Rigor walk observation tool
1
Rigor Walk (A short observation that may be supplemented by conversation with students and/or teacher and a more thorough review of student work) Learning Environment Facilitation/Instruction Student Work Samples Print rich, including, but not limited to: -books -periodicals -posters -brochures, pamphlets -labels -authentic student writing -use of technology to capture ideas, communicate, etc. Class activities are aligned with (or above) grade- level expectations as defined in Common Core State Standards, state or provincial standards, or district/system directives. Notes: Student work samples are aligned with grade-level expectations as defined in Common Core State Standards, state or provincial standards, or district/system directives. Evidence may be collected from: -Notebooks -Quizzes and tests -Papers and reports -Homework -Classwork Content rich, including, but not limited to the following, all about CURRENT content: -bulletin boards -posters -anchor charts -timelines -text sets -word walls The teacher poses questions that require higher level thinking and calls on a broad cross-section of the class (not just volunteers). Planning for questioning is obvious. Notes: Student work indicates that the scoring criteria are understood by students. Evidence may be collected from: -Rubrics for various assignments -Exemplars -Asking students if they understand what it takes to be proficient/meeting standard/mastery Notes: The teacher provides “just in time” verbal feedback and/or cueing that moves learners forward but requires them to put forth effort. Authentic reading, writing, analysis, and/or problem solving are the basis of the majority of assignments. Students do not waste time copying notes verbatim or on rote memorization of facts. Various groupings and/or strategies are employed so that students help control the quality of instruction. Research-based strategies like Socratic seminar, jigsaw, reciprocal teaching, Cornell notes, graphic organizers, etc. are present. Notes: There are many forms of support/differentiation for students as they strive to reach high expectations. Notes:
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Transcript of Rigor walk observation tool
Rigor Walk (A short observation that may be supplemented by conversation with students and/or teacher and a more thorough review of student work)
Learning Environment Facilitation/Instruction Student Work Samples
Print rich, including, but not limited to: -books -periodicals -posters -brochures, pamphlets -labels -authentic student writing -use of technology to capture ideas, communicate, etc.
Class activities are aligned with (or above) grade-level expectations as defined in Common Core State Standards, state or provincial standards, or district/system directives. Notes:
Student work samples are aligned with grade-level expectations as defined in Common Core State Standards, state or provincial standards, or district/system directives. Evidence may be collected from: -Notebooks -Quizzes and tests -Papers and reports -Homework -Classwork
Content rich, including, but not limited to the following, all about CURRENT content: -bulletin boards -posters -anchor charts -timelines -text sets -word walls
The teacher poses questions that require higher level thinking and calls on a broad cross-section of the class (not just volunteers). Planning for questioning is obvious. Notes:
Student work indicates that the scoring criteria are understood by students. Evidence may be collected from: -Rubrics for various assignments -Exemplars -Asking students if they understand what it takes to be proficient/meeting standard/mastery
Notes: The teacher provides “just in time” verbal feedback and/or cueing that moves learners forward but requires them to put forth effort.
Authentic reading, writing, analysis, and/or problem solving are the basis of the majority of assignments. Students do not waste time copying notes verbatim or on rote memorization of facts.
Various groupings and/or strategies are employed so that students help control the quality of instruction. Research-based strategies like Socratic seminar, jigsaw, reciprocal teaching, Cornell notes, graphic organizers, etc. are present.
Notes:
There are many forms of support/differentiation for students as they strive to reach high expectations.
Notes:
