2012 What Works - Brent Maddin - Preventing Rigor Mortis
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Transcript of 2012 What Works - Brent Maddin - Preventing Rigor Mortis
Preventing Rigor Mortis:
Cultivating a Culture of Rigor
Brent Maddin Provost, Relay Graduate School of Education
What Works in Urban Schools January 21, 2012
NYU Kimmel Center www.whatworksined.org
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 1
Preventing Rigor Mortis: Cultivating a Culture of Rigor1 Interactive Handout
PLEASE DO NOW
Imagine the most rigorous task you have ever assigned your students. What was that task? What ultra-‐specific, concrete steps did you take to ready your students for such a challenging task?
SESSION OBJECTIVES:
AY’AWBAT define academic rigor using Doyle’s framework AY’AWBAT incorporate 2 ultra-‐specific, concrete strategies to cultivate a rigorous
classroom culture into an upcoming lesson or unit plan
SESSION AGENDA: • Opening • Doyle’s Framework • Effort vs. Intelligence • Normalizing Error • Scaffolding • Theory to Practice • Closing
1 This presentation is built on the shoulders and wisdom of some educational giants. Huge thanks and credit are due to the following individuals: Carol Dweck, Mayme Hostetter, Doug Lemov, Dave Levin, Jon Saphier and all of the teachers featured in today’s clips.
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 2
FRAMEWORK FOR EVALUATING ACADEMIC RIGOR2
______________________: the stringency of the evaluative criteria and the likelihood that the criteria can be met.
______________________: extent to which a precise answer can be defined in advance or a precise formula for generating an answer is available.
MS/HS Science
ES Math
2 Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-‐199.
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 3
EFFORT V. INTELLIGENCE3 How can we communicate to students that what we are doing is important, that
they can do it, and that we won’t give up on them? “Fixed” and “Malleable” Theories of Intelligence:
“Malleable” or “Incremental” Theory of
Intelligence:
• Intelligence is malleable trait
• Intelligence can be cultivated through
hard work and determination
• Everyone, with effort and guidance,
can increase their intelligence
Effort v. Intelligence: Strategy #1 – Show Kids How Much They’ve Learned
Clip 1: Visual Tracker
Clip 2: Achievement Wall
Clip 3: Goal Folders
3 Adapted from Jon Saphier’s Skillful Teacher and Carol Dweck’s Mindset.
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 4
Instead of just “WORK HARD. GET SMART!”…
“WORK HARD. _________________. GET SMART.”
Effort v. Intelligence: Strategy #2—Explicity Teach Effective Effort Effective effort means working hard and using learning strategies to “get smarter” at important knowledge and skills.
Element of Effective Effort Example Notes
Time Include time-‐stamps on homework handouts
Focus Model what focusing at home looks like and
discuss what “homework time” looks like
Resourcefulness Teach kids how to use their class notes and
positively reinforce calling for help
Use of Feedback Teach kids how to
integrate your feedback and how to self-‐assess on
a rubric
Commitment Have students self-‐reflect on their approach to a hard assignment or test
Persistence Have students self-‐reflect about frustrations or
confusions
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 5
NORMALIZING ERROR
Example Notes / Thoughts / Musings
Clip 1: Joe Values Process AND Product
Students Evaluate “Wrong” Answers
Clip 2: Frank’s Choice of Medium
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 6
SCAFFOLD LEARNING
Example Notes / Thoughts / Musings
Scaffold Toward Rigor (Brent’s Non-‐Example)
Make Scaffolding Visible to Students
“Hint Cards”
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 7
MAKE A COMMITTEMENT Circle one of the areas of focus below and craft your ultra-‐specific plan for cultivating a culture of rigor in your classroom. What will you start doing? What will you stop doing?
Effort vs. Intelligence Normalizing Error Scaffolding
Start Doing Stop Doing
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 8
Start Doing Stop Doing
Preventing Rigor Mortis: Cultivating a Culture of Rigor
© 2012. Relay Graduate School of Education. All rights reserved. [email protected] Page 9
Exit Ticket My area of focus for increasing academic rigor is:
Effort vs. Intelligence Normalizing Error Scaffolding TWO concrete ideas/strategies from this session that I’m planning on using are: The idea from this session that I’m still most confused about is: As a presenter, what did Brent do well? As a presenter, what should Brent start
doing/stop doing to make this session better?
Name (totally optional): __________________________________________________________ Email (totally optional): __________________________________________________________