Indicators of Rigorous Student Learning

and Facilitating Teacher Behaviors

If students are engaged in rigorous If teachers are facilitating rigorous

student learning, they are . . . student learning, they are . . .

1. working in authentic contexts and settings. Teachers have done assignment themselves

2. addressing problems that are messy and Identify gaps in own knowledge
complex.

3. undertaking projects that go deep as well Eliminate professional isolation using questioning
as broad. (HOTS)

4. addressing multiple disciplines and Modeling activity

investigating their connections to the core topic
or problem.

5. deeply immersed and engaged in the work Building common relationships

over extended periods of time.

6. working with mentors and other “experts” Reflections – sharing own

who are doing similar work to their own.

7. selecting and using a range of tools, Make safe, comfortable environment

materials, and artifacts.

8. using literacy and numeracy skills to Celebrate mistakes

describe their learning and work.

9. examining and challenging their and Make students aware of standard – community
others’ beliefs and assumptions. dem. The minimum quality standard

10. incorporating ongoing reflection about their Should be pushing ourse4lves to edge of own
learning and work. competence

11. continually revising both the process and Explicitly sharing decisions re: learning with public,
the product of their learning and work. students

12. demonstrating their learning and work Teaching with door open: Holding work up to be
through real-world exhibitions and critiques by peers
performances for peer and public review.

13. discovering new questions and challenges Interdisciplinary teaching

that lead to new problems and projects.

14. Common planning with teachers, community,

students

15. Backward planning UD - Wiggins

16. Re-educate community on role of school

Elliot Washor and Charles Mojkowski

Big Picture Company
11/08/06
 17. Culture of revision

18. Incorporate a lot of different disciplines/modes.

19. Content and process balance.

20. Teachers have to create a risk-taking environment.

21.
The teacher herself needs to be in a risk-zone in
terms of her own learning (best way to model!).

22. Teacher needs to plan for how students can take

responsibility for various pieces of the learning.

23. Teacher needs to be comfortable with students

working on various projects/pieces of the learning
(simultaneously).

24. Teacher need to ask good probing questions of

students.

25. Teacher needs to emphasize to students that they

(the teacher) don’t know everything, will also be a
learner in the process.

26. Teacher needs to be flexible and able to address

live, real issues faces the school community (even
if it sometimes means interrupting the lesson at
hand).

27. Teacher needs to have clear learning outcomes and

methods for assessing students continuously.

28. Teachers need to craft essential questions which

help students identify the complexities.

29. Teachers need to provide/build-in time for student

reflection.

30. Teachers have as part of their professional

development an opportunity to engage in rigorous
learning.

31. Teachers should model for students rigorous

learning behaviors.

Elliot Washor and Charles Mojkowski

Big Picture Company
11/08/06
Elliot Washor and Charles Mojkowski
Big Picture Company
11/08/06