Rigor in the Classical Tradition: Eagle Ridge Academy UPDATED 11.03.

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Curriculum SS + SB
Establish connections
across disciplines
Thinking/contemplating
Students
about curriculum extends
beyond the class period
Understand big picture of
curriculum
Provide Enriching and
Parents
extending education
through experience
Instruction MMa + MB
Learn in wonder & awe
Remain in absorbed attention
(7Laws)
Engage in making meaning &
connections
Apply knowledge & skills
Understand and mirror teaching
methods in a Classical setting
Provide Enriching and extending
education through discussion
Environment ML + MMi Virtue JU + EJ
See virtue embodied in
students (action and
conversation) everywhere
(classroom, lunch room, world
at large)
Embrace Classical Values
Teach virtue and virtuous
behaviors
Model a virtuous life
Homework EP + WS + DT
Seek support
Ask for clarification
Embrace confusion as part of
the learning process
Safeguard learning at home
Understand how to reinforce
Classical learning

Embrace Multa non
Multum and Festina Lente
Select curriculum that is
rich/dense enough to
provide continued
thought/contemplation
Educators
Provide tools & training
Embrace Multa non
Multum and Festina Lente
Provide infrastructure for
Administra
deep learning (including
tion
scope and sequence,
(Leadershi
graduation requirements)
p Team,
Setting and upholding the
Principals,
mission and vision of the
Board,
school
Teacher
Healthy challenge to
Leaders)
nurture teachers growth
and understanding of a
rigorous, traditional,
Classical Education
Build relationships with individual Maintain/hold objective Provide developmentally
students in order to meet their standard appropriate
needs Model a virtuous life practice/reinforcement of
Provide scaffolded learning Virtue discussion is a part of learning
(Mimetic teaching) daily practice Monitor validity, progress, and
Implementing foundational Remediate, enrich, and skill development
pieces of Classical instruction - promote virtue in students and Use as a tool for instruction
direct instruction, mimetic parents and assessment
teaching, dialectic questioning,
Socratic discussion as
appropriate
Allow for absorption of
knowledge through Multa non
Multum and Festina Lente
Embrace Multa non Multum Set objective standard Mediate educator thinking
and Festina Lente Model a virtuous life Support educator/team
Build relationships with individual autonomy
students, staff, and families in
order to meet their needs
Thorough understanding of the
foundational pieces of Classical
instruction - direct instruction,
mimetic teaching, dialectic
questioning, Socratic discussion
Support growth opportunities for
teachers in Classical instructional
methods
These should be taught to "Ideally rigorous homework
invigorate the student through: stimulates wonder, awe and
 stories, modeling, growth
opportunities, and explicit
instruction. Examples include:
The Childrens Book of Virtue
Learning the virtues is
foundational to living the
good life and keeping those
high expectations are rigorous.
This aim of excellence aligns
with our academics and
behavior expectations.
curiosity while [some of] ERA's
homework brings stress and
anxiety." That seems to be the
crux of our discussion when
defining our homework.
Quantity and time do not equal
rigor.

Other thoughts and reflections:

It was hard to separate curriculum and instruction for the student perspective
Curriculum is what we learn and instruction is how we learn it
The support row is different in purpose from the other three. The other three (students, parents, and educators) identify the role that person should have and what they should be/do and the
support section seems to be looking at what those groups can do to support the other three. Do we want consistency in purpose? If the purpose is to show what Leadership, Principals, and the
Board do (as in their role) then coaches maybe belong in a separate category or the support function belongs in a separate category. Does this make sense?
Protect educators from progressive educational philosophywas under Pace but we are not sure that this bullet point fits with rigor

The Learning Environment

Definition: A truly rigorous educational experience is dynamic, active, vital, and engaged. (This statement on the myths/truths side of the original document helped focus us).
Physical Space:
Flow so transitions are efficient and purposeful for the focus to be on learning
Flexible representative/matches goals and needs of learners and lessons
Evidence of student thinking and work

Relationship/Culture that values:

Clarity and directedness in setting and teaching the expectations so students can be successful
Emotional safety social skills, mistakes are ok, demonstrate pillars in all areas, not just academics all adults and students
Teacher modeling: Are our behaviors are congruent with what we want our students to embody? Are we in awe of our students? Are we in awe of what we teach?
Teacher language which instills confidence and shows compassion for students
Consistency, but not rigidity

CREATIVITY!
Items in the room create a wonder and curiosity for the desired skills or content being taught
Teachers know the development of their students and interests in order to connect or make learning sticky

High expectations for engagement and learning at high levels:

Re-visiting, re-working, re-doing as improvement is necessary (but not redundant) = practice perseverance, belief in ability
Waiting for and expecting answers (not off the hook No Opt Out)
Standing creates confidence
Attentiveness and awareness on behalf of the teacher to know when variety and balance is needed to re-energize or provide rest
 Values students asking questions
Well planned mimetic sequence
Questioning which requires students to do the heavy lifting, but scaffolding and supporting when necessary
From Blackburn article sent by Jason:
Extra help is regularly provided in a non-threatening way
Opportunities for review
Individualized support built into the lesson
Individual or small group tutoring