1. 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 RIGOR

2. 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

3. 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?

4. 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

5. 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

6. Rigor and students of color Self-reflection to improve teaching: 1.Collect stories 2.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

7. 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

8. What is Rigor? Bill Daggett

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Why Rigor? These are all our children; we will benefit by or pay for what they become. James Baldwin

19. 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 TheECG1906@gmail.com 619-796-6463