Embedded Files
WHAT
WHAT
The basic idea of Right is Right is that 'almost correct' answers are not the same as 'completely correct' answers. For example, many teachers will accept an answer that is not totally complete and add on the rest of the answer.
Right is Right starts with a reflection that it’s our job to set a high standard for answers in our classrooms and that we should strive to only call ‘right’ or ‘correct’ that which is really and truly worth those terms.
Right is Right is about the difference between partially right and ‘all the way right’ (between meh, yeah kind of...and 100% correct!)
WHY
WHY
Right is Right in Phase 2
Hold out for answers that are ‘all the way right’ or all the way to your standards of rigour (SHAPE!)
Teachers are the arbiters of quality. As soon as we accept lesser, we spread lesser.
We can drop these high standards unintentionally.
Bad habit: ‘rounding up’ - we make a lesser response right - we do all the work!
Student doesn’t recognise the gap when we do this.
Hold out. This is the opposite of ‘rounding up’.
Use phrases to elicit a ‘full response’ - have some ‘back-pocket’ phrases to encourage, positively frame and yet uphold your standards for Right is Right.
High frequency errors
Teacher
Rounding up and praising
Asking for a re-attempt and accepting the same effort in second attempt showing no improvement!
Taking too long in eliciting ‘all the way right’ because they simply don’t know it and need to just be told!
Diverting to a second student to complete the partially correct response but not returning to original student to repeat the fully correct response!
Negatively responding to a partial response
Student
Student provides a partial response
Student makes no effort to improve response on the second attempt
HOW TO TACKLE student high frequency error
HOW TO TACKLE student high frequency error
Partial answer
T: Why do we use SHAPE when speaking?
S: Because we will get in trouble if we don’t
T: What about a bigger reason - at [school name], what kind of speakers are we? Begin with ‘At [school name], we are….’
S: At [school name] we are confident speakers?
T: ‘At [school name] we are confident and articulate speakers’ - but only if you project your voice 10% louder, now say it again one more time, nice and loud with a FG full stop at the end.
S: At [school name] we are confident and articulate speakers, miss!
No improvement in second attempt
T: ...now say it again one more time, nice and loud with a FG full stop at the end.
S: [same volume as before] At [school name] we are confident and articulate speakers, miss.
T: The whole class, show ______ how to say it please - nice and loud, repeat after me: At [school name] we are confident and articulate speakers, miss!
Class: [repeats it loudly]
T: Now ______, try again, this time with gusto!
S: [with gusto] At [school name] we are confident and articulate speakers, miss!
What A Good One Looks Like
What A Good One Looks Like
Francis Right is Right.mp4Success Criteria
Support to achieve ‘all the way right’ responses: eg. first providing thinking time, think-pair-share, sentence prompts, key vocabulary
Back-pocket phrases:
Hmm, I like most of that...what about…?
Your answer is almost perfect; say it again but with the FG full stop
Ok we got there in the end but I want you to say it all now in one go in a clear, full sentence
Answer my question: Michelle, that’s an example, a good one, but I asked for a definition. Try again please.
Want to see more WAGOLLs? Click here!
Key takeaways
Key takeaways
Do not accept partial answers
Support an 'all the way' right answer by providing thinking time or turn and talk
Use back pocket phrases to positively frame language and elicit an all the way right response
Take the quiz to complete module 2!
Take the quiz to complete module 2!
KEY READING
KEY READING
2.0 excerpt on right is right challenges by Doug Lemov
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