Principle 2: High Expectations and Rigorous Instruction

Principle 2 for the NYSED Culturally Responsive-Sustaining Education Framework states:

High expectations and rigorous instruction prepare the community for rigor and independent learning. The environment is academically rigorous and intellectually challenging, while also considering the different ways students learn. Instruction includes opportunities to use critical reasoning, take academic risks, and leverage a growth mindset to learn from mistakes. Messages encourage positive self-image and empower others to succeed.”

For this activity, you will review a few of the activities from the third module. You will want to have out your Efficacy Notebook that you began in Module 5 in order to reflect, connect, and continue to brainstorm how you will instruct your students with intention in order to have a lasting, positive impact.

Skip to: Opportunity and Access | The Power of Language and Feedback |

The Expectations-Support Connection

Setting high expectations for all students is important but requires providing support to ensure all have the resources and learning opportunities to succeed.

Review Cultural Pluralism to Empower Learners and then complete the below in your Efficacy Notebook.

  • Summarize the video presented by Holly from IDE Corp.
    • What resonated with you as you watched the video?
    • What key words, phrases, or visuals from the video stood out to you?
    • What insights will you take away from the video to apply to your classroom in the current or upcoming school year?
    • What strategies will you use to foster a sense of community in your classroom?
  • In looking at the “Take Action” activity, complete the cultural pluralism audit (or review your audit from when you previously completed it). Design some strategies and activities that you can implement in the current or upcoming school year. How has your thinking changed since you initially engaged in this module activity? Share your ideas with a colleague for feedback and continued brainstorming.
  • Reflect on the following:
    • What more do you need to explore around cultural pluralism, and how will you do so?
    • Where do you see examples of cultural pluralism in your surroundings? How can you leverage that in the current or upcoming school year?

Opportunity and Access

It is important to provide students with opportunities to learn that are accessible in terms of cognitive levels, learning styles, language, and cultural relevance. 

Review Authentic Instruction: Exploring PBL and then complete the below in your Efficacy Notebook.

  • Summarize the three websites you explored.
    • What resonated with you?
    • What key words or phrases stood out to you?
    • What insights will you take away to apply to your classroom in the current or upcoming school year?
    • How will you activate all of your students in authentic instruction so they are prepared for rigorous learning?
  • Four sample PBL task statements were provided. Read the one that is closest to your grade level. What makes it authentic? Would it be relevant to your students? How would you change the wording to fit your student population? What makes the PBL complex and rigorous? What content areas do you see students needing in order to accomplish the task?
    • Now, use the graphic organizer provided and brainstorm some PBL ideas for the first semester of the school year. What do students need to learn and how could you frame it around an authentic problem or project for students?
  • Reflect on the following:
    • How does teaching through a PBL address the requirement that “instruction includes opportunities to use critical reasoning” as shared in the Principle 2 description?
    • What skills will students need to build in order for you to implement a PBL successfully in your classroom? How will you bridge that gap for students so they are successful?
    • What is the impact of authentic learning on your students?

The Power of Language and Feedback

Supporting students to achieve at high levels involves personalized facilitation through the use of language and feedback in terms of both academics and the learning process. 

Review Providing Culturally Sustaining and Responsive Feedback in a Remote and Hybrid Environment and then complete the below in your Efficacy Notebook.

  • Summarize the video presented by Melissa from IDE Corp.
    • What resonated with you as you watched the video?
    • What key words, phrases, or visuals from the video stood out to you?
    • What insights will you take away from the video to apply to your classroom in the current or upcoming school year?
    • What strategies will you use to provide students with effective feedback?
  • There are four different modes in which you can provide students with effective, culturally responsive feedback. Review them and the strategies in the “Take Action” section. In your Efficacy Notebook, brainstorm an intentional plan to implement at least two of the strategies for each of the modes of delivery. How will you keep yourself accountable? Share your brainstorm with colleagues and discuss more ideas.
  • Reflect on the following:
    • How can you ensure that “Instruction includes opportunities to use critical reasoning, take academic risks, and leverage a growth mindset to learn from mistakes” as shared in the Principle 2 description? How does feedback play a role in taking risks and a growth mindset?
    • How does connecting with students, their interests, and their families play a role in providing students with effective feedback?
    • What impact does feedback have on learning? How can you be mindful of how students are receiving feedback?