Fun with Vocabulary!

I'm often asked, "With increased accountability, how do you balance the pressure to teach to the test with what you feel is best for your students?"

As I work with teachers, I find there is not a simple answer. More than anything, I see teachers choosing to teach information that is related to the test, but also refusing to be limited by that. Whenever possible, they increase the rigor and engagement of activities that are test-related.
For example, one of my favorite activities is to have students write or explain a new vocabulary term in their own words. I increase rigor and engagement by asking them to write "Who Am I?" or "What Am I" riddles. By composing riddles and trying to solve them, students are excited and don't even realize they are making up original definitions to new vocabulary terms.
Since it's election season, here's a sample from Niko, Amy, Keith, Demetrius, and Cathy at Conway Middle School:
I am a college known as a party school.
My mascot changes all the time.
Popularity does not rule!
What am I?

Answer-- The electoral college!
What are some of your favorite rigorous activities to use in your classroom?

Dealing with Setbacks

Have you ever dealt with a setback?  More importantly, have your students learned to deal with them?  I was recently reminded of this when a seemingly perfect opportunity presented itself.  Unfortunately, it did not work out, and I had to pick myself up, dust myself off, and start again.  This is a lesson that is critical for our students.  Too often, when they hit a bump in the road, they simply give up.  But part of a rigorous classroom is encouraging them to try again, and again, and again until they master the content. As teachers, this means we also have to be persistent, continuing to encourage them and help them succeed.  Who do you need to help today?

Five Keys to Classroom Rigor

I'm often asked, "What does rigor look like in the classroom?"  Here are my five keys:

1.  There is a focus on student progress, as well as achievement.  Each small step toward higher levels of rigor is celebrated.
2.  Adult language is positive and encouraging.  Too often, we shut students down with our language (You've got to be kidding me!  You need help again?)
3.  High expectations are evidenced by higher order thinking questions, but they are also exemplified by expecting high level student responses.  For example, if a student responds to a higher order question with a one-word response, the teacher probes and asks "Why?" or "How did you come up with that answer?" or "Why do you think that is?"
4.  Appropriate support, such as modeling, chunking, use of graphic organizers, etc. is used to support student learning.
5.  Rather than students responding one at a time, each student is truly participating in learning.  Each student demonstrates their understanding throughout the lesson, either through pair-shares, clickers, or some other form of formative assessment.  In other words, all students are engaged throughout the lesson.

I hope these help create a better understanding of what a classroom environment related to rigor looks like!  Enjoy your day. 

How can I increase rigor without making it boring?

Rigor isn't just more work. Rigor means increasing expectations for higher learning, but also providing appropriate support.  And that doesn't mean boring.  You might increase rigor in your vocabulary review.  Instead of asking students to copy words and definitions and then writing their own definition,  ask them to write a riddle!  It's engaging, creative, and requires higher order thinking skills. And by the way, it's fun!

Is there a painless way to increase rigor?

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!

The Common Core and Text Complexity

The Common Core State Standards are one of the hottest topics in education today, especially since they are designed to increase rigor in the classroom. Increasing text complexity, or the level of text students are expected to understand is embedded in the standards. It's important to keep in mind that text does not mean only books. The CCSS emphasize non-fiction, informational text materials that will prepare students for college and the workforce.

Choosing Appropriate Text

There are really three aspects to think about when choosing appropriate materials for students. First, consider the reading level and the complexity of the text. For example, a more difficult text is easier to read when there are support features, such as headings, charts, and bold-faced words that help a student chunk the information.
Next, reflect on your knowledge of your students. What is each student's current reading level, his or her interests, and his or her developmental level. Is this a text that is appropriate for your particular students? Finally, the purpose is important. Are students reading for fun or for instruction?

Read more at Suite101: The Common Core State Standards and Text Complexity | Suite101.com http://suite101.com/article/the-common-core-state-standards-and-text-complexity-a404421#ixzz23Bw6QPYi

Is Rigor Positive or Negative?

What do you think when you hear or read the word rigor? Does it carry a positive or negative connotation? When discussing rigor and its importance in the classroom, teachers and students often find themselves face-to-face with a seemingly impenetrable wall created by how their perceptions. So, rather than trying to penetrate the wall, let’s walk around it, or get a harness and some rope and climb it! Rigor, like this wall, presents a challenge, but not to the extent that students feel they must overcome insurmountable obstacles. Rather, it offers a challenge that, combined with strategic thinking and action, paves the way for success. 

When teachers combine challenge with instruction and encouragement to guide students toward success, students are more likely to view rigor as something that positively impacts their learning and their abilities to seek information. Too often, students resist challenges because they fear failure. So, we must rearrange our own perceptions of rigor. Instead of trying to “stump” students, we should invite them to take risks as learners, to think critically, to express themselves, and to experience the personal satisfaction and joy that accompanies genuine accomplishment.

What do you think? How do you help students take risks in your classroom?

Review of Rigor is NOT a Four-Letter Word

Here's a review of Rigor is NOT a Four-Letter Word. 

Look for the second edition coming in early 2013. 

Support for the Common Core State Standards

One of the areas of emphasis in the new Common Core State Standards is to move students to higher levels of text materials. Supporting students to read and learn at higher levels of text can be challenging, especially if you teach students who are reading below grade level. However, the Common Core State Standards require that we move students to higher levels of text. Providing extra help and scaffolding becomes a critical aspect of helping students succeed. There are three simple ways you can scaffold learning for your students.

Read more at Suite101: Providing Student Support with the Common Core & Text Complexity | Suite101.com http://suite101.com/article/providing-student-support-with-the-common-core-and-text-complexit-a405576#ixzz23BvIvdpD

How do students feel about rigor?

