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| Preface | |
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| The Case for Rigor | |
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| Introduction | |
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| The Call for Rigor | |
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| Reading Between the Lines | |
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| The Silent Epidemic | |
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| Does This Really Matter? | |
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| Students' Perceptions of Rigor | |
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| Stumbling Blocks to Rigor | |
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| It's Your Turn! | |
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| Who Knows What It Means? | |
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| It's Your Turn! | |
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| Does Anyone Know How to Get There? | |
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| Courses/Course Content | |
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| Assessments | |
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| Teacher/Student Interaction | |
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| It's Your Turn! | |
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| But What About This? | |
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| It's Your Turn! | |
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| Where Do I Go From Here? | |
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| It's Your Turn! | |
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| Conclusion | |
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| Digging Into Rigor | |
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| Expecting Students to Learn at High Levels | |
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| Levels of Questioning | |
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| New Bloom's Taxonomy | |
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| Ciardiello's Four Types of Questions | |
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| Quality QUESTIONS | |
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| It's Your Turn! | |
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| Differentiated Instruction and Multiple Intelligences | |
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| It's Your Turn! | |
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| Supporting Each Student to Learn at High Levels | |
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| Student Motivation | |
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| Value | |
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| It's Your Turn! | |
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| Success | |
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| It's Your Turn! | |
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| Student Engagement | |
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| It's Your Turn! | |
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| Rigor Does Not Stand Alone | |
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| Demonstrating Learning at High Levels | |
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| It's Your Turn! | |
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| Conclusion | |
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| Overview of Chapters 3 Through 7 | |
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| Raise the Level of Content | |
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| Valuing Depth | |
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| It's Your Turn! | |
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| Increasing Text Difficulty | |
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| It's Your Turn! | |
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| Creating Connections | |
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| It's Your Turn! | |
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| Reviewing, Not Repeating | |
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| It's Your Turn! | |
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| Evaluating Content | |
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| It's Your Turn! | |
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| Conclusion | |
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| Increase Complexity | |
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| Complexity Through Projects | |
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| It's Your Turn! | |
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| Complexity in Writing | |
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| It's Your Turn! | |
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| Complexity as You Assess Prior Knowledge | |
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| It's Your Turn! | |
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| Complexity With Vocabulary | |
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| It's Your Turn! | |
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| Complexity in Review Games | |
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| It's Your Turn! | |
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| Conclusion | |
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| Give Appropriate Support and Guidance | |
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| Scaffolding During Reading Activities | |
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| It's Your Turn! | |
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| Modeling Expected Instructional Behaviors | |
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| It's Your Turn! | |
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| Providing Clear Expectations | |
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| It's Your Turn! | |
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| Chunking Big Tasks | |
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| It's Your Turn! | |
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| Presenting Multiple Opportunities to Learn | |
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| It's Your Turn! | |
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| Conclusion | |
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| Open Your Focus | |
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| Open-Ended Questioning | |
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| It's Your Turn! | |
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| Open-Ended Vocabulary Instruction | |
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| It's Your Turn! | |
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| Open-Ended Projects | |
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| It's Your Turn! | |
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| Open-Ended Choices for Students | |
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| It's Your Turn! | |
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| Open-Ended From the Beginning | |
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| It's Your Turn! | |
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| Conclusion | |
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| Raise Expectations | |
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| Expecting the Best | |
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| Belief | |
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| Encouragement | |
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| Support | |
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| Time | |
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| It's Your Turn! | |
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| Expanding the Vision | |
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| It's Your Turn! | |
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| Learning Is Not Optional | |
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| It's Your Turn! | |
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| Tracking Progress | |
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| It's Your Turn! | |
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| Creating a Culture | |
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| It's Your Turn! | |
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| Conclusion | |
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| Assessment and Grading | |
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| Assessment That Impacts Learning | |
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| Using Formative Assessment to Fuel Your Instruction | |
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| It's Your Turn! | |
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| Grading Practices | |
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| It's Your Turn! | |
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| Perspectives on Grading | |
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| Grading Without Guilt | |
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| Recognize Value | |
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| It's Your Turn! | |
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| Shift the Emphasis | |
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| Provide Clear Guidelines | |
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| Require Quality Work | |
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| Communicate Clearly | |
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| Be Patient | |
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| It's Your Turn! | |
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| Conclusion | |
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| Opportunities and Challenges | |
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| Where Should I Begin? | |
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| It's Your Turn! | |
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| How Do I Handle Resistance from Students? | |
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| It's Your Turn! | |
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| What Do I Say to Parents? | |
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| It's Your Turn! | |
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| How Should I Respond When Other Teachers Aren't Supportive? | |
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| It's Your Turn! | |
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| How Can I Gauge Progress? | |
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| It's Your Turn! | |
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| Conclusion | |
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| Activities for a Schoolwide or Districtwide Focus on Rigor | |
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| Curriculum Alignment/Adjustments | |
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| Grading | |
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| A Final Note | |
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| A Selection of Helpful Resources | |
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| Increased Expectations/Schoolwide Implementation Efforts | |
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| Instructional Strategies | |
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| Grading/Assessment | |
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| Revised Bloom's Taxonomy | |
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| Sources for Research Reports/Data About Readiness for College and the Workforce | |
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| Standards | |
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| Southern Regional Education Board | |
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| Working With Standards | |
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| Miscellaneous Online Sources | |
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| References | |