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Rigor in the Classical Tradition: Eagle Ridge Academy UPDATED 11.03.

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Curriculum SS + SB Instruction MMa + MB Environment ML + MMi Virtue JU + EJ Homework EP + WS + DT
Establish connections Learn in wonder & awe See virtue embodied in Seek support
across disciplines Remain in absorbed attention students (action and Ask for clarification
Thinking/contemplating (7Laws) conversation) everywhere
Students
about curriculum extends Engage in making meaning & (classroom, lunch room, world
beyond the class period connections at large)
Apply knowledge & skills
Understand big picture of Understand and mirror teaching Embrace Classical Values Embrace confusion as part of
curriculum methods in a Classical setting Teach virtue and virtuous the learning process
Provide Enriching and Provide Enriching and extending behaviors Safeguard learning at home
Parents
extending education education through discussion Model a virtuous life Understand how to reinforce
through experience Classical learning

Embrace Multa non Build relationships with individual Maintain/hold objective Provide developmentally
Multum and Festina Lente students in order to meet their standard appropriate
Select curriculum that is needs Model a virtuous life practice/reinforcement of
rich/dense enough to Provide scaffolded learning Virtue discussion is a part of learning
provide continued (Mimetic teaching) daily practice Monitor validity, progress, and
thought/contemplation Implementing foundational Remediate, enrich, and skill development
pieces of Classical instruction - promote virtue in students and Use as a tool for instruction
Educators
direct instruction, mimetic parents and assessment
teaching, dialectic questioning,
Socratic discussion as
appropriate
Allow for absorption of
knowledge through Multa non
Multum and Festina Lente
Provide tools & training Embrace Multa non Multum Set objective standard Mediate educator thinking
Embrace Multa non and Festina Lente Model a virtuous life Support educator/team
Multum and Festina Lente Build relationships with individual autonomy
Provide infrastructure for students, staff, and families in
Administra
deep learning (including order to meet their needs
tion
scope and sequence, Thorough understanding of the
(Leadershi
graduation requirements) foundational pieces of Classical
p Team,
Setting and upholding the instruction - direct instruction,
Principals,
mission and vision of the mimetic teaching, dialectic
Board,
school questioning, Socratic discussion
Teacher
Healthy challenge to Support growth opportunities for
Leaders)
nurture teachers growth teachers in Classical instructional
and understanding of a methods
rigorous, traditional,
Classical Education
These should be taught to "Ideally rigorous homework
invigorate the student through: stimulates wonder, awe and
stories, modeling, growth curiosity while [some of] ERA's
opportunities, and explicit homework brings stress and
instruction. Examples include: anxiety." That seems to be the
The Childrens Book of Virtue crux of our discussion when
Learning the virtues is defining our homework.
foundational to living the Quantity and time do not equal
good life and keeping those rigor.
high expectations are rigorous.
This aim of excellence aligns
with our academics and
behavior expectations.

Other thoughts and reflections:

It was hard to separate curriculum and instruction for the student perspective
Curriculum is what we learn and instruction is how we learn it
The support row is different in purpose from the other three. The other three (students, parents, and educators) identify the role that person should have and what they should be/do and the
support section seems to be looking at what those groups can do to support the other three. Do we want consistency in purpose? If the purpose is to show what Leadership, Principals, and the
Board do (as in their role) then coaches maybe belong in a separate category or the support function belongs in a separate category. Does this make sense?
Protect educators from progressive educational philosophywas under Pace but we are not sure that this bullet point fits with rigor

The Learning Environment


Definition: A truly rigorous educational experience is dynamic, active, vital, and engaged. (This statement on the myths/truths side of the original document helped focus us).
Physical Space:
Flow so transitions are efficient and purposeful for the focus to be on learning
Flexible representative/matches goals and needs of learners and lessons
Evidence of student thinking and work

Relationship/Culture that values:


Clarity and directedness in setting and teaching the expectations so students can be successful
Emotional safety social skills, mistakes are ok, demonstrate pillars in all areas, not just academics all adults and students
Teacher modeling: Are our behaviors are congruent with what we want our students to embody? Are we in awe of our students? Are we in awe of what we teach?
Teacher language which instills confidence and shows compassion for students
Consistency, but not rigidity

CREATIVITY!
Items in the room create a wonder and curiosity for the desired skills or content being taught
Teachers know the development of their students and interests in order to connect or make learning sticky

High expectations for engagement and learning at high levels:


Re-visiting, re-working, re-doing as improvement is necessary (but not redundant) = practice perseverance, belief in ability
Waiting for and expecting answers (not off the hook No Opt Out)
Standing creates confidence
Attentiveness and awareness on behalf of the teacher to know when variety and balance is needed to re-energize or provide rest
Values students asking questions
Well planned mimetic sequence
Questioning which requires students to do the heavy lifting, but scaffolding and supporting when necessary
From Blackburn article sent by Jason:
Extra help is regularly provided in a non-threatening way
Opportunities for review
Individualized support built into the lesson
Individual or small group tutoring