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  • Andrew T Schwab 5:15 pm on January 8, 2016 Permalink | Reply
    Tags: learning   

    Corippo’s Voice In My Head – Rigor 

    Rigor

    Rigor came up in a conversation yesterday. Rigor is one of those words I have a hard time getting a solid grip on during a conversation. For some reason, my mental image of rigor in education has always been a bit slippery. My early experiences in education originally led me to frame rigor as meaning “More Harder” (i.e. let’s do more work and make it more difficult work too) which doesn’t square with what I now think people mean when they say more rigor. Having to actively overcome my ingrained misconception every time I hear the word is probably what the fuzzy mental construct thing is all about. So of course after percolating on the conversation last night, I woke up this morning with this on my mind:

    Reps = Mastery

    Project Based Learning = Creativity, Collaboration and Critical Thinking

    Presenting = Communication

    Blogging = Authentic Audience

    Minecraft = Problem Solving

    All of the Above Better and Faster = Rigor

    I’d like to lock this in my brain so that it triggers when I hear the word rigor but instead when I think of the above, I go straight to, “this is what good instruction should look like”. I guess that’s what I get from hanging around #obiwancorippo too much…

    What’s your definition of Rigor?

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  • Andrew T Schwab 8:36 pm on September 16, 2010 Permalink | Reply
    Tags: classroom, , learning,   

    Take Aways From The First Two Weeks – Part 2 

    In part one I talked about the need to get students setup with their network accounts in the first days of school.  I conveniently left out Teachers.  We usually have teachers back two days before the “official” start of school with students.  Those days are generally designated as professional development days when new concepts (sometimes old) are introduced and teachers are expected to become experts at something over night or better yet, re-design their entire first few weeks of class around some profound new understanding of learning the weekend before school starts (I’ll cover this thought process in another post, promise).

    What it has not historically been is a time to get teachers into their classrooms to make sure technology is working and that they are ready to go on day one of school with students.  This year was even more difficult because with budget cuts from the State, we only had one day before the official start of school.  Thankfully teachers were given the afternoon in their rooms however not very many turned on computers or checked online services to see if they were all set to go.  Which led to much fun and excitement for me in week two when every teacher decided it was time to put students on the Internet and a cascade of help requests started flowing in.  It was all mostly little things that together added up to a mini crisis for me.

    So for next year I’ll be the one going through the rooms checking all the computers the week before school and making sure everything was put back after facilities moved everything around for cleaning over summer, or after teachers came in and rearranged things or pulled all the computers off the tables and stuck them in a pile in the corner (yes that happened one year).  I’ll also see if I can build in some time to the training to remind Teachers not to wait until five minutes into the lesson to see if their Internet resources are still accessible or that they’ve forgotten the password to their favorite web 2.0 service.

    Because I’ve realized something about working at a school district, time is never on my side.  I am always up against time because the school day doesn’t stop, for anything.  The learning must flow.  That means that in the ever more connected learning environments of today’s schools, so must the Internet.

     
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