autumn k 8 cohort meeting october 27 2004 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Autumn K-8 Cohort Meeting October 27, 2004 PowerPoint Presentation
Download Presentation
Autumn K-8 Cohort Meeting October 27, 2004

Loading in 2 Seconds...

play fullscreen
1 / 28

Autumn K-8 Cohort Meeting October 27, 2004 - PowerPoint PPT Presentation


  • 348 Views
  • Uploaded on

Autumn K-8 Cohort Meeting October 27, 2004 As we continue to deepen our own understanding of rigor and equity, how do we ensure rigorous learning experiences for each child? Find two other people and introduce your student to them.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Autumn K-8 Cohort Meeting October 27, 2004' - albert


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
autumn k 8 cohort meeting october 27 2004

Autumn K-8 Cohort MeetingOctober 27, 2004

As we continue to deepen our own understanding of rigor and equity, how do we ensure rigorous learning experiences for each child?

slide2

Find two other people and introduce your student to them.

In your triad, talk about the gifts and talents that your child brings to their learning world—along with his/her learning struggles.

our collective learning
Our collective learning…

Our journey together…

slide5

Components of Powerful Teaching and Learning

  • Performance assessment:
  • Clear expectations guide learning.
  • Students present and apply their learning to authentic audiences.
  • Teachers and students together set learning goals.
  • The focus is understanding and application, not just recall.
  • In-depth learning:
  • The focus is competence, not coverage.
  • Students struggle with complex problems,
  • develop deep understanding, and
  • apply knowledge in real-world contexts.
  • Active inquiry:Students are engaged in active participation, exploration, and research.
  • Students make important decisions about their learning. Students are at the center of the activity…
  • Personalization:
  • Teachers know their students well, and allow themselves to be known well by their students. Learning experiences are built upon that knowledge.
  • Community is vital to the learning process.
slide6

Performance assessment

Powerful Teaching and Learning

  • Active inquiry
  • In-depth learning
  • Personalization
slide7

Last year, we emphasized other language to frame our commitment to powerful instruction…

We spoke about powerful instruction in terms of…

slide8

Relevance

Rigor

Relationship

slide9

Rigor is not about quantity or severity;

Instead, rigor is about instructional material that is

Complex,

Ambiguous,

Provocative, and

Emotionally or personally challenging.

Rigor

slide10

“Relevant” Instruction…

  • Is Inherently Meaningful…
  • Engages students
  • (in multiple domains), and
  • Stimulates intellectual curiosity and
  • Offers value beyond the classroom…

Relevance

slide11

Research demonstrates that relationships in the learning environment—

knowing students well, and being known by them-

lead to significant improved learning outcomes for students.

Relationship

slide13

We have talked about the achievement gap…

  • We know that some of our kids,
  • For example…
  • Our students of color
  • Our students whose ethnicity is not reflected in the dominant culture
  • Our students who live in poverty
  • Our students with different learning styles

Have not been promised the same learning success as middle class kids of dominant culture…

slide14

We have focused our efforts on:

  • powerful classroom instruction,
  • leadership,
  • adult-learning,
  • school structures,
  • Connections to family
  • and
  • Community engagement.

Our Goal…

To eliminate the achievement gap

slide15

In our efforts to eliminate the achievement gap…

We have learned together about equity in our instructional practices…

and that learning has been reflected in our language.

We have grounded our work in the belief that

“All students can learn…”

slide16

Our Language Changed…

From

“All students can learn…”

“Every student can learn…”

“Every student will learn…”

“Each student will learn…”

slide17

Learning Community

What does this mean for our work together this year?

Community Engagement

Goal

Perhaps the goal feels less daunting when—within us—

“eachchild”

moves from a thought

to an embrace…

That each child will experience rigor, relevance, and relationship?

How do we achieve our goal

Instruction

“Structures”

Leadership

Each child

Connection to Families

slide19
First, reflect individually about the efforts of your staff to improve instruction at your school. How have those efforts impacted the student you have brought today?

Share your thoughts/stories with your school team…

After sharing, choose one story to report out.

slide20

For the next learning activity, please return to your triads.

(Two triads at a table, please…)

(How many triads does it take to screw in a light bulb?)

slide21

Rigor

From Teaching What Matters Most….

We have studied rigor in terms of

content/curriculum…

Complex,

Ambiguous,

Provocative, and

Emotionally or personally challenging.

slide23
Return to your school teams…

Share with your team members key ideas from your discussion on rigorous teaching and learning.

slide24

Who gets rigor?

Who doesn’t?

And Why?

Ask yourself about the child you brought today…Does he/she experience rigorous learning opportunities at school?

slide25

Is there another way to think

about “the achievement gap?”

slide28

Learning Community

Community Engagement

“Structures”

Instruction

Leadership

Each child

Connection to Families