Problem of Practice: Is the lesson worthwhile?
Does it incorporate rigour and high expectations for all students? 
Are there opportunities for students to talk purposefully to deepen their thinking and understanding? 
Are there opportunities for feedback that enable students to be self-directed in their learning?
WHAT OUR STUDENTS THOUGHT: Our round began by listening to some students of Burwood PS telling us about their school, their learning & what makes a good lesson from their perspective. Above are their key points.
OUR FOCUS: RIGOUR
The highlighted focus for this round was rigour: What is it? How do we know when we've observed it? What teaching and learning actions contribute to it?  

THE READINGS:
1. Our key reading was a compilation of key ideas based on chapters 1 & 2 of Barbara Blackburn's book, "Rigor is Not a Four-Letter Word. Click here to download.  

2. A different perspective comes from Victorian Education and Training in their Professional Practice Note 7. Click here to download
The role of scaffolding was a discussion point during our round. How do we use scaffolding to support students achieve success, but still leave room for them to grapple and think? The blog, about Mathematics by Mark Chubb addresses this issue.
Webb's Depth of Knowledge is a framework that looks at the complexity & rigour of the learning. Here is a great description of the levels along with examples of questions that can elicit each type of knowledge.

Practical Ideas for Embedding Rigour and High Expectations

"Rigour: Applying it to your classroom". Download here: rigour-_into_action.pdf
​
Rigour in the Maths Classroom" Download here.​rigor_in_the_maths_classroom.pdf"
Surface, Deep and Transfer Learning. Download here surface_deep_transfer.pdf
seatwork_that_makes_sense_for_reading.pdf presents rigorous independent activities for reading lessons 
© COPYRIGHT 2015. ALL RIGHTS RESERVED.