Understanding of Students' Current Knowledge and Skills

Academic Rigor is commonly thought of in three different phases of the educational process. The first is setting the standard for students; the second is equipping students through instructional and supportive methods; the third is student demonstration of achievement 

Real academic rigor, however, occurs when teachers create challenging lessons that help their students meet those high expectations. Rigor requires active engagement and critical thinking at deep levels. 

Challenge Based Learning is a collaborative learning experience in which teachers and students work together to learn about compelling issues, propose solutions to real problems, and take action. The approach asks students to reflect on their learning and the impact of their actions and publish their solutions to a worldwide audience 

Growth Mindset - Students with a fixed mindset believe that their intelligence and talent are innate traits that don’t change. For example, they might say “I just can’t learn math.” These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.

Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice. You might hear them say, “Math is hard, but if I keep trying, I can get better at it.” Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks. High-performing students and low-performing students may have either mindset.

Scaffolding - A method where teachers offer a particular kind of support to students as they learn and develop a new concept or skill; share new information or demonstrate how to solve a problem. The teacher then gradually steps back and lets students practice on their own. It also can involve group practice.

The model of instructional scaffolding is also sometimes described as “I do. We do. You do.” In other words, the teacher shows how something is done, then the class practices together and, finally, students work individually.