Absolutely. One of my favorites is to build on a common classroom activity: pair-share. After you have students turn and talk to their partner, ask them to share their partner's answer. Not only does this require students to listen at a higher level, they also must be able to understand their partner's answer well enough to explain it to someone else. This typically encourages higher order questions to the partner.
A second one is adjusting True-False tests. Rather than students guessing at an answer, require them to rewrite all false answers into true statements. This way, students must truly demonstrate their understanding.
Two quick and easy--and painless--ways to incorporate rigor in your classroom!
Hi Barbara,
ReplyDeleteI'm working on a scan of different models for instructional rigor.
I see your approach summary as "Rigor is creating an environment in which each student is expected to learn at high levels, and each is supported so he or she can learn at high level, and each student demonstrates learning at high level."
Can you go into more depth on what you mean by "learning at high levels"? It seems that this is the heart of your definition of instructional rigor.
Thank you!
Amy
Amy, thanks for a great question. High level looks different for different students. For example, an honors student working at a high level varies from a student with special needs working at a high level. The key is that each should be working at a level that is challenging--a bit above where they are currently working. Barbara
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