We all will get challenged on the topic of rigor in what we do. It’s just a question of when. So when it happens to you, be ready with this post from Robert some years ago:
I’m sorry to hear you are getting grief from your administrator about rigor. It sounds to me like he attended a meeting and received a one-size-fits-all worksheet. I think you need to educate him (nicely, of course) about what rigor is and what it looks like in a language acquisition classroom.
As I continue to talk to people – including my students – about rigor, I have expanded a bit on my definition, though the base and core remain the statements provided by the US Department of State. This week I concluded that my students needed a reminder of what the class is about, so I had some discussion with them. When I got to the section on rigor, I began by asking them to define “Academic Rigor” or tell me how they decide if a class is rigorous. Then I gave them my own definition: Academic Rigor means that an educational experience is designed to help students 1) understand knowledge and concepts that are complex or ambiguous and 2) acquire skills that can be applied in a variety of educational, career, and civic contexts throughout their lives.
Next I shared with them the four elements of rigor that the Department of State gives and one that I have added:
1. Sustained focus
2. Depth and integrity of inquiry – paying attention to what is going on until I understand it, can reproduce it, and can explain it in my own words. I clarify if I don’t understand, and I contribute appropriately to the conversation or discussion.
3. Suspension of premature conclusions – I do not listen to only a few words and then think that I know what is being said. I listen to complete statements and questions and think before trying to formulate a reply.
4. Constant testing of hypotheses – I try out the language and then listen for feedback. If I used the language correctly, I will get confirmation; if I said something wrong, I should get a re-statement with correct language or other help.
5. Person Challenge – I do not take the easy way out but am always trying to improve both my understanding and my performance. I do not allow a failure to understand make me give up or be frustrated but strive to clarify and understand.
I also addressed the issue of mindset, although I didn’t use the term.
There are two ways of thinking:
If I think my ability or intelligence is fixed, then I will do everything I can to protect myself
If I think I can increase my ability and intelligence through challenging myself, I will not see walls but bridges to success
Perhaps you can have a meeting with your administrator to discuss the concept of rigor. Ask him what his definition of rigor is. If you do a search and look through various websites that discuss rigor, most are careful to distinguish rigor from simply more or harder work. The Department of State website even cites Alfie Kohn. “Academic rigor does not imply harshness or severity. In a recent interview, Alfie Kohn (in O’Neill & Tell, 1999) states, ‘A lot of horrible practices are justified in the name of “rigor” or “challenge.” People talk about “rigorous” but often what they mean is “onerous,” with schools turned into fact factories. This doesn’t help kids become critical, creative thinkers or lifelong learners (p. 20).’” http://www.state.gov/m/a/os/44875.htm
CI and the Research (cont.)
Admins don’t actually read the research. They don’t have time. If or when they do read it, they do not really grasp it. How could
1 thought on “Robert Harrell – Advice to an Embattled Teacher/Clarification of Rigor”
Thank you, I find this reminder of what we are after very helpful.