The 3 "R"s; Rigor, Relevance, and Risk-Taking

In the current educational climate where so much focus is on bringing low performing students up to proficiency, I wanted to throw out a reminder about the importance of keeping advanced and high ability students engaged, motivated, and challenged. Three areas in danger of being forgotten in classrooms are my three "R"s; rigor, relevance, and risk-taking. Without these elements, many gifted students are in danger of losing their interest in school.

We all understand about rigor and setting a high bar for students. However, I often come across well-meaning teachers who, in their efforts to help an under-performing GATE student, will lessen the difficulty or amount of work in hopes of improving results. If that student is truly overwhelmed or has learning gaps that need intervention, this may be a benefit. In many cases though, the distinction is not made between "can't" and "won't". Our brightest under-achievers can often be very convincing with their "can't" pleas but sometimes, it is really a "won't" disguised as a "can't". How do you know? Engaging assignments and offering rewards (tangible or intangible) can often help suss out where there is a problem. If there is a reason or interest in performing, many times students will step up and do more than we thought they were able to.

This leads me to relevance. Teachers and parents working with gifted students invariably are faced with the question from gifted kids "Why do I have to do this? What's the point?" Answering with a "Because I said so!" rarely works on intelligent children. The more we can do to make every lesson (in school and at home) relevant to what the student thinks is important, the better. Gifted adolescents in particular need to be able to make the connection between their academics and real life. Many of them are smart enough to realize they can leave school early, get a GED, and be in the workforce earning money sooner rather than later. For most, this is obviously not the most prudent course of action.

Finally, with curriculum and assessments often being formulaic and prescribed, creativity can sometimes be swept under the rug. Gifted students (well, actually all students) benefit greatly from variety, being able to try new things, and taking intellectual risks. Much of the best learning occurs when we try something and it doesn't work out. Just ask the makers of the cleanser 409. It got it's name because that many attempts were made before they found the best formula. Creative problem solving is an essential skill for life and needs to be practiced at school. Moreover, for our highest ability students who rarely experience failure, they need that experience within the safe confines of school and home. It will help them know that first, it will happen to them, second, they will survive it, and third, they will learn from it.

So, in my perfect school world, all kids will experience their reading, (w)riting, and 'rithmetic with rigor, relevance, and risk-taking. Would love to hear from any of you that can share other ideas of how you bring the three "R"s to your students!