Instructional strategies for academic rigor

1. Linking the Learning Meeting the new rigor challenge

2. Results Focused Learning
• Identify Desired
Results/Learning
• Determine
Acceptable Evidence
of Goals
• Plan Instruction for

3. Identify Desired Results/Learning
• Unpacking
Performance
Indicators
• Developing Daily
Learning Objectives

4. Unpacking a Performance Indicator - Key Understandings, Skills, and Content

5. Daily Learning Objectives
• Essentials of Daily Learning Products:
• Statement of student learning for the
day
• Reference for the students and
teacher
• Student-friendly, “We will” statement
• Concrete, clear, specific, and
measurable
• Contains both a verb and content
• Originates from the “Unpacking the PI

6. Daily Objectives Examples
• We will identify and discuss the themes of
Macbeth.
• (4D) Use pre-reading vocabulary notes to help
understand the story of Macbeth while reading.
• We will identify the elements of line equations.
• (3H) Explain the process for converting,
comparing, and ordering rationale numbers.

7. Determine Acceptable Evidence of Goals
• Fundamental Question:
• What is the evidence that student
learning has occurred?

8. Daily Products
• Essentials of effective daily
products:
• Conclusion or closing of the
class
• Final check for understanding
• Concrete, student-friendly “I
will” statement
• Quick formative assessment
• Verify that the product

9. Daily Product Examples
• I will organize a set of values including decimals,
fractions, and percentages from greatest to least.
• I will share with my partner which of the Macbeth
themes apply in my life and why.
• I will construct a two-dimensional model of an
atom of my choice illustrating the location and
number of protons, neutrons, and electrons.
• I will be able to explain why a newspaper would
write, “The South Will Lose the War,” after these
two battles.

10. Plan Instruction for Success
• Mindful progression of rigor
• Bridging the gaps with authentic
tasks and activities

11. Rigor Progression
• Improve the rigor of the
lesson
• Product’s verb should
meet or exceed the
Objective’s rigor level
• Overall Rigor level
progresses throughout
the 5E Model
• Zone of Proximal
Development

12. Bridging the Gaps
• Tasks, or lesson activities, enable the student to
move into higher levels of cognition and be
successful on the daily product.
Example:
O: We will discuss the regions of Texas and the products
from each region.
P: I will determine the most valuable region of Texas and
justify my answer.
A: Research each region and the products from each
region. Use a cause-effect graphic organizer to show how
the product supports each region.