rigor
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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. - PowerPoint PPT PresentationTRANSCRIPT
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 CoachNorth Carolina Department of Public Instruction
RIGOR
2
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
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 whichstudents demonstrate a thorough
in-depth mastery of challenging tasksto develop cognitive skills through
reflective thought, analysis, problem solving,
evaluation, orcreativity.
— Bill Daggett
Rigor and students of colorSelf-reflection to improve teaching:
1. Collect stories2. Ask “what happened?”3. Ask “why did it happen?”4. Ask “what it might mean?”5. Ask “ what are the implications for
[what I do as an educator]?”
Brenda CampbellJones and Franklin CampbellJones
Rigor and students of colorSee 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
Quadrant A (Acquisition)
Focus: “teacher work”
Teacher: transmits content through learning activities, worksheets
Student: passive learner; stores bits of knowledge and information
Bill Daggett
Rigor/Relevance Framework
Quadrant B (Application)
Focus: “student work”
Teacher: assigns more complicated, real-world tasks requiring more time
Student: uses acquired knowledge to solve practical problems
Bill Daggett
Rigor/Relevance Framework
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
.
Bill Daggett
Rigor/Relevance Framework
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
Bill Daggett
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?
Four Corners
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?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
Bill Daggett
Why Rigor?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
Bill Daggett
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-ResidenceNational Center for Urban School
Transformation
School Transformation CoachNorth Carolina Department of Public
Instruction
Senior AssociateThe Educational Consulting Group
http://[email protected]
619-796-6463