Transcript rigor - LEADright

RIGOR
Nurturing Active, Deep, and Engaging
Learning for Students of Color
Tony Lamair Burks II, Ed.D.
Superintendent-in-Residence
National Center for Urban School Transformation
School Transformation Coach
North Carolina Department of Public Instruction
Learning Goals
• Explore what rigor is and what it is not
• Reflect on one’s own practices as an
educator
• Experience tools and processes for
examining curricula, instruction, and
assessment
• Discuss “promising” practices
• Examine questions, ideas, and
perspectives
• Enjoy the moment
2
Rigor and you (group)
1. Two volunteers to briefly share their
personal learning experiences with
the Whole Group
2. Remember these prompts:
– What did it look/feel/sound like?
– What were you doing?
– Who helped create the experience?
3. What are common threads?
Rigor ISN’T…
Rigor is NOT something extra you have
to do:
 More pages and problems
 More worksheets and reading
 More homework and seatwork
MORE ≠ RIGOR
Rigor is NOT a special class or a program
What is Rigor?
Academic rigor
refers to learning in which
students demonstrate a thorough
in-depth mastery of challenging tasks
to develop cognitive skills through
reflective thought, analysis,
problem solving,
evaluation, or
creativity.
— Bill Daggett
Rigor and students of color
Self-reflection to improve teaching:
1.
2.
3.
4.
5.
Collect stories
Ask “what happened?”
Ask “why did it happen?”
Ask “what it might mean?”
Ask “ what are the implications for
[what I do as an educator]?”
Brenda CampbellJones and Franklin CampbellJones
Rigor and students of color
See color in African American children:
1. Understanding that race (as a social
construct) has been a critical definer
of the African American experience
2. Ignoring color is problematic and
presents a huge blind spot
3. Failing to see color is to fail to see
students
Brenda CampbellJones and Franklin CampbellJones
What is Rigor?
Bill Daggett
Rigor/Relevance Framework
Bill Daggett
Quadrant A (Acquisition)
Focus: “teacher work”
Teacher: transmits content through
learning activities, worksheets
Student: passive learner; stores bits of
knowledge and information
Rigor/Relevance Framework
Bill Daggett
Quadrant B (Application)
Focus: “student work”
Teacher: assigns more complicated,
real-world tasks requiring more time
Student: uses acquired knowledge to
solve practical problems
Rigor/Relevance Framework
Bill Daggett
Quadrant C (Assimilation)
Focus: “student think”
Teacher: assigns work requiring complex
thinking (e.g., analyze, compare, evaluate)
Student: automatically and routinely uses
acquired knowledge to analyze problems
and create unique solutions
.
Rigor/Relevance Framework
Bill Daggett
Quadrant D (Adaptation)
Focus: “student think and work”
Teacher: a coach or facilitator of learning
Student: think in complex ways; apply
knowledge and skills when confronting
perplexing unknowns and creating solutions
Four Corners
1. Read “Variations on a Theme: All
Kids Can Learn”
2. Record your thoughts in the “Think
Space” and decide which number
reflects your own thinking
3. Move to the corner that corresponds
to your choice
4. Discuss your choice with those in
your corner
Four Corners
Points to Ponder:
• What do we practice/do if we believe
all children can learn?
• What current practice at your school
supports effectively educating
students?
• What current practice at your school
limits students?
What works?
18 Effective Strategies for Students of
Color (excerpts):
• Have high expectations
• Make the classroom experience relevant to
the real world
• Present multiple ways to succeed
academically
• Let students know you care
• Showcase their talent
Gail L. Thompson
Through Ebony Eyes: What Teachers Need to Know but are Afraid to Ask about African
American Students
Why Rigor?
Bill Daggett
Students need to learn how to:
 access information efficiently and
effectively
 evaluate information critically and
competently
 apply information accurately
 understand the ethical, legal, and moral
issues concerning the access and use of
information
Why Rigor?
Bill Daggett
Educators also need to teach students
how to:
assess the validity and accuracy of
information
determine value of information
identify bias or propaganda
create meaning from data
Why Rigor?
These are all our children;
we will benefit by or pay for
what they become.
James Baldwin
Got Questions?
Tony Lamair Burks II, Ed.D.
Superintendent-in-Residence
National Center for Urban School
Transformation
School Transformation Coach
North Carolina Department of Public
Instruction
Senior Associate
The Educational Consulting Group
http://LeadRight.weebly.com
[email protected]
619-796-6463