Interested in student-driven classrooms? Join Dr. Nancy Sulla @nsulla (author of Students Taking Charge, Its Not What You Teach But How, Building Executive Function: The Missing Link to Student Achievement, and more) and educators from all over in #LATICchat on Thursday nights at 8pm ET. We hope to bring together a community of educators to share insights, stories, examples, pictures from their classrooms, and more. We welcome all educators to join; no need to be running a #LATIC classroom.
2nd Graders creating their garden plan! Measuring using a how-to sheet. Investigating the best soil in their Gardener’s Guide. All when they choose to do it! #LATIC
A2 rigorous looks different for every student. It's about pushing them beyond what they thought they could do to see what lays beyond. Goal is they do this on their own as adults.
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A2) Rigor is providing students with the opportunity to explore content, while providing the needed facilitation before they meet the frustration level. #LATICchat
A3 harder content is usually another grade level standards. It doesnt mean any different work, just more work. A true level of mastery is taking what they learned and applying it to new situations. #LATICchat
A3) Just worked with @Barb_Whit3 and Ms. Boyette on building rigor with K Ss in math - not going into 1st content, but doing error analysis w/in K content. Higher-order thinking PLUS building #executivefunction! #winning#LATICchat
A4) Engaging students in a different way of learning that isn't necessarily their preferred way. For example, for Ss who are more kinesthetic, challenge them with visual presentation of content via reading... great for preparing for testing situations as well! #LATICchat
A4 first step is to foster that curiosity and drive. Once these are in place, it becomes easier to move students to a more sophisticated understanding.
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A3 Harder , Heavier or Age inappropriate does not equate to Rigor because it is a differentiated variable for each student, topic, class and classroom. The 1st 3 are not teaching anything but frustration and often surrender instead of grappling and success #LATICchat
A4 When Ss are working on an ALU, they use the rubric as a roadmap to solve the problem. This guides them to what they still need to learn to solve it and drives them to learning and practice opportunities on their activity list. #LATICchat#personalizedlearning
A5 I see this level of rigor in action with nuanced facilitation and through purposeful differentiated learning experiences from which students determine based upon their needs and next steps. #LATICchat
A5 Academic work in a #LATIC classroom is exactly this. Ss are drive to solve a real world problem w/ newly learned content. The learning and practice, SGMLs, are that careful practice and nuanced performance that leads to the solutions that #changetheworld#LATICchat
A4 creating an individual “felt need” to drive S’s to own and direct their own learning, thoughts & solutions. With the guidance and crafting of a teacher #LATICchat
A5b Rigor is what allows an athlete or musician to do what has never been done. Then it becomes mainstream and another must reach beyond the expected and ordinary. #LATICchat
A6: open up the possibilities for students to determine how to solve and share the solution to the problem ... and better yet to decide what problems they want to solve! #LATICchat
Love that .. and in a well-run Learner-Active Classroom one student ‘s breakthrough pushes another. The idea of everyone getting that one right textbook answer is dismissed with rigor. #LATICchat
A5b Rigor is what allows an athlete or musician to do what has never been done. Then it becomes mainstream and another must reach beyond the expected and ordinary. #LATICchat
Imagine an ALU that crosses curriculum areas, runs in classrooms K-12, and solve the big problems in the local community that Ss in the district identified #boldpath#nyackisaplacetowatch#LATICchat
A7) try this ... cut out column one ... paste the other columns one column to the left ... write a new expert column with only higher-order challenges. #LATICchat
A7 rigorous is not about what the learning is but what is being done with it. Low rigor is learning to multiply. High rigor is using multiplication to create art work based on multiplication repeating patterns.
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#LATICchat making sure that the analytic rubric interfaces with the activity list. Make sure structures are talking to each other https://t.co/KL3la56nYq here is my ALU and rubric for current unit. Offer leadership extensions that are authentic. https://t.co/4pNY0chjiM
A8 Using your facilitation grid to find those experts that not only know the content, but can metacognitively explain it. Then having your facilitation questions ready for learners of all levels! #LATICchat#pushtheirthinking#unintendedconsequences
A8 do not accept acceptable. Follow with facilitation questions that push understanding, may have to give them the night to think it over and come back ready to discuss. Former student from 3 years ago remembers talking about trebuchets in class and is making one now! #LATICchat
