LESSON 1.1 RIGOR - WHAT IT IS AND WHAT IT ISN'T
PRE-ASSESSMENT
Revealing prior knowledge. Before delving into our topic, it is important for learners to prepare themselves to acquire new knowledge. Exposing prior knowledge allows the learner to see where they are currently with their understanding of the subject and can help reveal bias or prejudice perspectives that may be hindering further understanding (Larson & Lockee, 2014, p. 125). It also reveals the varied experiences each learner has had with the subject. Learners will answer the following questions individually.
1. Give a definition for your understanding of the term rigor.
2. Give a definition for your understanding of the term rigor in an educational context.
3. Describe an educational experience where you felt the course, or a particular class, was rigorous. What other words would you use to describe that experience?
ASSIGNMENT
After answering the questions to reveal prior knowledge, read the following informative materials. Multiple perspectives and possible solutions are explored. The first reading is from an online journal source that briefly reviews the history of ‘rigor’ in recent academic history, as well as the context for its debate. In the second reading 3 noted guest teacher/authors give their best responses to the question ‘what is rigor?’ The third and final reading is a formal definition of ‘rigor’ from The Glossary of Education Reform. These readings are meant to help expand the learner’s understanding of academic rigor.
READINGS
1. Rigor: It’s all the rage, but what does it mean?
2. Response: Thoughts On The Meaning Of "Rigor"
3. Rigor
ACTIVITY: After reading, answer the following questions individually.
1. What is your new definition for your understanding of the term rigor in an educational context. Cite three examples from the readings that brought you to this conclusion.
2. What is the purpose of making coursework or classroom environments more rigorous?
3. Describe the cognitive and motivational benefits of rigor and relevance in the classroom.
4. How does this definition compare with your initial one? Were there any misconceptions?
ONE STEP FURTHER
This step can be done face-to-face in real time or over a shared online source of your choice, such as google docs. In a group of two or more people, compare and contrast previous definitions with newly formed ones. List common misconceptions. List elements of the new definition that you and your group members have in common.
NAVIGATION
Previous Page: Unit 1: Identifying Characteristics of Rigor
Next Lesson: Lesson 1.2: Global Perspective - What Does It Mean To Have A 21st Century Education