 Contact Us Teresa Emmert, NBCT

Kentucky Department of Education [email protected] Renee Yates, NBCT Kentucky Department of Education [email protected]

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