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College Readiness and Mykelle’s Dilemma

College Readiness and Mykelle’s Dilemma. Carol D. Lee, Ph.D. Northwestern University. The Dilemma. How to maintain high stakes accountability (e.g. rigorous standards for all) with adolescents who enter high school struggling academically The challenge of inclusivity versus weeding out.

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College Readiness and Mykelle’s Dilemma

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  1. College Readiness and Mykelle’s Dilemma Carol D. Lee, Ph.D. Northwestern University

  2. The Dilemma • How to maintain high stakes accountability (e.g. rigorous standards for all) with adolescents who enter high school struggling academically • The challenge of inclusivity versus weeding out

  3. Mykelle, Ms. Ring & Robeson High School

  4. Re-conceptualizing Core Principle #1 • Plasticity of brain development and implications for what makes learning environments robust

  5. Features of Robust Learning Environments • Position the learner as competent • Anticipate sources of vulnerability • Examine and scaffold resources the learner brings • Make public the social good and utility • Make problem solving explicit & public • Provide supports as learners are engaged in complex problem solving • Provide expansive opportunities • Remain adaptive and dynamic

  6. Re-Conceptualizing Core Principle #2 • Symbiotic relationships among • Perceptions • People, settings, domains, tasks, ability • Relevant, achievable, doable • Feelings/emotions • Attachment vs estrangement; security vs vulnerability • Attributions (e.g. explanations of sources of vulnerability) • Thinking and action • The ways in which emotions help to shape the object of our thinking, the goals of our actions, the effort we are willing to exert

  7. Re-Conceptualizing Core Principle #3 • Learning in everyday practice and learning academic disciplines in school • Reasoning about narratives in songs, film, television, everyday storytelling and reasoning about canonical literary narratives (e.g. plot, characterization, theme, problems of figuration and point of view, inter-textuality) • Basketball players’ mental calculations of sports statistics; pitchers and quarterbacks’ intuitive understandings of force and lift

  8. Knowledge Dispositions Ways of Reasoning Forms of Assistance Relationship Building Worldview Building Identity Building Cultural Modeling Carol Lee Nailah Nasir Dominoes/basketball Geoffrey Saxe Brazilian candy sellers Robert Moses Algebra Project Beth Warren & Ann Rosebery CheChe Konnen Science Everyday Repertoires As Pathways for New Learning

  9. Re-Conceptualizing Core Principle #4 • Reading as a relational skills • Dilemmas of reading comprehension • Ill structured problem solving • Inadequacy of current standards in reading comprehension broadly and content area reading specifically • Baseline skills and strategies remain relatively constant, while the complexity of texts change over time and across content areas

  10. Developmental Progression Literature

  11. College Readiness Is More Than • The right set of standards • The right level of rigor • The right set of intellectual dispositions or habits of mind • The right amount of effort • IT’S ALL OF THE ABOVE. THE QUESTION IS WHAT FEATURES OF LEARNING ENVIRONMENTS ARE SUFFICIENTLY ROBUST TO ENGENDER INTELLECTIVE DEVELOPMENT EVEN IN THE MIDST OF RESISTANCE.

  12. Problems of Practice Maximizing Opportunity to Learn for All

  13. I used to work at Burger King, a king takin orders Punching my clock, now I’m wanted by the manager, soupin me up sayin “You’re a good worker. How would you like a quarter raise. Move up to the register” Large in charge, but you gotta be a spy. Come back and tell me who’s baggin my fries, getting high on company time. No siree, wrong MC. Why should I be a spy when you’re spying on me? Translating the Informal to the Formal: The Mask

