engaging students through rigorous and relevant instruction
TRANSCRIPT
Engaging Students through Rigorous and Relevant Instruction
THINK of a number from 1 to 10
MULTIPLY that number by 9
If the number is a 2-digit number, ADD the digits together
Now SUBTRACT 5
DETERMINE which letter in the alphabet corresponds to the number you ended up with
(example: 1=a, 2=b, 3=c,etc.)
THINK of a country that starts with that letter
REMEMBER the last letter of the name of that country
THINK of the name of an animal that starts with that letter
REMEMBER the last letter in the name of that animal
THINK of the name of a fruit that starts with that letter
Are you thinking of a Kangaroo in Denmark
eating an Orange?
Think – Pair – Share
What makes a lesson rigorous and relevant for a student?
ICLE Philosophy
RelationshipsRelevanceRigorAll Students
Relationships + Relevance Make Rigor Possible
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
Assimilationof knowledge
Acquisition of knowledge
Thinking Continuum
Level of challenge of the learning for the student
PAGE 7pPage 7
Knowledge TaxonomyAwareness Level
Recall specific information
list, arrange, tell, identify, locate List the four functions of marketing
Comprehension Level Understanding or interpretation
of information
define, explain, calculate, reword Explain how to take a patient’s pulse
Knowledge TaxonomySynthesis Level
Combining knowledge to form a new idea.
create, build, generate, reorganize Design a cell phone package that meets your needs
and budget; how would the bacterial population respond genetically to quarantine procedures
Evaluation Level Choosing an alternative in making a decision.
decide, classify, judge, prioritize Given two cell phone plans justify which plan best
meets your needs and budget; recommend policies for your school to prevent disease from spreading
Knowledge TaxonomyApplication level
Applying knowledge and understandingto a new situation
solve, operate, use, handle, apply Use Internet resources for a research paper on our
trade deficit
Analysis LevelSeparate a complex idea into its components
categorize, simplify, examine, surveyCompare the similarities and differences
between Excel and Access applications
Knowledge Knowledge
Taxonomy Taxonomy
Verb ListVerb List
Page 8
Rigor is…
Scaffolding thinkingPlanning for thinkingAssessing thinking
about contentRecognizing the level of
thinking students demonstrate
Managing the teaching/ learning level for the
desired thinking level
Rigor is not…
More or harder worksheets
AP or honors courses
The higher level book in reading
More workMore homework
RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATION
AcquisitionAcquisitionof knowledgeof knowledge
Applicationof knowledge
Action Continuum
Relevance of learning to life and work
Application ModelKnowledge
Learning Knowledge, Attitude, or Skills Learning how to use a calculator
Apply in Discipline Using the knowledge, attitude, or skills
within the course curriculum Using the calculator to determine the
material costs of a storage shed
Application ModelApply Across DisciplinesUsing the knowledge, attitude, or skills in
all discipline curriculums Using the knowledge/skills learned in math
class to solve a manufacturing problem
Apply to Predictable SituationsUse information to analyze and solve real
world problems with predictable solutionsRead a recipe, calculate the ingredients
needed to triple the recipe
PAGE 9
Application ModelApply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions
Plan the transportation and lodging for your family’s vacation to Disney World
Plan a luncheon for students being inducted into the Business National Honor Society and their parents
A Relevant Lesson asks Students to:
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVE
MORE THAN ONE SOLUTION
Page 10
Adding Relevancy to Any Learning
Compare Learning to …
Student’s life Family’s life Student’s community and
friends Our world, nation, state World of work World of service World of business and
commerce that we interact with
Use Real World Examples
Moral, ethical, political, cultural points of view and dilemmas
Real world materials Internet resources Video and other media Scenarios, real life stories News - periodicals, media
A Relevant Lesson answers:
What am I Learning?
Why am I learning it?
How will I use it?
Application Model
5 Application to real-world unpredictable situations
4 Application to real-world predictable situations
3 Application across disciplines
2 Application within discipline
1 Knowledge of one discipline course
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplicationKnows
Understands
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Teacher Works
StudentThinks
Student Thinks and Works
StudentWorks
High
HighLow
Low
Teacher/Student Roles
Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize
Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate
Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate
Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude
Product by Quadrant
A
definitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation
Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline
Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification
Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention
CAREER DEVELOPMENT
Self-knowledge• Who am I?
Career exploration • Where am I going?
Career Plan• How do I get there?
INTEGRATED LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
UNIVERSAL FOUNDATION SKILLS
(SCANS)• What do I need to know?
• What skills are
important for me”
knowledge application
skills
Questions students
should be able to answer
Which Quadrant ?? Why??
Calculate medical dosages for different weight children.
Design a model bridge to carry a specific loads. Use word processing software to write a business
letter requesting information. List safety procedures. Compare the similarities between 2 cameras. Analyze commercials for purpose and impact.
Which Quadrant ?? Why??
Calculate medical dosages for different weight children. B
Design a model bridge to carry a specific loads. D Use word processing software to write a business
letter requesting information. B List safety procedures. A Compare the similarities between 2 cameras. C Analyze commercials for purpose and impact. C
Select one activity and describe how you would make it a Quadrant D Activity.
Calculate medical dosages for different weight children.
Design a model bridge to carry a specific loads. Use word processing software to write a business
letter requesting information. List safety procedures. Compare the similarities between 2 cameras. Analyze commercials for purpose and impact.
Quadrant A
Ask questions to recall facts, make observations or demonstrate understanding What is/are__? What did you observe__ ? What else can you tell me__? What does it mean__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _?
Quadrant BAsk questions to apply or relate How would you do that? Where will use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? Who could you interview? How would you collect that data? How do you know it works? Can you apply what you know to this real world problem? How do you make sure it is done correctly?
Quadrant CAsk questions to summarize, analyze, organize, or evaluate How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What is the author’s purpose?
Quadrant DAsk questions to predict, design, create
How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred? Can you see a possible solution to__? How could you teach that to others? Which resources would you use to deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you do it differently?
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized."
Haim Ginott