This chat was spirited from the very beginning. The first question asked participants to define the term ‘rigor’ and many different perspectives were expressed. In terms of this topic, most could agree that rigor was academic challenge that needed to be tailored to the individual student. All were in agreement that more rigor was needed at the secondary level. According to Kingore, we need rigor to reverse learned ‘habits of mind’ from ‘the least I can do’ to higher-level thinking.
Instructional strategies mentioned included differentiation, Socratic learning and Problem/Project-based Learning. Students need to have increased opportunities to apply learning to real-life situations making learning relevant to their lives. Schools need to provide equitable access to many possibilities including additional rigorous courses for advanced learners. Educators need time to collaborate to ensure the organization and sequencing of curriculum.
It was noted that sometimes increasing rigor can unintentionally promote failure and frustration when it is perceived as more work, more difficult work and too fast-paced instruction. Well planned implementation was seen as key.
Although it was suggested that an increase of rigor and subsequent instructional strategies would be good for all students, it was noted that gifted students still need greater depth and complexity in their studies. A full transcript can be found on this blog.
High School Reform and Gifted Students from @DukeTIP
“Introducing Depth and Complexity” from @ByrdseedGifted
“Go Deeper! Get More Complex” from @ByrdseedGifted
“Transforming Textbook Questions” from @ByrdseedGifted