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-giving students more work.
-memorizing facts
-giving students single answer questions.
-giving no wait time to answer a question.

The biggest challenge for me to increase my rigor in my classroom is...
increasing the rigor with the product. Typically, we give the same common unit assessments from our textbook. How can I create products that focus on the application and context of the skills? How can I find time to add these types of learning tasks into our curriculum?

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-expecting students to learn at high levels. (Wait time for answers, prompting rather than spoon feeding the answers)
-supporting students so they can learn at high levels. (Small group differentiated instruction)
-expecting students to demonstrate high levels of learning. (Choice boards)
-holding all students accountable (pair-share and white board responses)
-providing students with higher level questioning of Bloom's Taxonomy. (Analysis and synthesis)

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-Seeing the worst in students
-Accepting that students can only or should only reach a certain level of thinking or accomplishment.
-Making students feel as thought they are wrong, instead of having them solve or figure out their problems theirselves.

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-Expecting students to learn, be supported and demonstrate learning at high levels.
-Knowing students have the potential to learn and grow with challenges.
-Engaging with students to know their needs for support and supporting them with ways to share and respond to answers, correct or incorrect.

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Rigor is not just providing students with extra work. More work does not mean that something is rigorous. As a teacher, each of the lessons and tasks that we assign should be well thought out with each one having a real purpose. That purpose should be to support each student so that they can learn at a high level. Rigor is also not a one size fits all model. We have to meet each student at where their needs are and provide the support they need.

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In each of the readings, there were three consistent definitions of rigor: 1. that each student is expected to learn at a high level
2. Each student was being supported so that they could learn at a high level
3. Each student demonstrates learning at high levels.
Ways to show that we expect students to learn at a high level can be found in our questioning during lessons, believing that every student has the potential to learn at high levels, and create a classroom environment that demonstrates that. We need to make sure that we are supporting students by providing extra help on a daily basis, reviewing previously learned materials, using strategies such as think pair share, whiteboard responses, and giving students different opportunities to learn, such as project based learning.

Sorry, I didn't realize that I had to create an account so the post beneath this says anonymous rather than my name.

# data[].attributes.body
In each of the readings, there were three consistent definitions of rigor: 1. that each student is expected to learn at a high level
2. Each student was being supported so that they could learn at a high level
3. Each student demonstrates learning at high levels.
Ways to show that we expect students to learn at a high level can be found in our questioning during lessons, believing that every student has the potential to learn at high levels, and create a classroom environment that demonstrates that. We need to make sure that we are supporting students by providing extra help on a daily basis, reviewing previously learned materials, using strategies such as think pair share, whiteboard responses, and giving students different opportunities to learn, such as project based learning.

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The biggest challenge for me to increase rigor in my classroom is...

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The biggest challenge for me to increase rigor in my classroom is...

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knowing the difference between more work and higher level thinking, supporting too much or too little (while also realizing this is a fluid change based on lesson), and needing to slow down to make sure I involve all students and not just jump on the first few hands raised.

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More classwork to fill time. More homework for concepts that are mastered. Closed questionings that require simple answers. Rigor is not calling on only a few students during the lesson.

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Rigor is making sure that no matter what academic level the student is at that we hold high expectations for each one of them. We expect their best and want them to have the same expectations of themselves. This can be seen in questioning strategies, moving students into move challenging work while being supported as needed, and providing students with opportunities to show rigorous responses and all students being engaged.

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The biggest challenge for rigor in my classroom is...

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The biggest challenge for rigor in my classroom is...

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Providing support for those students who struggle to demonstrate their understanding. Sometimes I feel like I am giving them too much support, and that it inflates their grade. Thoughts?

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Rigor does not mean that there is only one correct answer or method to getting it. Rigor is not providing only one opportunity for students to demonstrate mastery. Rigor is not letting students struggle and fail, but rather providing support for them to have success.

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A high level of rigor is required for students to demonstrate 21st century skills including effective communication, critical thinking, and problem solving. Teachers must have a high level of expectations for all students, and provide them with the support they need to be successful. This could include frequent review and individualized support. Students are held accountable for their learning through the use of high engagement strategies that require all students to respond in some way. Lastly, students can demonstrate their learning in a variety of ways, and are given multiple chances to demonstrate mastery of concepts.

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Rigor is having high expectations for all students; knowing that not all students will learn at the same rate or same way, but having the same expectation for them to try and giving the level of support they need to succeed. Scaffolding instruction to help students achieve at high levels and continually asking why to help aid them in digging deeper into their thinking. Rigor is also having multiple ways for students to show that they understand what they are learning.

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Rigor is not giving my students more things to do to find out from something simple if they can or can't do it or understand it. Rigor isn't dumbing down something for a student to just get a good grade.