Wake County Public School System

Academically Intellectually Gifted Program

Toolbox for Planning Rigorous Instruction

Section 1: Planning


Rigor Rubric
1
Components of High-Quality, Comprehensive Curriculum
2-3
Questions to Ask Myself as I Design Lessons
4
Enrichment
5
Managing Corrective and Enrichment Activities
6-7
Instructional Strategies that Support Corrective Teaching
8


Section 2: Utilizing Data


Using Data to Improve Learning and Teaching
1
PLC Action Steps for Increasing Rigor and Student Success
2
Building a Learning Community: End-of-Grade Data
3


Section 3: Differentiation


Differentiation Graphic Description
1
Essential Elements of Differentiated Instruction
2
The What, When, and How Principles of a Differentiated Curriculum
3
Differentiation: The Process
4
A Planning Model for Academic Diversity & Talent Development
5
Instructional Strategies that Support Differentiation
6
Begin Slowly—Just Begin!: Low-Prep Differentiation Ideas
7
Teacher Reflection Rubric
8
Introduction to Differentiation Support Document
9
Planning for Flexible/Cluster Grouping
10
Low-Prep Quick Starts
11
Differentiation - Qualities of a Supportive Classroom Environment
12
Introduction to Differentiation - A Summary
13
Curriculum Compacting What Why How
14
Plan for Curriculum Compacting
15
Learning Centers
16


Section 4: Tiered Assignments


Tiered Assignments - Description, Benefits, Format, Considerations
1
Developing a Tiered Assignment Graphic
2
Tiered Activities / Assignments-A Framework for Design
3
Tiered Assignment Strategies
4-5
Planning for Tiered Curriculum and Instruction
6
How Invisible Was Your Tiering?
7
Evaluation of Tiered Assignments
8


Section 5: Thinking


Bloom


How an Objective is Classified in the Taxonomy Table
1
The Cognitive Process Dimension
2-3
The Knowledge Dimension
4
A Few Good Things to Do
5
Tools for Using the Revised Bloom’s Taxonomy
6-12
Revised Bloom's Taxonomy 6 in 1 Poster-ES
13
Revised Bloom's Taxonomy 6 in 1 Poster-MS, HS
14
Sample Question Stems Based on Revised Bloom's Taxonomy
15
Bloom’s Question Stems for Instruction
16-17
Task-Oriented Question Construction Wheel
18
Ideas to Consider as We Prepare to Question on a Higher Level
19
Planning for Higher-Level Questioning
20
Analyzing the Cognitive Level of Lesson Components
21

Marzano


Levels of Thinking and Reasoning
1
NCDPI & NC Thinking Skills
2

Skillful Thinking


Important Types of Thinking
1
Question Stems Used to Prompt Skillful Thinking
2
Cognitive Processes that Can Be Used to Design Learning Activities
3-6
The Thinking Skill Classroom
7


Section 6: Intelligences


Thinking about the Sternberg Intelligences
1
Multiple Gateways-Multiple Intelligences
2
Multiple Intelligences Product Grid
3
Multiple Intelligences Checklist
4-5
Intelligent Behaviors-Habits of Mind
6


Section 7: Learning Preferences


Learning Styles Overview
1
Learning Styles for Teachers and Learners
2
Learning Styles-Questions, Activities, and Assessments
3
Learning Styles-Tasks
4
Learning Styles-Performance Verbs
5
Learning Styles-A Summary
6
Planning a Task Rotation
7
The Menu Strategy
8
Tiering Based on Learning Styles
9
Learning Modalities Checklist
10
Incorporating Learning Modalities in Writing
11


Section 8: Multifaceted Differentiation


The Many Facets of Differentiation
1
Student Activities Based on Multifaceted Aspects
2-3
Thinking Verbs by Style and Objective
4
Product Possibilities
5
Student Interest Survey
6-8
Student Interest Survey
9-10


Section 9: Assessment


Formative Assessment
1
Formative Assessment Techniques for Your Classroom
2
Formative Assessment Strategies
3-4
Top Quality Alternative Assessments-Eight Characteristics
5-6
Creating Effective Rubrics
7
Guidelines for Effective Questioning
8-9
external image pdf.png 00 Toolbox Table of Contents Revised 10.pdf