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Application and analysis

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Socratic Seminar at the end of an Amplify Unit.

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Socratic Seminar at the end of an Amplify Unit.

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A group presentation of synthesizing and describing patterns in a science unit (i.e. Energy Unit).  What patterns do you see in energy?  What big ideas have you discovered when learning about energy?

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A group presentation of synthesizing and describing patterns in a science unit (i.e. Energy Unit).  What patterns do you see in energy?  What big ideas have you discovered when learning about energy?

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We can measure rigor through student feedback, student work, and seeing what kind of questions or curiosity develops in the classroom. Student discussions!!!

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Formative verbal assessments - circulating around the room and asking questions as students work on a problem or experiment.  Listening to students conversations as they work.  Checking their understanding within their groups.  

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Formative verbal assessments - circulating around the room and asking questions as students work on a problem or experiment.  Listening to students conversations as they work.  Checking their understanding within their groups.  

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Student led discussions and having high level questions after learning objectives.

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Student led discussions and having high level questions after learning objectives.

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Rigor seen in my classroom is found through critical thinking, class discussion, challenging them to do more than they ever have. Having them write claims, provide evidence, and provide a reason why. Giving us the WHY!! As well as, seen in the class work, a lot of open ended questions. We are here to understand why and not just know that fact but WHY.

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As content knowledge/experience increases, identify additional variables in the activities/investigation.

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Being able to apply concepts to new situations.

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Being able to apply concepts to new situations.

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Student feedback helps.  Ask about how they experienced the lesson.

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Student feedback helps.  Ask about how they experienced the lesson.

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Asking students to use the key vocabulary to write an experimental conclusion based on the data.  Write a CER with evidence and reasoning to explain your claim.

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Asking students to use the key vocabulary to write an experimental conclusion based on the data.  Write a CER with evidence and reasoning to explain your claim.

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Rigor is students being challenged and having them critically think while problem solving real world problems. But the big word to me is being challenged. Not just doing the minimum.

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Rigor prepares students to develop their own understandings with evidence to explain our world.  

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Rigor prepares students to develop their own understandings with evidence to explain our world.  

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Students learning something new and then using that knowledge to create something original and complex with it. 

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Students learning something new and then using that knowledge to create something original and complex with it. 

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Having students apply multiple skills that we have taught to complete an activity in class.

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Having students apply multiple skills that we have taught to complete an activity in class.

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Rigor is about getting away from passive learning and having students dig deep and think about the information on multiple levels.

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Rigor is about getting away from passive learning and having students dig deep and think about the information on multiple levels.

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In a lab, applying measuring skills from a previous experiment, to create and analyze a graph about the density of solids compared to the density of water.

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In a lab, applying measuring skills from a previous experiment, to create and analyze a graph about the density of solids compared to the density of water.

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Having a socratic seminar in class before the student write an argumentative essay.

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Having a socratic seminar in class before the student write an argumentative essay.

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Something that expands our knowledge or skills by pushing us past our comfort zone.

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Something that expands our knowledge or skills by pushing us past our comfort zone.

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Getting students in engaged in learning through deeper thinking.

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Getting students in engaged in learning through deeper thinking.

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8th Grade-Amplify Engineering Units (i.e. Egg Drop)

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8th Grade-Amplify Engineering Units (i.e. Egg Drop)

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When the work challenges the students to think, solve a problem, or apply their learning to a new situation.

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When the work challenges the students to think, solve a problem, or apply their learning to a new situation.