Puzzling about Rigour & How to Achieve It

At the end of our round at Burwood PS a lot of us were still puzzling over rigour: Is it a product or a process? How is it distinguished from high expectations? How easy is it for us, as teachers and leaders, to achieve rigour in our classrooms.  And if it is quite easy to achieve, why aren't we seeing it?

I do like the Barbara Blackburn books because they contain big ideas written with practical examples that makes you believe that rigour can be quite easily achieved.  In "Rigour is Not a Four-Letter Word", Blackburn defines rigour as: Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he and she can learn at high level, and each student demonstrates learning at high levels.  

That definition seems to me to say that rigour it is both process and product.  The video below has a couple of gems.  One is her thought about questioning, "It is not enough simple to ask higher order questions. If a teacher asks a higher order question and accepts a lower order answer, that's not rigorous". This really resonated with me. How often in rounds do we try to capture the teacher's level of questioning, without capturing the associated responses?  Have we been looking at questioning through too narrow a sense? Is the student answers we should be focusing on more in our observations? 

Another puzzle that we discussed during the round is the idea of teachers holding high expectations.  Contrary to the Tell Them From Me data, we frequently observe teachers who are demonstrating low expectations. In fact genuinely high expectations are only observed in a minority of classrooms. Why is that? Do we need to change teachers' practices or their fundamental beliefs?  Are there simple changes to practice we could encourage teachers to take?  Have you tried any of these changes yourself since the round?

Looking forward to seeing your thoughts and ideas as you respond to my starter, and then to each other.  And I'm hoping for rigorous thinking ......  but how will I know when I see it?

​Barbara