RIGOR AND RELEVANCE: From Buzz Words to Practice. Baldwin-Whitehall School District August 21, 2013. We are called to be pioneers . Pioneers who stand on the edge of great beginnings . Of unseen futures. Pioneers filled with the unwarranted confidence that visions give .
Baldwin-Whitehall School District
August 21, 2013
Pioneerswho stand on the edge of greatbeginnings.
Of unseen futures.
Pioneersfilledwith the unwarranted confidence that visions give.
Pioneerswhoseeyes and ears are elsewhere.
Whohear an echo of possibilities
As music poised to enter the universe.
Pierre Teilhard de Chardin, SJ
Everybodyseems to beeitherpromisingit, demandingit, or deploring the lack of it
in American schools.
It’scertainly all the rage . . . But whatisit?
(Williamson and Blackburn, 2010)
”Rigor refers to learning in which students demonstrate a thorough, in-depth mastery of
challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation, or creativity.”
”’Rigor’ in the context of intellectualworkrefers to thoroughness, carefulness, and right understanding of the materialbeinglearned. Rigoris to academicworkwhatcareful practice and nuancedperformancedis to musical performance, and what intense and committed
playis to athletic performance. Whenwe talk about a ‘rigorous course’ in something, it’s a course that examines detail, insists on diligent and scrupulousstudy and performance, and doesn’tsettle for a mild or informal contact with the key ideas. ”
(Jenkins, Goldhorn and Webb, 2012)
”Rigoriscreating an environment in whicheachstudentisexpected to learnat high levels, eachissupportedsohe or shecanlearnat high levels, and eachstudentdemonstrateslearningat high levels. ”
(insert verb) . . .
The VERBS weselected to writeour objectives were the EMPHASIS for lesson design and framedour goals for students.
COMPLETE THE LEARNING OBJECTIVE WITH EMPHASIS ON WHAT THE STUDENT WILL DO ON THE RIGOR CONTINUUM.
It’swhatcomes AFTER the verbthatmattersmost!!
So . . . Back to Teacher Expectations for Students to Learn at High Levels . . .