[It seems that the way to solve problems in education, make everyone college and career ready, and probably stop the melting of the polar ice caps is to make sure we have enough rigor in our classrooms. But far too often the synonym for rigor is hard. Below, I share a few thoughts about rigor from our forthcoming book (co-author Bob Probst), Notice and Note: Strategies for Close Reading (Heinemann, in press).]
“The essential element in rigor is engagement. The rigor has to be achieved by engaging the readers in a process that is sufficiently interesting or rewarding that they’ll invest energy in the work. If they are to read rigorously, students must to be committed to understanding some intriguing character, to solving some problem, to figuring out what a writer believes or values and how those thoughts compare with their own or to understanding how other readers have made sense of a text.
Granted, students should learn over time to cope with more and more difficult texts. We know of no teachers who do not want students to be able to read increasingly complex texts as the year progresses. But students are more likely to do that if they are invited to read texts with which they can become engaged and are lured into the sort of thinking that might be both challenging and enjoyable.
Rigor, in other words, lies in the transaction between the reader and the text, and then among readers. The essence of rigor is engagement and commitment. A classroom that respects what the students bring to it, what they are capable of and interested in, and that welcomes them into an active intellectual community is more likely to achieve that rigor.”
–From Notice and Note, by Kylene Beers and Bob Probst