Rigorous Instructional Practices
Content
Process
What students learn and think about
How students learn
Cognitive dissonance
Structured and focused student
discourse
Opportunities for student choice
Selection of rigorous instructional
materials:
Provocative, Ambiguous, Complex
and/or Emotional
Relevant content
Multiple sources of rich content
Focus on issues and big ideas
Emphasis on depth not coverage
Integration of thematic units and
enduring understandings
Critical thinking skills
Essential questions
MS Reform – Core Team
Summer 2008
Authentic tasks
Reflection time
Student movement
Multiple modalities
Teacher as facilitator
Wait time I and II
Informed flexible grouping
Equitable practices
Appropriate acceleration and
scaffolding
Use of formative assessment data
Opportunities for critical thinking
Climate that empowers students
through a well-managed classroom
Product
Evidence of
learning
Open ended assignments
Development of well-reasoned
arguments
Multiple and diverse
assessments
Authentic products
Performance tasks
Evidence of critical thinking