We know about the three Rs of reading, ‘riting, and ‘rithmetic but now we have a fourth R: rigor.
We hear this buzzword everywhere in education but what does it really mean for teachers and their students? Not only do we have trouble identifying what this word actually means but educators also have trouble knowing how to put rigor into the classroom without overwhelming their students.
In this course, you will review what the word “rigor” really means and how it looks in the classroom. You will learn how to plan lessons with deeper levels of rigor and will reflect on how to stretch student’s thinking and metacognitive processes through questioning and by designing high cognitive engagement activities. This comprehensive course will help educators design rigorous lessons to use within the classroom, learn to ask comprehensive questions at higher levels of rigor and engage students in activities with high levels of mental cognition and reflection.
- Participants will examine issues to increase active student engagement in learning, enhance motivation and learn how to provide scaffolded support so that all students can engage in deeper levels of cognition.
- Participants will also learn how to provide feedback and formative assessment that really help learners self-reflect and grow in their understanding of the content curriculum.
This course is offered for educators in the following locations:
- Arizona, (45 Clock Hours)
- Hawaii, (45 Clock Hours)
- Illinois, (45 Clock Hours)
- Los Angeles, CA (2 Salary Advancement Points)
- Michigan, (50 SCECH Credits)
- National Open Enrollment, (45 Clock Hours)
- New York City, (3 P-Credits Salary Advancement)
- New York State Re-Certification (45 CTLE Clock Hours)
- Ohio, (40 Clock Hours)
- Pennsylvania, Approved ACT 48 Provider
- Texas, Approved CPE Provider
- Ashland University, (3 Graduate Credits)