  14. # 1- Transforming Intuitive Knowledge to Formal Knowledge • A fully dressed woman walked out of the water. She barely gained the dry bank of the stream before she sat down and leaned against a mulberry tree. All day and all night she sat there, her head resting on the trunk in a position abandoned enough to crack the brim in her straw hat. Everything hurt but her lungs most of all. Sopping wet and breathing shallow she spent those hours trying to negotiate the weight of her eyelids. The day breeze blew her dress dry; the night wind wrinkled it. Nobody say her emerge or came accidentally by. If they had, chances are they would have hesitated before approaching her. Not because she was wet, or dozing or had what sounded like asthma, but because amid all that she was smiling. It took her the whole of the next morning to lift herself from the ground, make her way through the woods past a giant temple of boxwood to the field and then the yard of the slate-gray house. Exhausted again, she sat down on the first handy place—a stump not far from the steps of 124. By then keeping her eyes open was less of an effort. She could manage it for a full two minutes or more. He neck, its circumference no wider than a parlor-service saucer, kept bending and her chin brushed the bit of lace edging her dress (p. ). • …The woman gulped water from a speckled tin cup and held it out for more. Four times Denver filled it, and four times the woman drank as though she and crossed a desert. When she was finished a little water was on her chin, but she did not wipe it away. Instead she gazed at Sethe with sleepy eyes. Poorly fed, thought Sethe, and younger than her clothes suggested—good lace at the throat, and a rich woman’s hat. Her skin was flawless except for three vertical scratches on her forehead so fine and thin they seemed at first like hair, baby hair before it bloomed and roped into the masses of black yarn under her hat (p. ).

  15. # 1- Transforming Intuitive Knowledge to Formal Knowledge I'm saying I think he had a mask on when he was fighting, when he beat him up, because in order for him to have the mask on, he was spying on that person. He was spying on somebody. I don't know who he was spying on. But in order for him to realize that the man was spying on him, he had to take off his mask. In order to realize that the man was saying ... I don't know - shoot. (laughter from class). I'm saying that the man, in order for him to realize that the other man was spying on him, that he had to take off his mask.

  16. #2 - Translating Everyday Language/Genres to Disciplinary Language/Genres • “Now wouldn’t you want to know? You know! The questions - hair all straight like a baby, you know and stuff, drinking all this water? Okay! You know she said she ran away and stuff. You got some brand new shoes on yo’ feet. You too clean to run away. , Yo feet ain’t swole. You ain’t gonna expect nothing? You ain’t gonna ask her no questions?”

  17. #3 – From Declarative to Procedural Knowledge

  18. Reasoning in the Everyday and the Academic

  19. #4 – Interpreting and Re-Directing Resistance • (1) T: Other questions. Other questions. Taquisha you have a question inside that paper there? • (2) S: (Taquisha) Yup. • (3) T: What’s your question? • (4) S: (Taquisha) I put what does the [film have to do with anything we're studying?] • What Taquisha says is inaudible on the tape. Professor Lee has reconstructed the statements in brackets from her memory and the context of her response to Taquisha's statement. • (5) T: Well that might be a question for me. • (6) S: (Taquisha) Well what does the book have to do with the girl and the man singing? • (7) T: Say that again that’s a good question. • (8) S: (Taquisha) What does the -------- (Inaudible) ? (Students were all talking at the same time.) • (9) T: What does the girl have to do with what? • (10) S: (Taquisha) What does the girl have to do with the girl and the man singing? (The teacher is writing the questions down on the board.) • (11) T: What is the girl singing is her question have to do with the man singing. That is a beautiful and sound question. Found it in the Sun-Times to didn’t you? • (12) S: (Taquisha) Yup.

  20. Dimensions of Learning to be Coordinated for Robust Learning

  21. This is the urgency: Live! And have your blooming in the noise of the whirlwind. Big Bessie’s feet hurt like nobody’s business, But she stands - bigly - under the unruly scrutiny, stands in the wild weed. In the wild weed She is a citizen, And is a moment of highest quality; admirable It is lonesome, yes. For we are the last of the loud. Nevertheless, live. Conduct your blooming in the noise and whip of the whirlwind. Gwendolyn Brooks

  22. College Readiness:The American Dilemma

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