As I reflect on this statement by Robert Marzano, I think about some of the classrooms our students might be learning in each week, and I wonder through their eyes, if they believe that we believe they are capable of achieving at high levels.
All of us, when asked, certainly say that "of course this is the goal"; however, there are some specific indicators of rigorous learning environments. These might serve our community in individual reflection on to what extent our students have guaranteed access to an equitable learning experience that maximizes rigor and their bilingualism, biliteracy and multicultural competency. When they do not, what does that communicate to students about themselves in one period, one day, or over the course of several years of participation in a "program"-namely, the Dual Language Program and ESL Services.
The list below is a resource for reflection. Reflect on a lesson you delivered in the last week, think deeply about the below indicators of RIGOR, and if it wasn't your best, think about why and what your next steps might be. If it was spot on, think about how to maximize your skill and transfer it across lessons, but also how to bring this reflection to a team. Got no one to talk to? You can reflect and collaborate here flipgrid.com/j8w49sw
No comments:
Post a Comment