Indicators of Rigorous Student Learning and Facilitating Teacher Behaviors

If students are engaged in rigorous student learning, they are . . .
1. working in authentic contexts and settings.

If teachers are facilitating rigorous student learning, they are . . .
Teachers have done assignment themselves Identify gaps in own knowledge

2. addressing problems that are messy and complex. 3. undertaking projects that go deep as well as broad.

Eliminate professional isolation using questioning (HOTS) Modeling activity

4. addressing multiple disciplines and

investigating their connections to the core topic or problem. 5. deeply immersed and engaged in the work over extended periods of time. Building common relationships

6. working with mentors and other “experts”
who are doing similar work to their own.

Reflections – sharing own

7. selecting and using a range of tools,
materials, and artifacts. 8. using literacy and numeracy skills to describe their learning and work. 9. examining and challenging their and others’ beliefs and assumptions. 10. incorporating ongoing reflection about their learning and work. 11. continually revising both the process and the product of their learning and work. 12. demonstrating their learning and work through real-world exhibitions and performances for peer and public review. 13. discovering new questions and challenges that lead to new problems and projects. 14.

Make safe, comfortable environment

Celebrate mistakes

Make students aware of standard – community dem. The minimum quality standard Should be pushing ourse4lves to edge of own competence Explicitly sharing decisions re: learning with public, students Teaching with door open: Holding work up to be critiques by peers

Interdisciplinary teaching

Common planning with teachers, community, students Backward planning UD - Wiggins


16. Elliot Washor and Charles Mojkowski Big Picture Company 11/08/06

Re-educate community on role of school

Teachers have to create a risk-taking environment. 25.17. 19. 23. Teacher needs to be comfortable with students working on various projects/pieces of the learning (simultaneously). 18. Content and process balance. Culture of revision Incorporate a lot of different disciplines/modes. 26. 22. 20. 28. 29. 24. 31. real issues faces the school community (even if it sometimes means interrupting the lesson at hand). Teachers have as part of their professional development an opportunity to engage in rigorous learning. Elliot Washor and Charles Mojkowski Big Picture Company 11/08/06 . Teacher needs to plan for how students can take responsibility for various pieces of the learning. Teachers need to craft essential questions which help students identify the complexities. 30. 21. will also be a learner in the process. Teachers need to provide/build-in time for student reflection. The teacher herself needs to be in a risk-zone in terms of her own learning (best way to model!). Teacher needs to have clear learning outcomes and methods for assessing students continuously. Teacher needs to be flexible and able to address live. 27. Teacher need to ask good probing questions of students. Teacher needs to emphasize to students that they (the teacher) don’t know everything. Teachers should model for students rigorous learning behaviors.

Elliot Washor and Charles Mojkowski Big Picture Company 11/08/06 .

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