Increased Rigor in the Standards of Learning: Setting a New Trendline for Virginia Schools Dr. Linda...
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Increased Rigor in the Standards of Learning: Setting a New Trendline for Virginia Schools Dr. Linda Wallinger Assistant Superintendent for Instruction Virginia Department of Education July 1, 2012
Increased Rigor in the Standards of Learning: Setting a New Trendline for Virginia Schools Dr. Linda Wallinger Assistant Superintendent for Instruction
Increased Rigor in the Standards of Learning: Setting a New
Trendline for Virginia Schools Dr. Linda Wallinger Assistant
Superintendent for Instruction Virginia Department of Education
July 1, 2012
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2 Standards of Learning Revision and Assessment Dates Subject
AreaStandards of Learning & Curriculum Framework Approved Year
of Full Implementation - Assessments Based Entirely on New
Standards History and Social Science 20082010-2011
Mathematics20092011-2012 English20102012-2013
Science20102012-2013
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3 New Standards of Learning Assessments More information on
Virginias Standards of Learning and assessments is available at
www.doe.virginia.gov.www.doe.virginia.gov
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4 What is Rigor?
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5 What Rigor Is Not Endless repetition and long hours of
completing worksheets The quantity of material covered or the
number of times its covered More worksheets for students who
finished the assignment early Covering more material in a shorter
amount of time
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6 Descriptions of Rigor The quality of thinking High
expectations Deep immersion in a subject, which also includes
real-world applications The depth and attention devoted to an
assignment, for example a scientific experiment or literary
analysis done thoughtfully, with sufficient depth and attention to
accuracy and detail The capacity to understand content that is
complex, ambiguous, provocative, and personally or emotionally
challenging
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7 Importance of the Teaching Environment Creating an
environment in which each student: Is expected to learn at high
levels Is supported so he or she can learn at high levels
Demonstrates learning at high levels
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8 What Does Rigor Look Like? Critical thinking and problem
solving Collaboration and leadership Adaptability Motivation and
initiative Effective oral and written communication Accessing and
analyzing information Curiosity and imagination
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9 What Does Rigor Mean to You? Think of a personal learning
experience that you felt was rigorous What did it look, feel, sound
like? What were you doing? What were others doing to create that
experience for you?
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10 What Does Rigor Mean To Others? Rigor is an experience. It
stretches your mind, engages your body and soul. Rigor involves
both challenge and frustration. Its important to manage the
frustration so it doesnt overwhelm you. But in most cases, the more
challenging the learning, the more satisfying it is when you
succeed. I did a lot of reading and independent research and worked
on asking well thought-out questions. This was self-motivated,
self-directed learning that came from my personal commitment to do
the very best I could. I had to go through the stages of inquiry,
discovery, and self-questioning that are all part of rigorous
learning.
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11 Rigor in the Classroom Active, either through conversation
or hands-on or minds-on activity. Theres questioning and discovery
going on. Deep rather than broad; project-based. The learners are
digging into a topic or project. Engaging. The learner has made a
real connection with the material to be learned, either on his or
her own or with the help of the teacher. Theres a sense that the
learning was hard but satisfying.
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12 Teaching Methods to Support Rigor Using inquiry methods to
help students seek their own answers Finding ways to make learning
relevant to the real world Helping students learn strategies they
need to attack challenging text, detect bias, gather relevant
information, and decide how to put what theyve learned to work in a
useful way
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13 Rigor in Education Rigor means providing challenging content
through effective instructional approaches that lead to the
development of cognitive strategies that help students know what to
do when they dont know what to do next. It requires active
participation from both teachers and students. It involves
high-level content and instruction that may ask teachers to think
about teaching and assessment in a different way. It asks students
to use content and skills to: Solve complex problems Develop
strategies that can be applied to other situations Make connections
across content areas, and Draw conclusions and create solutions on
their own.
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14 For More Information Information about Virginias Standards
of Learning is available at:
http://www.doe.virginia.gov/testing/index.shtml and
http://www.doe.virginia.gov/instruction/index.shtml.
http://www.doe.virginia.gov/instruction/index.shtml You may also
call the Department of Education at 804-225-2880.
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15 Resources Used In This Presentation include the following:
Blackburn, B.R. & Williamson, R. (November 2009). The
Characteristics of a Rigorous Classroom in Instructional Leader.
Austin: Texas Elementary Principals and Supervisors Association.
http://www.ronwilliamson.com/RW_Web/Inst_Leadership_files/RigorNov09.pdf.
(Retrieved April 30, 2012.)
http://www.ronwilliamson.com/RW_Web/Inst_Leadership_files/RigorNov09.pdf
Is it Rigor? Or is it Something Else? (September 4, 2007). An
American Teacher.
http://debbieshultsblog.blogspot.com/2007/09/is-it-rigor-or-is-it-something-else.html.
(Retrieved April 30, 2012.)
http://debbieshultsblog.blogspot.com/2007/09/is-it-rigor-or-is-it-something-else.html
Small Schools Project. (April 2004: Volume 3, Number 9) Focus: A
Newsletter for Selected School Board Members in Washington State.
Seattle: Abeo School Change. http://www.smallschoolsproject.org.
(Retrieved April 30, 2012.) http://www.smallschoolsproject.org
Virginia Department of Education. (February 22, 2012). 2011-2012
Mathematics Standards of Learning Testing: Start of a New Trend
Line in Student Achievement.
http://www.doe.virginia.gov/news/news_releases/2012/feb22.shtml.
(Retrieved April 30, 2012.)
http://www.doe.virginia.gov/news/news_releases/2012/feb22.shtml