Instructional Playbook

Teaching for Rigor - Canyons Observation Rubric (TR-COR)

School____________________________________________

Teacher___________________________________________ Class/Period___________ # of Students__________ Part of Lesson (Beg, Middle, End)________________

Date__________________

Grade_______________

Observer_________________________________________ Subject ___________________________________________ Instructional Goal________________________________ Class Activity______________________________________________Start Time_______________ End Time______________

Circle a rating for each element.

Observed Evidence

Element of Rigor

Content: To what extent is the content of the lesson accurate, focused, coherent, and grounded in Utah Core standards. Highly Evident Somewhat Evident Not at All Evident

Activities convey accurate information, are focused, support meaningful connections, and are grounded in core standards

Activities are primarily skill oriented with minimal connections between procedure, concepts, and contexts

Classroom activities are unfocused, or inaccurate, or lack opportunities for reasoning and problem

solving, or are not grounded in core standards

Cognitive Demand: To what extent are students supported in grappling with and making sense of challenging content? Highly Evident Somewhat Evident Not at All Evident

Teacher presents an appropriately difficult task and supports students in productive struggle in building understanding

Classroom activities are appropriately challenging but the task is over- or under-scaffolded, so students were not engaged in a productive struggle

Classroom activities involve mostly applying memorized procedures and/or work routine exervises

Universal Access: To What extent are ALL students accessign challenging lesson content? Highly Evident Somewhat Evident Not at All Evident All or most all students

Most (50-80%) students are participating in challenging content and the teacher makes efforts to widen access

Only a few students are participating in challenging content and not apparent efforts by teacher to address the issue.

are participating in challenging content (80%+)

Adapted from Schoenfeld & Floden (2014), Teaching for Robust Understanding.