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I have done this a couple of ways in my classroom. I have let them type responses in their native language and used a translator (google or another translation app) so that I could see how high their level of learning. I have also allowed them to incorporate drawings to demonstrate their level of learning. Even if they are not excellent drawers, using symbols and simple illustrations can demonstrate that they are understanding and comprehending the content that is being taught.

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In what ways do you know that how you are instructing the class is indeed fostering a rigorous classroom environment?

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http://www.teachhub.com/22-ways-add-rigor-your-classroom

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How do you have your students show that they have comprehended the lesson?

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To create a high level of learning within a classroom, the students need to feel they are first in a safe space. They need to feel comfortable with the teacher first, and then their fellow classmates. If you create that, it is much easier to differentiate your instruction and have a high level of participation among your high achieving students and low achieving students.

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What types of questions do you ask during instruction to increase rigor?

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-Ryan

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ASCD Video: Excerpt, "What Rigor Looks Like in the Classroom"

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No.  The teacher should encourage the student to provide a high level response based on that student's level of learning.

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Can you show rigor on a hands on skill?

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Allowing special needs students to show rigor by allowing the student to be involved with the lesson topic via Peer tutoring or leading a class discussion on a particular topic.

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Rigor Chef Resource- Give the kids the tools and allow them to "cook up" a solution. https://www.youtube.com/watch?v=iu73zsXNyoY

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Article on tips for teachers adding rigor to the classroom:
http://www.teachhub.com/22-ways-add-rigor-your-classroom

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Response to Question #3.
I think that sending your students to a 5th grade math class is totally acceptable and a great idea for some schools to start implementing.

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Question on Class Environment.

How can a teacher setup a classroom environment that allows students to be comfortable with taking risks/being ok with being wrong sometimes?

I looped with my students (I've had the same kids for 2 years) and I feel like we got to this point after being together for an entire year.

Any tips for maybe speeding this process up?

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(Paula)
http://www.seenmagazine.us/Articles/Article-Detail/ArticleId/3503/Rigor-for-students-with-special-needs

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(Paula)

It seems to me rigor is linked closely with differentiation. How do you teach a classroom of extremely diverse learners at the middle school level, especially when they are so keen at picking up on when you hold differing expectation for different students? How do you ensure that the students whose rigor looks drastically different aren't ostracized or made fun of?

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(Paula)
If that low level response is a "rigorous" response for that given student, the answer should be accepted, praised, and then followed up with deeper-meaning probing questions. Especially for struggling learners, deeper responses must be shaped, so it is important to reinforce successive approximations to the critical-thinking responses we are aiming to receive from our students.

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Resource
I have recently begun reading about Kaplan's Depth and Complexity Model which is a thinking model. I have just scratched the surface, but I believe that it is going to help me support high expectations and unlock higher order thinking in my students. While it is used widely in gifted education, it is good for all students. The resource below is a PowerPoint I found online from a teacher training over the model. I hope you all find it as interesting as I did!

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Should the implementation of rigor be held in private practice? Over the years in education, I have seen teachers exclusively hold knowledge from students in regards to why or how certain strategies, theories, or models are being used. Is this fair? Should teachers keep the knowledge of rigor to themselves or share this knowledge with all stakeholders, especially students, explaining what rigor is, why it is important, and examples of rigor vs. non-rigor activities?

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Answer to Question #1
If a teacher asks a rigorous question, but accepts a low-level answer, the classroom is not rigorous for several reasons. First, the teacher is not holding high expectations if s/he does not push that student to think deeper. Secondly, there is clearly a lack of support for the learner. Scaffolding would support this learner and help him/her to be successful. Finally, there is a lack of quality in the student work that reflect low levels of learning, which is a critical component of a rigorous classroom.

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Jennifer (Jeni)                                                       Video

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Jennifer (Jeni)                                                       Video

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I LOVE this! Such a great way to make sure students are engaged in lessons, accountable for their learning, and able to explain in a more rigorous way, what and how they learned the current lesson.

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When Students Become Teachers - Rigor, Assessment & Accountability - Dr. Lodge McCammon

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Jennifer (Jeni)                                   Question #3

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Jennifer (Jeni)                                   Question #3

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I have two 4th grade students who are far above grade level in math. So, I've recently started sending them to a 5th grade math teacher once a week, not in place of my math instruction, but during a time that is acceptable to miss, such as a read aloud time / independent work time. Would this be considered providing rigor for those two students who love taking on the challenge and expectations of a 5th grade math class once a week? I also have a rigorous set of expectations for all of my students no matter what level they're on but I felt those 2 needed something a little extra.

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Jennifer (Jeni)                Answer to Question #1

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Jennifer (Jeni)                Answer to Question #1

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Asking a rigorous question and receiving a lower level response doesn't necessarily scream a rigorous classroom at first glance. However, every student can and should be challenged, so as a teacher I welcome my lower level learners to respond in the most in depth way possible for them and then have other students add on to turn that response into an in depth rigorous response. I'm amazed at how my lower level students then learn how to respond in a more critical way once they've had it modeled by myself and their peers on a daily basis. Meanwhile, my higher level students are just bursting at the seams to think of the best response and even ask their own higher order questions that in turn excites my on level students to come up with an equally in depth response. They also, love to provide academic feedback throughout each others' responses. Therefore, I believe we need to set high expectations for every student in our classrooms but also remember that, what may not be rigorous for one student, may be rigorous for another student.

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"NO TEACHERS WERE HARMED IN THE MAKING OF THIS VIDEO.."

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"NO TEACHERS WERE HARMED IN THE MAKING OF THIS VIDEO.."

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Elizabeth
https://www.youtube.com/watch?v=krxJV12aTQQ

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What are some examples for a special education teacher to show rigor?

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Article

Demonstrating Authentic and Rigorous Learning in PBL

https://www.edutopia.org/blog/demonstrating-authentic-rigorous-learning-pbl-angela-debarger

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Question:
In a classroom of English Language Learners how would you provide opportunities for a student to show their high level of learning despite their lack of language?

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Answer to question 1

Asking a rigorous question and receiving a low level response is not a rigorous classroom. While a student may give a low level response what the teach does following that determines if it is a rigorous classroom. If it is a classroom discussion the teacher should allow other students to build on the response. The teacher may also provide scaffolding to allow the student to reach a more rigorous answer. Providing support to develop the answer is the key in creating rigor in that situation.

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When Students Become Teachers - Rigor, Assessment & Accountability - Dr. Lodge McCammon

https://youtu.be/27aWgfXmY_8

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Question #1:
There is instruction in content areas that focus on rote memorization of facts. How do you move from memorization to higher learning objectives?

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Question:
When striving to increase rigor or to encourage others to do so, what ideas/techniques would you implement on first?

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Answer to question 1
A teacher should not accept a low level response to a question.  To increase rigor and encourage a deeper level of understanding and thinking, the teacher should expand the questioning by scaffolding thinking in order to lead the student to the expected level of response.

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"What rigor looks like in the classroom"
https://www.youtube.com/watch?v=2jNVKryNGqs

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How can PLCs work together to create a rigourous evironment across subject

areas so the students experience it all day?

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If a teacher ask a high level question, but accepts a low

level response, is that a rigorous classroom?  Why or why not?