Chapter 1: Rigor By Design, Not Chance


Kenneth Miller 

Dr. Walsh-Moorman

EDM 517

10/22/2023

Rigor by Design, Not Chances is a book by Karin Hess that addresses old and new educational teaching methods and how they are applied in the classroom. Skills students develop in school will not only help them prosper academically but will help them become contributing members of society. Hess believes these skills can be obtained if teachers practice these six “essential teacher moves.” 

  • Mastering core academic content 

  • Thinking critically and solving complex problems

  • Working collaboratively on complex tasks

  • Communicating effectively

  • Learning how to learn

  • Developing an academic mindset

Once the students have established a foundation, holding them to these high standards is critical to prepare them for the next step in their academic journey. All six of these bullet points serve a purpose in helping a student process, retain, and build off of new information.  “For students to successfully engage with complex, multistep tasks, they also need to develop the personal skills of self-direction and independence” (Hess, 2023). According to Hess, one of the most crucial aspects of learning is the art of teamwork. Teamwork in the classroom helps students develop proper communication skills and learn from others. These skills help them think critically, act morally, and solve complex problems. As a football coach, teamwork is essential to a team's success throughout the season. If a team has no chemistry and finds it hard to work together, they will struggle to execute tasks during crucial moments. To let students and teammates build chemistry, finding a balance between a leader who challenges learners of all ages and lets them have fun is vital. “Student interactions that are tangential and off-topic may not be a sign that a team does not have enough work to do or that they do not take the work seriously; in some cases, students may be cementing their social relationships in anticipation of later authority assertions and conflicts” (Fredrick, 2008).

 Coaches and teachers are facilitators of teamwork and authority among peers—an academic article by Terri A. Frederick, a University of Eastern Illinois professor, wrote about grading teamwork and encouraging students to set goals for themselves on future work. Encourage students or teammates to film team meetings and keep a log of confrontations, indicating whether or not they have been solved. Inevitably, students or athletes will worry about individual stats/grades. Group grades should be handed out as well. Group grading will hold all accountable, forcing them to improve as time passes. “Ultimately, facilitating teamwork is best accomplished through a combination of measures that require students to engage in reflective practice” (Fredrick, 2008).  In other words, a team's ability to look in the mirror and fix past mistakes will lead to a prosperous future. The research conducted by both Hess and Fredrick proves that educators must monitor and grade their students' teamwork. Providing students with an environment that embraces teamwork and learning from each other will mold students into hardworking individuals who can solve problems at home and in the workplace. 


References:

Fredrick, T. A. (2008). Facilitating better teamwork: Analyzing the challenges and strategies of classroom-based collaboration. Business Communication Quarterly, 71(4), 439-455.

Hess, Karin. (2023).  Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD ASSN SUPERV CURR DEV, 2023.

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