Upping the Academic Rigor of Your Instruction!. Dacia Toll, Co-CEO, AF National Charter Schools Conference June 20, 2012 . Whose School Is It?. Whose School Is It? It’s Our School! Not my school! Not your school! It’s our school. It’s our place. It’s our chance to win this race.
Dacia Toll, Co-CEO, AF
National Charter Schools Conference
June 20, 2012
Whose School Is It?
It’s Our School!
Not my school!
Not your school!
It’s our school. It’s our place.
It’s our chance to win this race.
We’re gonna work. We’re gonna care.
We’re gonna make this world more fair.
It’s up to us to see it through.
So watch and see what we can do!
A Poem by Taylor Mali
In case you hadn't noticed, it has somehow become uncool to sound like you know what you're talking about?
Or believe strongly in what you're like saying? Invisible question marks and parenthetical (you know?)'s and (you know what I’m saying)’s have been attaching themselves to the ends of our sentences? Even when those sentences aren't, like, questions?
Declarative sentences - so-called because they used to, like, DECLARE things to be true, ya know? as opposed to other things that were, like, totally…not.They’ve been infected by this tragically cool and totally hip interrogative tone?
As if I’m saying don’t think I’m a nerd just because I've noticed this; ya know? this is just like what I’ve heard, this is word on the street.I have nothing personally invested in my own opinions, I'm just inviting you to join me on the bandwagon of my own uncertainty?
What has happened to our conviction? Where are the limbs out on which we once walked? Have they been, like, chopped down with the rest of the rain forest? Ya know?Or do we have, like, nothing to say? Has society just become so filled with these conflicting feelings of, you know, duh,
that now we've just gotten to the point where we’re just, like …totally…you know....um. . . just like whatever!
So actually our disarticulationnnnn. . . ness is just a clever sort of . . . Um…sort of…you know…uh…it’s a, it’s a thing to disguise the fact that weare the most aggressively inarticulate generation to come along since . . . you know, a long time ago!
I implore you, I entreat you, and I challenge you: To speak with conviction. To say what you believe in a manner that bespeaks the determination with which you believe it.
Because contrary to the wisdom of the bumper sticker, it is not enough these days to simply QUESTION AUTHORITY.
You gotta speak with it, too.
Are you a …
Do you primarily work with …
Let’s start with a little personal reflection …
Academic Rigor Self-assessment
On your self-assessment, did you answer ….
EU #1: Truly preparing our scholars for success in college will only happen if our scholars are successfully doing academically rigorous work in every subject, K-12
Classroom Management / Culture
Core Instructional Planning
What are the students doing?!?!
EU #2: You can only assess the rigor of instruction by looking at what the scholars are doing – how much are they sweating?
What is the VOLUME and the RIGOR of what they are being asked to do?
Stretch Itreminds us not to stop with simple, correct answers but rather to push students to answer follow-up questions that extend knowledge or test for reliability.
Ratiorefers to how much cognitive work the students do relative to how much you do as the teacher. A successful lesson pushes the cognitive work out to students as soon as they are ready.
Marzano’s Type II and Type III assignments come from the top 4 levels of Bloom’s Taxonomy.
HOWEVER, this does not mean ….
EU #5: You need to set scholars up for success in performing academically rigorous tasks – you have to scaffold the learning. You need to teach/guide students through the more advanced thought process required by the higher level tasks. Then you ask them to apply these skills/concepts in a new context to assess whether they can do it on their own.
A bird is sitting on a wire that is suspended 9 meters above the beginning of a 200 meter moving sidewalk. The sidewalk moves from west to east with a constant velocity of 1 m/s. A nutria rat that is 1 meter long and 0.25 m tall enters the moving sidewalk the wrong way walking at a constant speed of 3 m/s relative to the earth. Starting from the instant that the rat steps onto the sidewalk, how much time must elapse before the bird releases its bowels so that the poop lands exactly on the middle of the rat. Assume that birds have control of their bowels.
The United Nations is seeking your assistance in a disaster relief supply drop to Darfur. They need your help in determining when to drop a box of supplies so that it falls onto a moving disaster relief truck. Since Darfur is a hostile area, the truck will be unable to make any stops and will be traveling at a constant velocity. A helicopter will be used to drop the needed supplies into the moving truck and will be hovering a fixed distance above the drop zone ….
Type II Task (Guided): Witches Convention
There were 20 witches who needed to get to the witches‘ convention in California. There were only 8 brooms, but no more than 4 could fit on a broom and no less than 2. Explain with pictures, words and/or numbers how you are going to get all the witches to the convention.
Type II Task (Independent): Ten Feet Apartment
There is an apartment building called The Ten Feet Apartment Building. The owner allows people and pets to rent apartments in the building, but each family (including pets) can only have a total of 10 feet living in its apartment. Find the different combinations of people and pets that equal 10 feet. Draw pictures and write or tell about your families.
Type II (Guided) Assignment: Contrast the feelings and beliefs of Character A and Character B and how these different feelings and beliefs led them to take different actions.
Type III (Independent) Assignment:
Type II (Guided) Assignment: Evaluate whether this lab procedure follows the scientific method and explain why or why not.
Type III (Independent) Assignment:
The quality of student responses is even more important than the quality of the questions! You need to make sure to keep the bar high.
Right is Right is about the difference between partially right and all the way right, between pretty good and 100%
Week 1 Response – Foreshadowing
What is one specific way you are going to increase the rigor of the questions/tasks you ask scholars to complete this year?
What is one specific way you are going to increase the rigor of the standards you have for scholar responses?
What is one specific way you are going to increase the rigor of your support and accountability for top-quality work?
How are you going to close your implementation gap?