As I began writing Rigor is NOT a Four-Letter Word, I wanted to hear what students would say, since they are the ones who are most directly impacted by the decision to increase rigor in the classroom. I asked, “How do you feel about rigor, or challenging work in school?” I received over 400 responses from students in grades two through twelve. Their replies reflect the tug-of-war of negative and positive perceptions.

Students’ Responses About Challenging Work

I would want to quit. I would need help. Robert
I really don’t mind it. I prefer to be challenged rather than bored. Tim
I don’t like work like that because if I spend a long time on just one problem and can’t find the answer I get stressed and that just makes it harder to do. Amy
I think it’s okay. I mean, I don’t prefer it, but it’s not as bad as most people think. Sometimes I prefer to have a little bit of a challenge. Kyle
It makes my head and hand hurt. Hayley
I don’t like doing rigor but everything in life isn’t easy so I just try my best to do it. Dominique
I feel that rigorous work needs to be explained better than normal work so I understand the material. Benjamin
I feel that challenging work would be better for people that think their work is too easy. Sumerlyn
OK, but if it’s hard, I want it to be fun too. Keith
I feel that rigorous work is made for some people and some people just might get frustrated and give up. I guess everyone should at least try it and if they can’t do it they don’t have to. Mason
I honestly don’t mind it every once in a while but not every hour of the day. Devon
I guess it’s ok if I’m in the mood for it. Kayla
It makes me feel stupid. I don’t ask anything and I just shake my head like I understand and say yes I get it. Emma
Sometimes I like it….sometimes I don’t. Joseph

Too often, we promote rigor as work that is only for advanced students, or work that is more (doubling the amount of homework) or harder (you already can’t do it, so here’s something that is even harder). That is NOT rigor. I’ve focused my attention on the things any teacher can do to increase the rigor of his or her class–whether it is for honors students or not. My definition of rigor: 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, 2008).

Rigor for School Leaders

What is Instructional Rigor?

Instructional rigor has become a controversial topic. Educators disagree about the word itself, citing a dictionary definition of harsh or rigid. A friend of mine points out that if you look it up, the word rigor falls between rigamarole and rigor mortis.

True instructional rigor, however, is centered around student learning. 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.

Read more at Suite101: What is Instructional Rigor? | Suite101.com http://suite101.com/article/what-is-instructional-rigor-a404575#ixzz23BuXr5i4

Rigor in an Alternative High School

A great guest post about rigor in high school!

Rigor in an Alternative High School:  Thoughts on Beginning

                  Today I began a new adventure on my journey as a teacher – I stood in front of a classroom as a full time high school teacher for the first time.  During the course of the day, I saw about 100 different students in six different social studies classes ranging from History to Sociology and everything in between.  How then can I presume to write about rigor when I have only just begun?  I have a couple different answers to that question.  I have served as a part time teacher in the same building running an evening program (3:30-8:45pm) for the last six years.  I have also spent significant amounts of time substitute teaching in a wide variety of classrooms for the last eight years.  Most importantly, I don’t pretend to have all (or maybe any) of the answers.  I do have some thoughts on the subject however, and this year will serve as a proving ground to see whether any of my ideas bear any fruit.

                  The program in which I work is an alternative high school, which means that we get the kids who don’t make it in a traditional building.  They may have had significant attendance issues from problems at home or may be in legal trouble or any of a variety of other reasons.  Whatever the cause of their arrival at my school, they tend to have much in common with each other.  They are typically behind in credits, typically have trouble attending regularly, and typically are exceptionally unmotivated.  How can we as teachers possibly ask for rigor from these students?  I believe that step one is to develop relationships with them as human beings.  I have found from my time in the evening program that they are willing to give some extra effort if they believe you care.  Step two is present the material in a way that grabs their attention.  It must interest them.  If it doesn’t, why should they bother?  This is a difficult task, but by no means insurmountable.  Step three goes hand in hand with step two.  It is to allow them freedom to grapple with the material themselves.  Listening to a teacher lecture did not serve them well in a traditional setting.  Why should it in an alternative setting?  Turn the reins over to them as much as your administrators, standards, and teaching style allow.  Let them wrestle with becoming learners and critical thinkers, but be there to help scaffold them along the way.

Rick Jackson is the Social Studies teacher at Discovery Alternative High School in Grand Rapids, MI.  You can take a sneak peek at his classroom at www.discoverysocial studies2.weebly.com and follow further educational musings at www.nightschoolrick.weebly.com.  You can follow Rick on Twitter @RickJackson10 and e-mail him at rjackson@kvilleps.org.  Rick earned a Bachelors in US History and Education from Principia College and is the process of completing a Masters of Teaching Mathematics from Western Governors University.

Rigor and the Common Core State Standards

Rigor and Assessment

5 Strategies for Increasing Rigor

More on School Leadership Strategies for Increasing Rigor

Did you have a chance to listen to the podcast (blog entry below).  It's a short, ten minute interview with me talking about school leadership.  Today's bonus:  the accompanying white paper that goes further into those strategies and more!  Download it here.

Which students are capable?

Do you believe this?  Do we as an educational system?  Far too often, I hear comments like:
"Rigor is only for our honors students." "That student isn't capable of rigorous work." or "My class can't even do what we're doing now and you want me to increase it?"

I believe all students are capable of increased levels of rigor.  After all, rigor is simply about raising the level of learning to a new level.  Each student can move to a new level, it just may take some students longer, and some students are moving to different levels of rigor.  As we start a new school year, will you believe that each student is capable of more?

Rigor 101: The Basics of Instructional Rigor

Thanks to @KellyHines for sharing this on Twitter.  It is such a true statement about rigor.