Revised Wo Wfor Ttt(Latest)


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  • This presentation assumes a knowledge of Phillip Schlechty’s book Working on the Work or WOW. The definitions of each of the standards can be found in that book.
  • Revised Wo Wfor Ttt(Latest)

    1. 1. Texas Teachers of Tomorrow <ul><li>WOW </li></ul>
    2. 2. Texas Teachers of Tomorrow Using the WOW Framework to Become a WOW Teacher
    3. 3. “ Schools cannot be made great by great teacher performance. They will only be made great by great student performance.” Phillip Schlechty
    4. 4. Pressure to Improve Student Performance <ul><li>Work on Students </li></ul><ul><li>Work on Teachers </li></ul><ul><li>Work on the Work </li></ul>
    5. 5. Work on the Students <ul><li>Teachers have had little success. </li></ul><ul><li>You can cajole them or threaten them and sometimes get compliance, but it does not produce the commitment needed to perform at high levels. </li></ul><ul><li>In the long run, working on the students hasn’t worked. </li></ul>
    6. 6. Work on the Teachers <ul><li>Putting more pressure on the teachers doesn’t work. </li></ul><ul><li>Most teachers are already doing all they know how to do. </li></ul>
    7. 7. Work on the Work <ul><li>Working on the Work – </li></ul><ul><li>The WOW Framework </li></ul><ul><li>The key to school success is to be found in identifying or creating engaging schoolwork for students. </li></ul>
    8. 8. The Nature of Schoolwork <ul><li>Work is a goal-oriented activity and therefore is a purposeful activity. It is intended to produce something of use. </li></ul><ul><li>Schoolwork refers to the tasks, activities, and experiences that teachers design for students and those that teachers encourage students to design for themselves. </li></ul>
    9. 9. <ul><li>Working on the Work entails teachers purposefully creating, designing, identifying, or otherwise making available to students authentically engaging activities, programs, tasks, assignments, and opportunities to practice that result in students learning those things it is determined that students need to learn to be judges well educated. </li></ul>
    10. 10. Basic Assumptions <ul><li>Differences in commitment and attention produce differences in student engagement. </li></ul><ul><li>Differences in the level and type of engagement affect directly the effort that students expend on school-related tasks. </li></ul><ul><li>Effort affects learning outcomes at least as much as does intellectual ability. </li></ul>
    11. 11. Great teachers are great leaders.
    12. 12. The primary function of a leader is to inspire others to do things they might otherwise not do.
    13. 13. What do you need learn? <ul><li>The teacher needs to be skilled in providing students with schoolwork that will engage them and encourage them to direct their efforts in productive ways. </li></ul>
    14. 14. What is Student Engagement ? <ul><li>Students are attentive —not just in attendance </li></ul><ul><li>Students stick with the tasks they have been assigned or encouraged to undertake—they are persistent. They stick with the task until it is completed and completed well . </li></ul><ul><li>Students are committed to the task, activity, or assignment. </li></ul>
    15. 15. What is Student Engagement ? <ul><li>Students invest energy beyond that needed to simply get by. </li></ul><ul><li>Students find some inherent value in what he or she is being asked to do. </li></ul><ul><li>Students do the task with enthusiasm and diligence . </li></ul>
    16. 16. How do educators get Student Engagement ? <ul><li>FIRST </li></ul><ul><li>Educators need to be able to assess IF their students are engaged. </li></ul><ul><li>Educators need to be able to assess HOW ACTIVELY their students are engaged. </li></ul><ul><li>SECOND </li></ul><ul><li>Educators need to invent experiences, tasks, activities, assignments that students find engaging and that bring them into profound interactions(engagement) with content and processes. </li></ul>
    17. 17. Five Levels of Student Engagement <ul><li>To see if students are engaged, we need to be able to identify the five levels of engagement: </li></ul><ul><li>Authentic Engagement </li></ul><ul><li>Ritual Engagement </li></ul><ul><li>Passive Compliance </li></ul><ul><li>Retreatism </li></ul><ul><li>Rebellion </li></ul>
    18. 18. Authentic Engagement <ul><li>The task, activity, or work the student is assigned or encouraged to undertake is associated with a result or outcome that has clear meaning and a relatively immediate value to the student. These students are committed to work, they persist in the work until it is completed well. They see value in the work and don’t stop when difficulties arrives. They experience a sense of satisfaction, accomplishment, pride, and even delight in their work. </li></ul>
    19. 19. Ritual Engagement <ul><li>The immediate end of the assigned work has little or no inherent meaning or direct value to the student, but the student associates it with extrinsic outcomes and results that are of value to him/her. They do what is required because they are compliant to authority. They meet expectations for work more from obedience than from commitment. </li></ul>
    20. 20. Passive Compliance <ul><li>The student is willing to expend whatever effort is needed to avoid negative consequences, although he or she sees little meaning in the tasks assigned or the consequences of doing those tasks. The students do the minimum to get by. They are more concerned with just having their work accepted than respected. They just want to get by. </li></ul>
