1. Understanding Rigor to Engage All Learners
Rhonda Bondie

2. Objectives
Participants will be able to explain rigor to a parent, colleague, or student using examples.
Criteria - Must Haves
Explain the difference between scaffolds, supports, and extensions.
Increase rigor of a task.
Amazing
Increase access of a task.

3. One Word
Rigor
academically, intellectually, and personally challenging

4. Rigor = Effort Complexity*
Energy needed to
sustain focus for a required amount of time
Number of parts
Ways the parts fit together
Thinking required to manipulate the parts

5. * Complexity Rigor = Effort Energy needed for required time of
sustained Focus #
Parts #
Ways
Parts
Fit
Together
Thinking Required to
Arrange the
Parts
Task
Effort =energy needed for required time of sustained focus
# Parts
# Ways parts fit together
Thinking required to arrange the parts

7. Questions Important Themes
Entry point questions might be used on a worksheet like this example. Questions are in the first column and the students would complete all or some of the questions for each explorer. This requires students to use what they know about the explorers to answer the questions. There are many correct answers, for example, a number that represents Columbus might be 3 – 3 ships – 1492 – the year he landed, etc. Students can use their own strength to make their understanding of a topic under study clear to the teacher and to themselves.

9. Social: Use one of the questions below to guide your observations of the frog and discuss your observations with a partner.
Narrative: Using what we know about frogs, can we make our own picture book about a day in the life of a frog?
Experiential: How can we find out if frogs think? How can we find out if frogs like music?
Logical:   Do frogs play?  What do they do that seems like play?
Aesthetic/Experiential: Can we sketch the patterns we see on our frogs with increasing detail? Can we build a representation of our frog?
Foundational: Are frogs smart? What makes you think that? How do we know a frog is alive? Do frogs know we are here? 
Quantitative: Is our tank big enough? 

10. A rigorous task that you teach

11. Rigor = Effort Complexity*
Energy needed to
sustain focus for a required amount of time
Number of parts
Ways the parts fit together
Thinking required to manipulate the parts
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

12. You’re invited to be… Strategic Creative Curious Intellectually
Reflective
Intellectually
Careful
Curious

13. Wonder
Ask questions
Observe closely
Find problems
Be playful
Curious

14. Intellectually Careful
Evaluate Evidence
Alert for errors
Check for accuracy
Corroborate information
Justify opinions with evidence

15. Reflective Compare a product to criteria Evaluate a process
Seek understanding
Gather other opinions
Consider relationship between parts and a whole

16. Strategic Set goals Take action Evaluate and revise plans
Use knowledge to make decisions
Reason through problems

17. You’re invited to be… Creative

18. Creative Create novel solutions Make unusual connections Combine ideas
Rearrange elements into new patterns

19. You’re invited to be… Adventurous

20. Adventurous Explore alternative views Open minded
Think with a wide scope
Seek understanding

21. You’re invited to be… Collaborative

22. Collaborative Share ideas with others Ask clarifying questions
Value the opinions of others
Build learning through interaction

23. You’re invited to be… Adventurous Collaborative Curious Creative
Reflective
Intellectually
Careful
Strategic

25. Read and Note Something Old Something New
Something that meaningful for my classroom

26. Specific Help TIERS OF HELP SOME GENERAL DESIGN SPECIFIC
2. Look and Listen
INDIVIDUALIZED
3. CARR CHECK
TIERS OF HELP
Specific Help
SOME
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

27. SCAFFOLDS SUPPORTS EXTENSIONS WHOLE TASK BEYOND TASK PART OF A TASK
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

28. GOAL: A SWIMMER WANTS TO SWIM FASTER
ARM STROKE
PART OF A TASK
KICK
SCAFFOLDS
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

29. AWESOME CRITERIA EXTENSIONS BEYOND TASK SCAFFOLDS PART OF A TASK
SUPPORTS
WHOLE TASK
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

31. TAUGHT THROUGH A STRATEGIC PROCESS
ASSIGNED
TAUGHT THROUGH A STRATEGIC PROCESS
Kiddie pool
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

32. C CLARITY ACCESS A RIGOR R R RELEVANCE
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

33. Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

34. One Word
Rigor
academically, intellectually, and personally challenging

35. Rigor = Effort Complexity*
Energy needed to
sustain focus for a required amount of time
Number of parts
Ways the parts fit together
Thinking required to manipulate the parts
Bondie, R., & Zusho, A. (2018). Engaging the Extremes: Classroom Routines for Precise, Efficient, and Effective Learning for All. Routledge.

36. Objectives
Participants will be able to explain rigor to a parent, colleague, or student using examples.
Criteria - Must Haves
Explain the difference between scaffolds, supports, and extensions.
Increase rigor of a task.
Amazing
Increase access of a task.