Rigor in the Career Technical Classroom

Rigor is a word that is often used but often misunderstood.  For example, many teachers think rigor increases the number of problems a student should solve.  Unfortunately, that demotivates students and doesn’t necessarily show whether a student understands the content.  If I understand the first ten questions, doing ten more isn’t productive.  Rigor is more about quality than quantity and focuses on the depth of understanding. This is particularly true in career technical learning. 

Defining Rigor in Career Technical Environments

Rigor is creating an environment in which students are expected to learn at high levels; each student is supported so they can learn at high levels and demonstrates learning at high levels (Blackburn, 2018).

As you look at that definition, you’ll notice that rigor starts with your high expectations.  In other words, no matter the students’ perceived level, you expect them to work at higher levels of thinking.  Next, in order for students to achieve at higher levels, you’ll need to provide support and scaffolding. It’s not “dumbing it down” to provide graphic organizers or chunking; it’s giving students a way to be successful.  Finally, students should demonstrate learning at a high level, which is more than basic recall or computation. 

Examples of Rigorous Tasks

Let’s look at several sample rigorous tasks and assignments in the Career/Technical classroom.

Career Technical Environment #1: Automotive

Provide students with a series of choices for solving a particular engine problem.  Students must identify appropriate choices and explain why based on content knowledge.  Then, they must identify the choices that are not appropriate and explain why they would not work.

In the automotive example, students are asked to identify and explain misconceptions.  This requires a higher level of thinking than simply applying what they have learned to solve the problem.  They also need to determine what doesn’t work and why.

Career Technical Environment #2: Engineering

Choose a specific audience for a toy. You may choose any age, gender, or specific need.  Design your toy, justifying each aspect of your toy to the specific audience. Your justification should include the characteristics of the toy and the real-life applications. Present your design to another group, who will critique and justify it on those specifications.

In the engineering example, rather than completing a basic design, they must design a toy customized to a particular age range and/or other specifications. As a part of the design, they must justify each design aspect based on what they know about engineering, the toy itself, and the intended audience. The application is taken to a higher level.

Career Technical Environment #3: Technology

Building on our class discussion, find at least three credible sources on the topic of data tracking.  Design a tool (video, webpage, etc.) to convince your audience of your perspective on data tracking.  For example, if you believe companies should use data tracking, create a technology-based format to convince others of your belief.  In your information, you should include the reasons that support your position that address the typical objections.  Be sure to justify all points with research and real-life examples.

For technology, this task asks students to research data tracking and present their position on the subject. In addition, students must address typical objections to their position, which requires them to research and address all aspects of the issue.

Career Technical Environment #4: Business/Investing

Mr. Smith is retiring from teaching at the end of this year and wants to invest his savings in eco-friendly investments that will also earn money. Design an investment portfolio and prepare a presentation for him. You must justify each choice based on the eco-friendliness, the projected return rate, and the risk level.

You’ll notice some similar characteristics with the Business/Investing example. The application itself, designing an investment portfolio, is customized to the specific content of the course. However, in a presentation, students are again asked to justify their choices based on the content of the investments, the rate of return, and the level of risk. They demonstrate their application of knowledge at a higher level.

Career Technical Environment #5: Health Services

Your new patient is 62. He has weakness in his left hand and leg and is experiencing severe headaches.  His wife notes he has been moody lately. Choose what tests you would give the patient to determine more information and provide a rationale for each test. Next, your partner will review your plan and critique it based on what we have learned in class, any additional research, and their real-life experiences. You will do the same for them.

Finally, for a health services class, students are given a scenario and asked to develop a set of tests they would give the patient. This is a standard way of showing whether or not a student understands what they have learned in class. They are also asked for a rationale for each test. However, we will increase the rigor by asking a partner (or another group) to critique the plan and evaluate the rationale based on course-based learning, additional research, and life experiences.  Adding the peer evaluation aspect of the assignment is a critical way to increase higher-order thinking.

Misunderstanding CTE 

In many cases, rigor is misunderstood or disliked.  Some teachers have focused on core courses, with somewhat of a dismissive attitude toward courses related to careers and technology.  None of this is real.  Rigor is designed for all students to learn and think at higher levels and is extremely suitable for career/tech.

Are you interested in career technical articles? Read more on CTE here.