Coaching Rigor in the Classroom: Text Complexity and Close Reading Diane Hubona March 15, 2013.
Transcript of Coaching Rigor in the Classroom: Text Complexity and Close Reading Diane Hubona March 15, 2013.
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Coaching Rigor in the Classroom:
Text Complexity and Close Reading
Diane Hubona
March 15, 2013
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Food for Thought
The decision to withhold rigor from some students is one of the most important reasons why schools fail.
(Strong, Silver, Perini, 2010)
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Rigor Defined
Habits of Mind
Rigor….What Does it Look Like and Sound Like in the Classroom?
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So What Is Rigor?
Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.
---Strong, Silver, and Perini, ASCD, 2001
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AdaptationDHigh Rigor – High Relevance
BLow Rigor – High Relevance
ALow Rigor – Low Relevance
CHigh Rigor – Low
Relevance
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Quadrant A Represents simple recall & basic
understanding of knowledge for its own sake.
Students gather and store bits of knowledge and information.
Students are primarily expected to remember or understand this acquired knowledge.
Low Rigor – Low Relevance
C D
A B
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Quadrant B Students use acquired knowledge to
complete tasks with a connection outside school.
Activities or tasks involve lifelike situations. Does not require higher order thinking.
Low Rigor – High Relevance C D
A B
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Quadrant C Students are thinking deeply about a
problem in the discipline. Represents more complex thinking
but has less clear value outside of school.
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.
High Rigor – Low Relevance
C D
A B
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Quadrant D
Students are thinking deeply and there is a connection to lifelike situations.
Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High RelevanceC DA B
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RELEVANCE
C
Students are working and thinking.
D
Teacher is working & thinking.
A B
Rigor & Relevance: Student – Teacher Engagement
RIGOR
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Which Quadrant?
Students are working on teacher-directed, real-life problems. Which quadrant?
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Which Quadrant?
Students are thinking deeply about teacher-directed questions.
Which quadrant?
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Which Quadrant?
Teacher is doing the working and the thinking.
Which quadrant?
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How Do We Get There?
Text Complexity
Literacy-based instruction
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The Hunger Games
“After the anthem, the tributes file back into the Training Center lobby and onto the elevators. I make sure to veer into a car that does not contain Peeta. The crowd slows our entourages of stylists and mentors and chaperones, so we have only each other for company. No one speaks. My elevator stops to deposit four tributes before I am alone and then find the doors opening on the twelfth floor. Peeta has only just stepped from his car when I slam my palms into his chest. He loses his balance and crashes into an ugly urn filled with fake flowers.”
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Dimensions of Text Complexity
Qualitative Dimensions
Quantitative Dimensions
Reader and Task Considerations
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Close Reading: Common Core Demands
Triangle of Learning…
1 thing I already knew
2 questions I have
3 things I learned
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National Poetry Month
Tips for Content-Area Poetry
Found Poems
Diamante Poems
Haiku Poems