ABSTRACT
Many teachers think that the rigor has been “watered down” if we need to support a student in a complex activity. When we ask students to work at rigorous levels, it’s critical to provide scaffolding that is intentional and purposeful. Let’s face it: Many students are not willing or ready to think critically and deeply unless prompted to do so. Even then, they may not know how to take surface-level thoughts and make them more abstract, creative or complex. When some students perceive that a task is overwhelming or difficult, they shut down before beginning. This is where we help them utilize tools and strategies that will guide them through a mentally challenging academic task. Supporting students and teaching them to approach complex thinking with more confidence and grit will allow all students to access rigorous curriculum. Though the term has evolved over the past few decades, the essence of the word remains the same: teachers provide temporary learning tools or employ purposeful strategies in progressive stages of student learning, with a gradual release of independence.