    21. 21. Retreatism <ul><li>The student is disengaged from the tasks, expends no energy in attempting to comply with the demands of the tasks, but does not act in ways that disrupt others and does not try to substitute other activities for the assigned task. There are various reasons for the retreat—uncertain of what is being asked, lack the skills to do the task, etc. </li></ul>
    22. 22. Rebellion <ul><li>The student summarily refuses to do the task assigned, acts in ways that disrupts others , or attempts to substitute tasks and activities to which he or she is committed in lieu of those assigned or supported by the school or teacher. Key words: refusal, rebellion, disruption. </li></ul>
    24. 24. <ul><li>By exercising control over curriculum content and ensuring that the schoolwork provided is engaging, the teacher increases the probability that each child will learn what he or she needs to learn. </li></ul>
    25. 25. TEACHERS ARE… <ul><li>Leaders--and like other leaders, they are known more for what they can get others to do, rather than what they do themselves. </li></ul><ul><li>Inventors--they are called upon to create schoolwork that will produce authentic engagement. </li></ul>
    26. 26. <ul><li>The effort students are willing to expend on tasks is determined by the level and type of engagement the tasks generate. This comes from the way the work is designed. </li></ul>
    27. 27. <ul><li>The task for the teacher, therefore becomes to design work that is responsive to students’ needs and motives , which results in the students learning what is intended for them to learn. </li></ul>
    28. 28. <ul><li>Excuses </li></ul><ul><li>When thinking of why students cannot or do not do assigned tasks, we come up with reasons. </li></ul><ul><ul><li>Too many poor students </li></ul></ul><ul><ul><li>Too many unsupportive parents </li></ul></ul><ul><ul><li>Language barriers </li></ul></ul><ul><ul><li>Economic Status </li></ul></ul><ul><ul><li>While all of these “excuses” have some validity, we still have no control over them. </li></ul></ul>
    29. 29. What Teachers Cannot Control <ul><li>Resources available </li></ul><ul><li>School calendar </li></ul><ul><li>Level of parental involvement </li></ul><ul><li>Socioeconomic Status of Students </li></ul><ul><li>Primary Language </li></ul><ul><li>Learning Readiness </li></ul>
    30. 30. What Teachers Can Control <ul><li>The content of the curriculum that they deliver to students </li></ul><ul><li>The qualities and characteristics of tasks assigned to students </li></ul>
    31. 31. To Ensure Proper Focus, Teachers Should …. <ul><li>Estimate level and types of engagement – compare on a daily basis. </li></ul><ul><li>Conduct student questionnaireinterviews </li></ul><ul><li>Invite principal and colleagues to assess types of engagement. </li></ul><ul><li>Relate patterns of engagement observed to the quality of student work. </li></ul>
    32. 32. WOW Attributes Are…. <ul><li>Product focus </li></ul><ul><li>Affiliation </li></ul><ul><li>Clear product standards </li></ul><ul><li>Choice </li></ul><ul><li>Protection from adverse consequences for initial failures </li></ul><ul><li>Novelty and variety </li></ul><ul><li>Affirmation </li></ul><ul><li>Authenticity </li></ul>
    33. 33. #1 Product Focus <ul><li>Link the work with some problem, issue, product, performance, or exhibition that students find compelling. </li></ul>
    34. 34. #2 Affiliation <ul><li>Work that is designed to permit, encourage, and support opportunities for students to affiliate with others is likely to encourage some students to engage the work that otherwise they might not find engaging. </li></ul>
    35. 35. #3 Clear Product Standards <ul><li>Children and young adults prefer to operate in a world where they know what is expected. </li></ul>
    36. 36. #4 Choice <ul><li>Choice implies some degree of control over events. Individuals who have choice are empowered. </li></ul>
    37. 37. #5 Protection from Adverse Consequences for Initial Failure <ul><li>The level of engagement of students is clearly affected by the extent to which students have opportunities to engage without fear of embarrassment, punishment, or an implication of personal inadequacy. </li></ul>
    38. 38. #6 Novelty and Variety <ul><li>Novelty adds freshness and new life to the tired and repetitious. </li></ul><ul><li>Don’t get into a teaching rut! </li></ul>
    39. 39. #7 Affirmation <ul><li>When significant others see the work that the students are doing as valuable it affirms the work for the student. </li></ul>
    40. 40. #8 Authenticity <ul><li>Authenticity refers to a sense of realness about experiences. If they carry real consequences then student engagement is likely to increase. </li></ul><ul><li>Example…class business. </li></ul>
    41. 41. Points to Ponder <ul><li>All of these attributes are not required in every lesson, but are a list of possibilities a teacher might want to consider when designing lessons. </li></ul><ul><li>Authentic engagement occurs only when the work is designed in a way that it appeals to values and needs that are real to the students. </li></ul>
    42. 42. “ The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.” Are your lessons engaging?
    43. 43. WOW Attributes Are…. <ul><li>Product focus </li></ul><ul><li>Affiliation </li></ul><ul><li>Clear product standards </li></ul><ul><li>Choice </li></ul><ul><li>Protection from adverse consequences for initial failures </li></ul><ul><li>Novelty and variety </li></ul><ul><li>Affirmation </li></ul><ul><li>Authenticity </li></ul>