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2012 What Works - Brent Maddin - Preventing Rigor Mortis PowerPoint
2012 What Works - Brent Maddin - Preventing Rigor Mortis PowerPoint
2012 What Works - Brent Maddin - Preventing Rigor Mortis PowerPoint
Please Do Now
AGENDA
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
Rigor?
2012 Relay Graduate School of Education. All rights reserved. 7
Doyles Definitions
Risk: the stringency of the evaluative criteria and the likelihood that the criteria can be met. Ambiguity: extent to which a precise answer can be defined in advance or a precise formula for generating an answer is available.
RISK
HIGH Understanding
Choose any element and create a PowerPoint that a museum will use in an exhibit on the the Periodic Table. You must include specific information and meet presentation specifications outlined in the project rubric.
HIGH
LOW
Memory I or Routine I
Memorize 8 element symbols.
Memory II or Routine II
Memorize 100 element symbols.
Adapted from: Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.
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RISK
HIGH Understanding
Look at this students work and see how she solved this subtraction problem (125). What mistake did she make? Using a different method, solve this problem correctly. Your answer will be scored using the following rubric.
LOW
Memory I or Routine I
12 - 5 = ______
Memory II or Routine II
You have 12 cupcakes and give 5 to your friends. How many cupcakes do you have left over?
Adapted from: Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.
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RISK
HIGH Understanding
LOW
Choose any element and create a PowerPoint that a museum will use in an exhibit on the the Periodic Table. You must include specific information and meet presentation specifications outlined in the project rubric.
HIGH
Memory II or Routine II
Adapted from: Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.
12
RISK
HIGH Understanding
Choose any element and create a PowerPoint that a museum will use in an exhibit on the the Periodic Table. You must include specific information and meet presentation specifications outlined in the project rubric.
HIGH
LOW
Memory I or Routine I
Memorize 8 element symbols.
Memory II or Routine II
Memorize 100 element symbols.
Adapted from: Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.
13
Normalizing Error
Scaffolding
Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
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How can we communicate to students that what we are doing is important, that they can do it well, and that we wont give up on them?
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I CAN do this.
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Clip 613
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Clip 687
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Clip 673
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1. TIME
A willingness to spend the hours needed to do the job well
2. FOCUS
Focus: Concentrating only on the work; no TV or other distractions
Model what focusing at home looks like, discuss what homework time looks like
2012 Relay Graduate School of Education. All rights reserved. 27
3. RESOURCEFULNESS
Knowing where to go and whom to ask for help when stuck
Teach kids how to use their class notes (and incentivize note taking), call the cell!
2012 Relay Graduate School of Education. All rights reserved. 28
Whole-Group Share
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4. USE OF FEEDBACK
Looking carefully at responses to my work so I know what to fix and how
Teach kids how to integrate your feedback and how to self-assess on rubrics before turning in work
2012 Relay Graduate School of Education. All rights reserved. 30
5. COMMITMENT
Being determined to finish and do my very best work
6. PERSISTANCE
If one strategy isnt working, try a different one until I find the one that works
Whole-Group Share
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Self-Reflection 1. Which of these do you already do? 2. How can you do them better? 3. What can you start doing on Monday?
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Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
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Normalizing Error
2012 Relay Graduate School of Education. All rights reserved. 36
Normalizing Error
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CLIP 791
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Clip 1258
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Normalizing ErrorBrainstorm!!!
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Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
43
Scaffolding
2012 Relay Graduate School of Education. All rights reserved. 44
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Hint #4
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Clip 1461
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ScaffoldingBrainstorm!!!
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ScaffoldingOther Examples Tight feedback loop (quick turnaround time) Intentionally sequence objectives/aims Order of items on an assessment / HW / worksheet Big Rock feedback
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Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
53
Normalizing Error
Scaffolding
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Independent Practice
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Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
56
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Opening Doyles Framework Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
OBJECTIVES
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
58
Opening Doyles Framework (Again) Effort vs. Intelligence Normalizing Error Scaffolding Theory to Practice Closing
AYAWBAT define academic rigor using Doyles framework AYAWBAT incorporate 2 ultraspecific, concrete strategies to cultivate a rigorous classroom culture into an upcoming lesson or unit plan
OBJECTIVES
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