AEL 2020 Special Edition - Issue 1

Rigor in the COVID-19 World

Barbara R. Blackburn

We live in challenging times. COVID-19 has forced educators to find new and creative ways to engage students at high levels of learning. When you are teaching virtually, it’s easy to focus so much on the technology that we lessen our emphasis on content. Unfortunately, that also means that we have lowered the level of rigor we offer our students. However, there are ways to integrate rigor into your virtual lessons.

Focus on Higher-Order Questions and Tasks

One of the most important ways to ensure rigor in the remote learning classroom is to incorporate higher-order questions and tasks into the classroom. For example, we may ask students to describe a natural catastrophe in a science classroom. A more rigorous assignment follows.

Using their knowledge of past catastrophic events that have affected the Earth and life on earth such as earthquakes, volcanic eruptions, weather devastations and asteroid contact, students must predict the next catastrophic event that is likely to occur. They must base their prediction on research from a minimum of three sources other than the classroom text. Additionally, they must justify their prediction using their research and real-life examples and provide information as to how, if at all, people could prevent or lessen the effects of the catastrophe.

The second example is ideal in a remote learning classroom. Teachers can use a whole group discussion or a video presentation to introduce the content and build appropriate background. Next, students can work in small groups using collaborative technology tools to investigate the topic at a deeper level and make a prediction. Finally, students can present as a group and complete individual reflections of their learning.

In addition to answering questions, I want students to create their own questions and find the answers. However, too often, students just provide an answer with no explanation. The use of a simple graphic organizer requires students to base their answer on specific information. You can also provide an electronic alternative for student use.

Provide Scaffolding Across All Instruction

One of the keys to student success in rigorous learning is access to appropriate scaffolding. Technology tools can provide support for students to process their learning in different ways. When I was a teacher, my students learned better by drawing a mind map or other graphic organizer, rather than listing information. Using apps and websites that allow students to create their own mindmaps are helpful. Sample websites are available at https://elearningindustry.com/6-best-mind-mapping-tools-creative-students. Additional resources for mindmapping are available at http://www.lifehack.org/articles/technology/11-free-mind-mapping-applications-web-services.html.

For students with a learning disability, options include using Screencasting, Nearpod or FlipGrid in a writing lesson. Each allows students to record themselves on any device, explaining their answer to a prompt or understanding of a text. Remember, the answers don’t always have to come in the form of writing! Students who struggle with reading could use Microsoft Learning tools as a platform to break texts apart or have them read aloud to build fluency, confidence and comprehension. Lastly, Google extensions such as read and write for Google or Readability; voice typing tools, text to speech chrome extension can assist you as you are creating ways to meet students’ Individual Education Plans.

Finally, a particular concern with older students is when they cannot read grade level text. Sometimes you must start with easier text in order to build to more complex text. One strategy for supporting students who are not reading at grade level is “layering meaning.” If a student cannot read the grade-level or assigned text material, find another text on the same topic that is written at an easier level. Students read that selection first and build their own prior knowledge and vocabulary; then they can go back and read the more complex text with your support. It’s an excellent strategy, one that encourages rigor because students move beyond the easier text, but one that requires texts at differing levels. You can also use the strategy with more advanced students by choosing higher level texts. My favorite Australia-based website for leveled text is KidsNews (kidsnews.com.au) but you can also find sources for leveled text at https://www.bubbleupclassroom.org/home/educators-searching-for-leveled-texts-try-these-resources.

Create a Predictable Routine for Your Lessons

Finally, create routines in your lessons, which will provide stability for your students. Whether you are using paper-based lesson, or virtual lessons, use a template for the lessons and stick to it. For example, I use three steps: Think About It, which is a question to activate prior knowledge and/or set up the lesson; Learn About It, which is the content I present; and Apply It, which is where students produce something that applies their learning. This allows students to learn my expectations, and they come to expect the provided structure. By removing the uncertainty about a lack of routines, students can focus on rigorous learning. Another strategy that can support your routines is to provide a weekly and/or daily schedule for students. This helps them focus their efforts and prioritize their time. It is also a helpful tool for parents and families.

A Final Note

Adjusting your instruction to virtual learning can be a challenge, and it can be so overwhelming that we default to less rigorous instruction. However, we need to ensure that we are holding students to rigorous standards, no matter the delivery system.