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Copyright 2010 Eye On Education, Inc. Larchmont, NY. All rights reserved. www.eyeoneducation.com 2 of 6 4 Myths About Rigor in the Classroom • Williamson and Blackburn Dick Flanary of the National Association of Secondary School Principals described the impact by saying, “Too often, rigor becomes, ‘Let’s give more homework. Lessons must be ‘rigorous’ if they make kids suffer.’ ” (Hechinger, 2009, p. 3) 5 . “Doing more” often means doing more low-level activities, frequent repetitions of things already learned. Such narrow and rigid approaches to learning do not dene a rigorous classroom. Students learn in many different ways. Just as instruction must vary to meet the individual needs of students, so must homework. Rigorous and challenging learning experiences will vary with the student. The design of each experience will vary, as will the duration. Myth #2: Rigor Means Doing More Many parents and educators believe that a rigorous classroom is characterized by requiring students to do more than they currently do, that rigor is dened by the content of a lesson, the amount of reading, or the number of assignments. Rigor is more than just content and cannot be measured by the amount of things students must do. Tony Wagner (2008a) 6 studied classrooms across America and found that many of them were characterized by low-level, rote activity. The focus was too often on covering material or preparation for the next test. A few years ago, Ron Williamson and Howard Johnston conducted a study to nd out how teachers and parents dened rigor. What they found was that the two groups held startlingly different denitions. Teachers said that rigor meant doing more work in general, while parents said that rigor meant doing less but more in-depth work. The challenge for school leaders is how to reconcile these differences and work with teach- ers, parents, and the greater community to develop a shared vision for a rigorous school and to mobilize resources in support of improved rigor. True rigor is expecting every student to learn and perform at high levels. This requires instruction that allows students to delve deeply into their learning, to engage in critical thinking and problem-solving activities, to be curious and imaginative, and to demonstrate agility and adaptability (Wagner, 2008a) 6 . Myth #3: Rigor is Not for Everyone There is a belief that the only way to assure success for everyone is to lower standards and lessen rigor. Such beliefs often mask an underlying sense that some students are less capable and that their success will hold back those who are more capable.
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