High Expectations

According to FC-Sprint┬▓

1. General Attitude

"I don't have a clue about what my students can achieve and that is better for my students."   (continuous fight in my head)

Past results do not give any guarantee for the future except if you believe they are...

- knowing what science has to say about this topic.

- knowing that what you expect usually comes true.

- fight against low expectations in your head.

- knowing what you do if you have high and low expectations...

a) climate factor - teachers tend to create a warmer climate for those we expect more from, we are nicer to those students.

b) input factor - we put more energy into students we expect more of. No use in putting our energy into students who do not expect much of.

c) response - opportunity factor students that we expect more of get more chances for response, we call on them more often and they get more time to speak. If they make a mistake teachers help them by asking questions and in a way formulates the answer together with the student

d) feedback - high expectation students get more positive feedback. If they make a mistake they get more differentiated feedback from the teacher. A teacher will only accept a low quality response (or not ask these students at all) from a student he does not have high expectations of. And the teacher will not clarify what a high quality response would be to those students.

Exercise:

a -  Think of one of your classes - place your students in a sequence. Your "best" student at the top and your "worst" student at the bottom.

b - What kind of experiences will you give your "worst" student to move him up to second place? (it is NOT the task of a teacher to keep this sequence intact)

idea: Cognitive History - we reached this level because of experiences that gave us opportunities to learn. The differences between people lie foremost in the differences of experiences and the time we spend on learning and the quality of this learning. We do not choose to find the reason for these differences in things like talent. (see also mindsets and the literature on expertise and expert performance - Anders Ericsson)

2. Technique

- formulating what you want your students to achieve in x-time... (knowing when you are satisfied as a teacher and when you are over the moon with joy)

- formulate this within 5 sentences or less.

- it has some information literacy aspects in it - we do not point out what students have to do - students have to select material they will use to achieve it.

because you ask students to make a selection out of material they will stumble upon other material and will discover more things to learn from (collateral damage)

- it is about what students have to achieve (and not what they need to do)

- it can (must) go wrong (if it cannot go wrong it is too easy). A teacher has to bring students to the place where they will make mistakes (difference between functioning and learning).

- it is about trust - a teacher is (tries to be) confident about the result (even if the student isn't)

- it is formulated in a way that a teacher can still be surprised about the result

- a student can use a lot (and all kinds of) resources to reach the goal. His fellow students are a resource as well as the teacher. The teacher is the last resort.

Evaluation instrument: