View Content #27991

Christopher Daradics, Development and Learning Strategist

This month, InterCom is focusing on the relevance of rigor in language classrooms populated by learners with diverse abilities. This week, we are taking a closer look at how rigor varies according to ability and arena. In short, there is no absolute standard of what counts as rigor across all domains and ability levels.

The notion of “higher order” thinking refers to a relative measure, not an absolute, fixed standard. When we think of rigorous engagement it is important to keep in mind that rigor is always in reference to a learner’s current ability. This is to say, rigorous engagement is not tied to a particular set of cognitive activities.

In the language classroom, this reality is especially important to keep in mind for neuroatypical students, and particularly for those with communication disorders. In most cases, students with atypical cognitive abilities require differentiated instruction to gain access to more challenging, rigorous cognitive engagement.

The following three guidelines are helpful for differentiating instruction without sacrificing rigor.

1. Use a Person-Centered Approach

Guiding Question: Who am I working with?

Explicitly establish the value of the material by plainly discussing (on an individual a basis) how the material will help learners live more independent, engaged, and fulfilling lives. This personal approach establishes a common frame of reference for flourishing, demonstrates care, and creates a shared sense of responsibility for achieving a rigorous learning environment.

2. Focus on Relevant Action

Guiding Question: What are my learners’ unique interests, aptitudes, and needs?

Productive interventions tap into students' intrinsic motivations in order to meet their unique needs. When scaffolding work for learners with special needs, it is helpful to highlight the practicality of the work and it’s relationship to the students’ lives. A handy rule of thumb is to try to leverage a student's strengths against their weaknesses.

3. Reduce Complication & Focus Attention

Guiding Question: How can distractions be minimized and focus become more accessible?

Matching instructions to learners’ needs is an easy way to establish focus and prevent information overload. Many students are curious and eager to engage, but unsteady attention keeps them from fully participating. Provide alternate instructions or explicit task sequencing for students who need it.

These simple guidelines help ensure that all learners are able to access the rewards of rigorous intellectual engagement. This week’s Activity of the Week builds on these points with a reflective inventory for developing lessons and activities that provide students with access to personally-relevant rigor.