RIGOR IS: RIGOR IS:

Providing challenging content Providing challenging content

through effective instructional through effective instructional
approaches that lead to the approaches that lead to the
development of cognitive strategies development of cognitive strategies
that students can use when they that students can use when they
don’t know what to do next. don’t know what to do next.

Requiring active participation from Requiring active participation from

both teachers and students. both teachers and students.

Asking students to use content to Asking students to use content to

solve complex problems and to solve complex problems and to
develop strategies that can be develop strategies that can be
applied to other situations, make applied to other situations, make
connections across content areas, connections across content areas,
and ultimately draw conclusions and and ultimately draw conclusions and
create solutions on their own. create solutions on their own.

Requiring students to not only learn Requiring students to not only learn
the foundational knowledge of the the foundational knowledge of the
content area, but to apply it to real- content area, but to apply it to real-
world situations. world situations.

Requiring teachers to create a Requiring teachers to create a

learning environment where learning environment where
students use their knowledge to students use their knowledge to
create meaning for a broader create meaning for a broader
purpose. purpose.

Students learning how to develop Students learning how to develop

alternative strategies if their first alternative strategies if their first
attempts are unsuccessful. attempts are unsuccessful.

Rigor
 Quadrant D: Ask questions to predict, design, create
What is How would you design a _____ to _____?
How would you compose a song about _____?
C D
rigor?
How would you rewrite the ending of the story?
What would be different today, if that event occurred?
Rigor pushes students to Assimilation Adaptation Can you see a possible solution to _____?
How could you teach this to others?
not only know Student Thinks Student Thinks & Works Which resources would you use to deal with _____?
information, but also to High Rigor/Critical Motivation How would you devise your own way to deal with _____?
apply and demonstrate Thinking Creativity-Innovation What new and unusual uses would you create for _____?
Can you develop a proposal which would _____?
their understanding of Brainstorming Problem Solving How would you do it differently?
that information in ways Group Discussions Brainstorming
Quadrant C: Ask questions to summarize, analyze, organize,
that require reflection Inquiry Project Design
or evaluate
Cooperative Learning
and analysis of thinking Instructional How are these similar/different?
and learning.
Low Technology
Group Discussions How is this like _____?
Inquiry-Research What’s another way we could say/explain/express that?
Research—Literature— Simulation-Role playing What do you think are some reasons/causes that _____?
Rigor may mean Writing Instructional Technology Why did _____ changes occur?
Socratic Seminar How can you distinguish between _____?
rethinking the kinds of R Socratic Seminar
Presentations/Exhibitions What is a better solution to _____?
instruction you are
I RELEVANCE
Teacher Questions Problem-based Learning How would you defend your position about _____?
What changes to _____ would you recommend?
providing and the kinds Work-based Learning What evidence can you offer?
of responses you are G Internships How do you know?
Which ones do you think belong together?
asking of your students. O What is the author’s purpose?
A B
Debbie Schults—”An
R Acquisition Application
Quadrant B: Ask questions to summarize, analyze, organize,
or evaluate
American Teacher” Teacher Works Student Works How are these similar/different?
How is this like _____?
Guided Practice Cooperative Learning-Group
What’s another way we could say/explain/express that?
RIGOR IS NOT: Lecture Discussion What do you think are some reasons/causes that _____?
Fifty math problems for homework Memorization Demonstration-Student Why did _____ changes occur?
when fewer will achieve mastery. Demonstration-Teacher Instructional Technology- How can you distinguish between _____?
 What is a better solution to _____?
Video Games
How would you defend your position about _____?
More worksheets for the student who  Literature Problem-based Learning What changes to _____ would you recommend?
finished the assignment early. Graphic Organizer-Notes Project Design What evidence can you offer?
 Low Instructional Technology- Simulation/Role Playing How do you know?
Using a seventh grade textbook with Games Work-based Learning Which ones do you think belong together?
What is the author’s purpose?
your high performing sixth grade
students. Quadrant A: Ask questions to recall facts, make observations
 or demonstrate understanding
Covering more material in a shorter What is/are ______?
What did you observe _____?
period of time. Low High What else can you tell me _____?
Cold or impersonal. What does it mean _____?
 Where did you find that _____?
Just for a select group of students. Who is/was _____?
Relevancy In what ways _____?
How would you define this in your own terms?
What did/do you notice about this _____?
What did/do you feel/see/hear/smell _____?
What do you remember about _____?