I don't know about you, but when I hear the word "rigor", I think about the level of complexity. That is to say, the content has to be up to the grade level's complexity.
But what does that really mean? I'll give you a hint...
This chart shows Bloom's Taxonomy, and as a student moves from bottom to top, the rigor increases.
For example, if we are learning about the reading standard central idea:
Remember: Tell what a central idea is (the definition)
Understand: Then, adding rigor, the student should be able to explain to me how to determine the central idea in a text.
Apply: Next, the student should be able to read a text and tell me the central idea.
Analyze: Now, the student should be able to examine how the central idea is developed throughout the text.
Evaluate: Then they should be able to locate supporting details to prove their analysis is correct.
Create: Finally, students make something new to demonstrate their understanding of central idea.
Essentially, rigor is about the progression of skills from least complex to most complex.
Hopefully, by the end of the year, students will be ready to analyze, evaluate, and create. Our state tests in Florida are on the analyze and evaluate levels, and we work hard to make sure students are well prepared for those types of questions using the Reading Task Lab. (Click here to read more about that.)
But after the tests (or sometimes as part of our preparation for advanced students), we focus on the top level: Create.
We do this through something I call the Investigation Lab.
In the Investigation Lab, I provide menus with projects tailored to the reading standard. The student chooses projects to add up to 100 points, demonstrating the top level of rigor and hence their understanding of the standard.
Each project has a template that students can use as an entry point to displaying their knowledge:
My students have loved completing these projects because they have a choice and because they can be creative - no boring worksheets here!
Want to give these a try?
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