Preventing Rigor Mortis: Cultivating a Culture of Rigor Brent Maddin

Provost, Relay Graduate School of Education

What Works in Urban Schools
January 21, 2012 NYU Kimmel Center www.whatworksined.org

Please Do Now

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PREVENTING RIGOR MORTIS:

Brent Maddin, Provost, Relay Graduate School of Education What Works in Urban Schools; January 21, 2012

Increasing Academic Rigor by Cultivating a Culture of Rigor

Agenda and Objectives

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

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At the end of the session

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The Natural Order of Teacher Development

Classroom Management / Culture Core Instructional Planning Student Engagement ACADEMIC RIGOR
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Rigor?
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Doyles Academic Tasks

Walter Doyle published Academic Work in Review of Educational Research in 1983 Classifies any academic task according to its level of risk and ambiguity

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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.

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Types of Assessments / Tasks (MS/HS Science)

LOW
Opinion
Choose any element and create a PowerPoint that captures the important information about that element.
(no rubric)

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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Types of Assessments / Tasks (ES Math)

LOW Opinion HIGH
Write a subtraction word problem. Solve the problem and box the correct answer. (no rubric)

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.

2012 Relay Graduate School of Education. All rights reserved.

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Types of Assessments / Tasks

LOW Opinion
Choose any element and create a PowerPoint that captures the important information about that element. (no rubric)

RISK

HIGH Understanding

LOW

YOU NEED ALL LEVELS

Memory I or Routine I
Memorize 8 element symbols.
2012 Relay Graduate School of Education. All rights reserved.

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

Memorize 100 element symbols.

Adapted from: Doyle, W. (1983). Academic work. Review of Educational Research, 53(2), 159-199.

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Challenges of High Risk and High Ambiguity???

LOW Opinion
Choose any element and create a PowerPoint that captures the important information about that element. (no rubric)

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.

2012 Relay Graduate School of Education. All rights reserved.

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To cultivate a culture of rigor, one should focus on

Effort vs. Intelligence

Normalizing Error

Scaffolding

Agenda and Objectives

AGENDA

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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Effort vs. Intelligence

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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.

I WANT to do this. My teacher isnt going to give up on me.

A Malleable Theory of Intelligence

Intelligence is a malleable trait Intelligence can be cultivated through hard work and determination Everyone, with effort and guidance, can grow their brain.

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Interactive Handout Pg. 3

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Clip 1: Visual Tracker

Clip 613

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Clip 2: Achievement Wall

Clip 687

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Clip 3: Goal Folders

Clip 673

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WORK HARD. Is working hard WORK SMART. enough? GET SMART.

Teach Kids about Effective Effort

Not all effort is EFFECTIVE effort. In The Skillful Teacher, Jon Saphier identifies six elements of effective effort to explicitly teach students.

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1. TIME
A willingness to spend the hours needed to do the job well

Include time-stamps on homework handouts to help kids keep track of time

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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
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3. RESOURCEFULNESS
Knowing where to go and whom to ask for help when stuck

Unless theyre calling you for homework help!

Teach kids how to use their class notes (and incentivize note taking), call the cell!
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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
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5. COMMITMENT
Being determined to finish and do my very best work

Have student self-reflect on their approach to a rigorous task (test or assignment)

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6. PERSISTANCE
If one strategy isnt working, try a different one until I find the one that works

Self-reflections or metacogitive alarm strategies (annotating confusions and questions)

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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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Agenda and Objectives

AGENDA

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
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Normalizing Error

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Example 1: Joe Preaching

CLIP 791

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Example 2: Evaluate Wrong Answers

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Example 3: Franks Choice of Medium

Clip 1258

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Normalizing ErrorBrainstorm!!!

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Normalizing ErrorOther Examples

Embracing the drafting process Mastery Quizzes How you talk about error Error Analysis / sharing results with students Dont make a big deal about right answers Liz Chase: What does the wrong answer tell you?

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Agenda and Objectives

AGENDA

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

2012 Relay Graduate School of Education. All rights reserved.

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Scaffolding
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Example 1: Sample Formative Question

1. If Donaldson travels at 80m/s for 30 seconds, how far does he go in meters? 2. Car A is traveling with a velocity of 55m/s. Car B passes it (going in the same direction) with a velocity of 80m/s. How fast, relative to Car A, does it seem like Car B is going? 3. If Kendra drops a ball from 15 meters above the ground, how long does it take for the ball to hit the ground?
Source: Maddins S2003 physics quizzes (4th year of teaching)
Brent Maddin * bmaddin@gmail.com
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Example 1: Summative Question

A bird is sitting on a wire that is suspended 9.000m above a 200.0m moving sidewalk. The sidewalk moves from west to east with a constant velocity of 1.000m/s. The bird is located 15.00 meters to the west of the sidewalks exit. A nutria rat that is 1.000 meter long and 0.2500m tall enters the moving sidewalk the wrong way walking at a constant speed of 3.000m/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 this likely scenario occurs in a cool world. Also assume that birds have control of their bowels.
Source: Maddins S2003 physics exam (4th year of teaching)
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Example 2: Make Scaffolding Visible

Do you want the mild, medium, or extra spicy question?

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Example 3: Hint Cards

Hint #4

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Example 3: Hint Cards

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Example 4: Help Cups

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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Agenda and Objectives

AGENDA

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

2012 Relay Graduate School of Education. All rights reserved.

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Effort vs. Intelligence

Normalizing Error

Scaffolding

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Independent Practice

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Agenda and Objectives

AGENDA

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

2012 Relay Graduate School of Education. All rights reserved.

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Summarize Todays Session in One Sentence

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Agenda and Objectives

AGENDA

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

2012 Relay Graduate School of Education. All rights reserved.

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Agenda and Objectives

AGENDA

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

2012 Relay Graduate School of Education. All rights reserved.

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