Explicit evidence. Inferential evidence. Written responses to Common Core items will require that students are able to provide both. Take a look at the difference between the two types of evidence then consider the reflection questions below.
- How are students currently being taught to elicit explicit and inferential evidence in your school?
- How do you get students to explicate inferential evidence that is meaningful and accurate?
- How are you teaching students to close read for inferential evidence?
Last week I expressed my concern for those who have become comfortable with the idea of being a high performing school when their measurement of high performance is based on NCLB policies in a Common Core world.
This week I challenge us to consider the “how” of our work. What were our processes during the NCLB era? What are our processes now? Are they the same or different and how? Furthermore, are we even able to clearly define our processes for instructional delivery?
Recently, I encountered a quote that resonates with our current state: “If you can’t describe what you are doing as a process, you don’t know what you are doing” (W. E. Deming).
For authentic change to occur, we must be clear about what we did, in order to be clear about what we need to do differently.