6 Ways to Strengthen Rigor in Your STEM Classroom

In recapping this series on Strengthening Rigor in STEM, we've talked about how to define rigor in the classroom.   We've discussed that rigor is not making the work harder or assigning more problems.

We've also outlined the basics on tools such as the Rigor/Relevance Framework that we can use to guide our planning and instruction to establish and maintain rigor in the classroom.

This list generated by this series is by no means exhaustive, but is a tangible list of strategies you can use to begin to building rigor into your classroom:

• Interactive Notebooks
• The Art of Questioning
• Student Portfolios
• Rubrics
• PBL Elements
• Student Menus

By using or reintroducing these strategies into your classroom,  students can begin to stretch their thinking and begin to perform in ways that will help them to grow them academically as well as help them achieve mastery and beyond.

Strengthening Rigor in STEM- The Art of Questioning

As teachers, we are constantly checking for understanding.  We question and probe students daily to test their depth of knowledge, but are we asking the right kinds of questions that will help our students exercise their critical thinking skills and develop better problem solving skills?

Asking rigorous questions is determining where a student is ability-wise and asking them to consider further possibilities to push their thinking. (Remember that ALL students benefit from rigor, not just high-performers!).  It is also providing students with key elements to help them be successful.

While I was observing a 7th grade math class, the teacher asked the class to find 15% of 65. Surprised that no one was talking (about anything), I asked the two students closest to me what they thought of the problem.  They seemed surprised that I was talking to them, but before I could even start into a discussion with them, the teacher was on to the next problem.

This scenario illustrates some key elements that help us to focus on how to use questioning to build rigor:

• Rigor is carefully crafting and presenting a problem or question.   A rigorous math class may only work on a few questions for the entire period, but it is the careful consideration of each problem and the various solutions students share that help students to develop critical thinking skills.
• Rigor is accepting different solutions. Depending on the question posed to the class, there may truly only be one answer, but students should feel comfortable driving their thinking and arriving at that answer through different strategies.
•  Rigor is providing time.  Students need adequate time (and space- both on paper and physically) to think through solutions to problems.
• Rigor is collaborative.  Students should be encouraged share their ideas with their team/classmates and use each other as sound boards for possible solutions.
• Rigor is being supportive. Students need to feel supported and know that a wrong answer is an opportunity to examine their work to find out what happened, not the equivalent of a demerit. They also need to feel secure in asking their own questions to clarify a concept or confine a problem.

By keeping these key elements in mind, using questioning to build rigor in the classroom becomes less elusive and helps students to think deeper to build problem solving skills.

Strengthening Rigor in STEM- The Rigor/Relevance Framework

Now that we've discussed what rigor looks like in the classroom, we need to introduce the Rigor/Relevance Framework.  The Rigor/Relevance Framework is a graphical representation of Bloom's Taxonomy meets the Daggett Application Model.  It is a great visual for how and why we need to establish and strengthen rigor in STEM.

Each quadrant below shows where students are performing during a particular lesson or project.  Quadrant A represents basic understanding and recall.  Quadrant C represents more sophisticated comprehension, but still is demonstrating knowledge in one discipline.  Quadrant B represents students showing knowledge and applying it and Quadrant D (where we want students to be) represents students solving problems and using their knowledge to create unique solutions.

As teachers plan lessons and create/research engagements for students, consideration should be given to where students would fall on this Framework.  In order to establish and strengthen rigor, students need to be performing in Quadrant D, which allows students to think in complex ways and use strategies for solving problems creatively.

In this series, we'll examine different strategies for how to get (and keep) students performing consistently at a high level.