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://LeadRight.weebly.comTheECG1906@gmail.com

619-796-6463