0. Rigor
Let’s Investigate!

1. Goals for Learning:
I can describe what rigor looks like in my classroom.
I can examine student work products for rigor.
I can incorporate rigor into my lesson plans. I

2. What is Rigor?
* On a piece of chart paper, describe rigor as it applies to the classroom.

3. Myths
Myth 1: If you have rigorous standards, you have a rigorous course.
Myth 2: Rigor means more work.
Myth 3: Rigor means harder.
Myth 4: Rigor is a matter of content.
Myth 5: Young students cannot engage in rigorous instruction.
Myth 6: In order to engage in rigor, students must first master the basics.
Myth 7: Rigor is for the elite

4. Rigor Myths 7 Myths of Rigor from MindSteps Inc.
Evaluate each myth and discuss a time you have broken the myth.
If you google Myths of rigor you will find Barbara Blackburn heavily quoted, you will find 5 myths, 4 myths and 7 myths- the myths are all similar. I chose this list because it specifically addresses young children. Activity: give each group several notecards. ONE notecard will have a myth about rigor (see next slide). Give each group only one notecard with a myth. The other notecards will have factual statements.

5. Mythbusters?
In your groups, read the card at your table that displays one of the 7 myths. Identify a strategy to bust the myth! Discuss with your group and be ready to share.
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6. Blackburn’s Definition
“Rigor is creating an environment in which
each student is expected to learn at high levels,
each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.”
Blackburn, Barbara R., Rigor Is Not a Four-Letter Word. Second ed. London and New York: Routledge Taylor & Francis Group, Print.

7. State Board Policy- Rigor State Board Policy on rigor Teachers must:
Engage students in active reasoning and critical thinking
Work collaboratively with other faculty members and staff
Cultivate positive relationships with students, parents, and community
Provide students with necessary academic and social supports

8. What are teachers doing?
Choosing and creating valuable learning experiences based on standards
Creating a positive environment
Having and communicating high expectations for all children
Questioning for higher levels of thinking (Bloom’s, Webbs DOK)
Providing appropriate support
Engaging children in thinking and academic conversation
Assessing to determine understanding and guide instruction
Briefly discuss/clarify each of these points. You may want to add a slide or resource about bloom’s or webb’s DOK

9. What are students doing
Active, hands‐on learning
Questioning, predicting, exploring
Creating, evaluating, analyzing
Constructing knowledge
Collaborating and actively participating
Communicating and discussing
Inquiring
Engaging in project‐based learning

11. Rigor Checklist RIGOR: COGNITIVE CHALLENGE DIMENSION
Does this assignment engage students in substantive content and provide an opportunity to apply highly complex thinking?
Does the assignment contain the following quality indicators within this dimension?
o Is engaging to students
o Leads to deep understanding of content
o Allows opportunities for students to reflect on their own thought processes and/or set goals for their own learning (encourages metacognition)
o Makes connections to other concepts within this discipline and/or to concepts in other disciplines
o Asks students to perform higher order cognitive skills as analyze, apply, evaluate, examine issues, solve problems

12. Checklist continued
o Is appropriate in age and grade level
o Expresses high teacher expectations for completing the work
o Encourages the study of essential concepts or understandings (the work involved is worthy of the time and energy invested)
o Mirrors an authentic and challenging task (real world application or connection)
0 Contains clear, yet rigorous expectations for learning (beyond minimum standards)
UNC Greensboro – SERVE Center

13. Group Activity Review the student work samples at your table.
Use the Rigor Checklist handout to determine if the product is rigorous.
Discuss with your group.

14. An example for planning
Instead of telling students about the class rule:
“We work together in our class”
You could…..

15. Try this with your students...
Tell your children: I am going to show you 2 pictures of children working. Look closely at the pictures and think about which children you would like to work with (the children in picture 1 or picture 2).
Then say: Talk to an elbow partner about the children in the pictures.
Pic 1:
Pic 2:
Which picture did you choose? Why? Why didn’t you choose the other children in the other picture?

16. Reflect Rigor is…. part of quality instruction.
part of a quality schooling experience.
You cannot have quality instruction or a quality school without rigor.