Team – We’ve spent a little time this week exploring our meeting space for Tuesday and rethinking possible plans of attack within the Summit. We’re so excited about the possibilities and our opportunities going forward as a district.
There are so many more resources we could share (and maybe will in the future) to spur thinking and foster conversation. It’s Friday – I know, and you all deserve a nice weekend, so I’ll toss out several below ideas below and see what sticks. Perhaps you’ll dive into one that resonates with you, inspires further action, or causes a little cognitive dissonance.
Have a wonderful weekend. I look forward to seeing you on Monday or Tuesday!
Bryan & the C&I Team
David Perkins and his crew at Harvard’s Project Zero have done great work around making thinking visible and pushing our work, as educators, in cognitive sciences. If you aren’t familiar with Project Zero, I encourage you to explore their Resource site.
Our first shared resource included Bill Daggett’s Rigor/Relevance Framework, which he emphasizes must be paired with a third R – Relationships. As you’ll remember the framework begs us to consider the complexity of thinking we ask of students (not how much work) AND the degree to which learning is relevant to students. You can’t have relevance without relationships – and Daggett would argue that rigor without relevance can only get us so far. All quadrants are necessary, but how much time our students spend with rigorous, relevant instruction? Check out the images below from the International Center for Leadership in Education (ICLE).
Are we preparing students to think critically so they can solve problems in unpredictable, real world situations.
Most of you are likely familiar with John Hattie and his meta-analyses around effect sizes. If you’re not – or if it’s been a while, you might check one of the following links:
What works in education – Hattie’s list of the greatest effects and why it matters – Blog post by Grant Wiggins