Increasing Rigor in
the Classroom
Natalie Redman
Objectives for Our Session
O Discuss what rigor is and is not.
O What do the experts say about improving
outcomes for students?
O Analyze some effective strategies to
increase the rigor in every classroom.
O Plan to include a few of the most helpful
strategies.
Rigor…
O It doesn’t mean busy work for students (no
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drill and kill)
It isn’t easy (can’t be done on the spot)
It’s not an accident (requires lots of teacher
planning)
It’s not sporadic
It’s not impossible
It Doesn’t Mean More Work for
Students
O Not drill and kill
O More is not always better – it must fit an
intentional instructional plan
O Continuous practice on the same level of a skill
doesn’t help students grow.
O Continuous practice on a skill with a
misunderstanding can be more difficult to
remedy
O Requires balance between teacher and student
It Isn’t Easy
O Spur-of-moment rigor can happen.
O Once in a blue moon.
O More often than not, it won’t work out well.
O Increasing the rigor in your classroom is not
as simple as reading a book or buying a
program.
It’s Not an Accident
O Requires lots of teacher planning
O Collaboration is key
O The time invested in planning quality lessons
benefits students
It’s Not Sporadic
O Rigor on occasion is not enough.
O Quality instruction can’t just happen once
weekly.
O Consistency is important for student
success.
It’s Not Impossible
O Use the Rule of Common Sense:
O Balance high cognitive challenge levels with
important background information and
interests.
O No plan or system works when it is too rigid.
Use common sense and make adjustments
as needed.
O Develop a unit or series of activities each
year. Make additions and adjustments over
time.
Rigor: What it Is
O Systemic (Look at the big picture and plan
backwards)
O Collaborative (Work with teams to develop
more comprehensive plans)
O Effective (Only use it if it works)
O Relevant (It always works better when it’s
relevant to students)
From the experts…
O John Hattie (2009): Teachers are successful
to the degree that they can move students
from single-level to multiple-level ideas, and
then relate and extend these ideas so
learners construct and reconstruct their own
knowledge and ideas.
From the experts…
O Brophy & Good (1986): Highly effective
teachers know how to plan and prepare
lessons. They are able to articulate
objectives of the lesson, and take into
account the needs and interests of their
students.
From the experts…
O Barber & Mourshed (2007): The quality of
and education system cannot exceed its
teachers.
O McKinsey et al (2009): The only way to
improve outcomes is to improve instruction.
Greatest Effect on Student
Learning
Strategy 1: Questions
O Question Ring
O It’s very difficult to generate rigorous
questions on the spot.
O Pre-planned questions or question stems
help keep students cognitively challenged
and engaged in the lesson.
O Teacher-student and student-student
questions are equally beneficial.
Strategy 2: Project Based
Learning
O PBL Starter Kit (Buck Institute for
Education, 2009)
O The idea is to ask students a meaningful
question they must explore.
O The concept of inquiry learning allows
students to solve a problem, meet a
challenge or otherwise understand a priority
standard.
Project Based Learning
(continued)
O PBL is not the same as “making something”
or “hands on learning.”
O PBL is often focused on creating physical
artifacts, but not always. It involves other
intellectually challenging tasks and products
focused on research, reading, writing,
discussion, or presentation.
Project Based Learning
(continued)
O Essential elements of PBL include:
O Significant content (focused on teaching priority
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content)
21st century skills (critical thinking, collaboration,
communication)
In-depth inquiry (extended process of answering
questions, finding research)
Driving question (students must explore a central
question)
Voice and choice (students can make some choices
about their learning)
Revision and reflection (students must use feedback
and consider additions/modifications)
Project Based Learning
(continued)
O Role of the teacher in PBL:
O Shifts focus to student-led classroom rather
than “sage on the stage” (positive
implications for PGES)
O Coach and facilitator rather than chief
lecturer
Project Based Learning
(continued)
O Backward planning is key! Start with the end
in mind.
O Make sure final product is a robust
representation of the targeted essential
learning.
O Start by examining the upcoming standards.
Choose standards that require in-depth
understanding.
Project Based Learning
(continued)
O Specify goals for learning…make sure you
know where you’re going!
O Choose between 1 -3 standards, depending
on the targeted learning.
O Don’t choose too many standards. Make
sure the learning is clearly identified and
assessed.
O Choose no more than 2 21st century skills.
The learning can become unclear for
students if there are too many components.
Project Based Learning
(continued)
O Know the scope of the PBL
O First project recommendations:
O 2-3 weeks in duration (10-15 hours class
time)
O 1 curricular area/1 teacher
O Limited complexity and number of products
O Classroom-based (instead of community)
Project Based Learning
(continued)
O For me only….
O Pg41, 49, 61, 65, 82, 85, 97-100, 120-134
The Parallels Between
Teaching and Coaching
Football
An Interview
Takeaways From the Coach
O Collaboration among the coaches is key.
O The weekly plan will change depending on
the opponent (or standard).
O Players/students must have a sense of
ownership to be fully invested.
O Finding ways to reach players/students at all
levels is what ensures quality performance.
In Conclusion
O Rigorous classrooms are the result of a
systemic approach to instruction in your
classroom.
O Strategies to improve the level of rigor in
your classroom include using an inquirybased/project based learning model, PDSA
model, higher level question technique.
O Coaching football is not different than
teaching in your classroom.