Rigor by Design, Not Chance

Offers not only a clear vision of what makes learning deep and rigorous but also a systematic and equitable approach for engaging students of all ages in rich learning tasks. To that end, Karin Hess outlines five essential teacher moves that foster thinking and learning.

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A practical and systematic approach to deepening student engagement, promoting a growth mindset, and building a classroom culture that truly supports thinking and learning.

Every student deserves access to deep and rigorous learning. Still, some persistent myths about rigor can get in the way—such as the belief that it means more or harder work for everyone, rather than challenging and advancing students' thinking. So how can teachers get more clarity on rigor and foster more meaningful learning in their classrooms.

In Rigor by Design, Not Chance, veteran educator Karin Hess offers not only a clear vision of what makes learning deep and rigorous but also a systematic and equitable approach for engaging students of all ages in rich learning tasks. To that end, she outlines five essential teacher moves that foster thinking and learning:
1. Ask a series of probing questions of increasing complexity.
2. Build schemas in each content area.
3. Consider ways to strategically scaffold learning.
4. Design complex tasks that emphasize transfer and evidence-based solutions.
5. Engage students in metacognition and reflection throughout the learning process.

From there, Hess details how to create an "actionable" assessment cycle that will drive learning forward in any classroom.
This book offers a treasure trove of strategies, student "look-for" behaviors, and templates to guide teachers in their work as well as an array of rich performance-based assessments to engage and challenge students. School leaders and instructional coaches can also benefit from the variety of teacher-friendly supports to foster rigorous learning in their schools. Ultimately, Rigor by Design, Not Chance helps educators empower students to take greater ownership of their own learning.