Rigorous instruction is a term with multiple definitions but few practical guidelines. This lessoncast shares a practical process for ensuring rigor in everyday instruction. First we have to define what rigor looks like in the classroom. Here’s our definition: Rigorous instruction engages every student in learning that is complex, thought-provoking, and moves from concrete to abstract. Rigorous instructional tasks may include critical thinking skills, problems solving, higher-level questioning, developing conceptual definitions, categorizing and sorting, cross-curricular connections, and real-world applications. Use these criteria to plan what students should be able to do to achieve at rigorous levels. Next, knowing the end goal, consider students’ current level of understanding and readiness. Where are they now? Third, anticipate what misconceptions students might have as they move from their current understanding to the rigorous goal. Think about how priming prior knowledge or using particular examples might help students re-think their misconceptions and get back on track to achieve the rigorous goal. Knowing what students know and anticipating potential misconceptions, consider how to scaffold student learning. What stepping stones can you build into the lesson to assist students in achieving the rigorous goal? Stepping stones include modeling examples, working in small groups, chunking reading or tasks, using picture aids, providing a word bank or sentence frames. Then decide which students need which stepping stones. Some students may be able to work more independently, while others will have more success with certain scaffolding. This process automatically differentiates based on the needs of students. All students are given the support they need to achieve a rigorous level of learning. Interdisciplinary connections can promote rigorous learning, because the more connections students can make the deeper their understanding will be. Rigorous instruction shouldn’t be a nebulous nice to have. It can be a real expectation for everyday instruction and every student learning.