international center for leadership in education, inc. teaching for rigor and relevance
TRANSCRIPT
International Center for Leadership in International Center for Leadership in Education, Inc.Education, Inc.
Teaching for Teaching for Rigor and Rigor and RelevanceRelevance
Hebrew proverb
Do not confine your children to your own learning, for they were born in another time.
LogisticsLogistics
Agenda
Develop a common focus on preparing students for rigorous and relevant learning
Determine how the Rigor/Relevance Framework can be adapted to your unique school community
Outcomes1. Be able to explain rationale for teaching
rigor and relevance
2. Become familiar with resources to use the Rigor/Relevance Framework
3. Apply the Rigor/Relevance Framework to various instructional settings, learning experiences and assessments
4. Develop an action plan to use the Rigor/Relevance Framework
ICLE Philosophy
RigorRelevanceAll Students
Rigor
Relevance
My only skill is taking tests.
All Students
Small Group DiscussionSmall Group Discussion
Why Rigor and
Relevance?
Why Rigor and Relevance?
Changing Nature of Work International Comparisons Changing Youth Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/Relevance Rigor/Relevance FrameworkFramework
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/Relevance Rigor/Relevance FrameworkFrameworkp. 2 Handoutp. 2 Handout
Knowledge Knowledge TaxonomyTaxonomy
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Managing Resources
1 Identify money 2 Explain values3 Buy something within budget4 Match expenses to budget5 Set goals based on budget6 Evaluate spending habits of
spouse
Knowledge Taxonomy
Application Application ModelModel
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
Application Model
1 Knowledge of one discipline2 Application within discipline3 Application across
disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
Managing Resources
1 Know money values2 Solve word problems3 Relate wealth to
quality of life4 Prepare budget5 Handle lottery
winnings
Application Model
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
Rigor/Relevant Framework
1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable
situations
Knowledge Application
1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
Rigor/Relevance FrameworkRigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
C
Rigor/Relevance FrameworkRigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
SkillIdentify, collect or sort pertinent information while reading.
Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.
Quadrant BLocate and read current articles on biotech.
Quadrant CRead and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List(in handbook)(in handbook)
ApplicationApplicationModel Model
Decision TreeDecision Tree(in handbook)(in handbook)
Rigor/RelevanceExamples
Student Performancespp. 3-4 Handout
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activity:PairingExamples from own
teaching or choose one of the competencies
•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language
•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget
Pair/Individual Pair/Individual ActivityActivity
What would be the student
performance for each quadrant?
Planning Planning InstructionInstruction
Rigor/RelevanceLinking Standards and
Student Work
Activity
Examples of Student Work
For Real-World Instruction
p. 8
Data-driven Curriculum Checklist
p. 7
Writing Performance
Tasks
Rigor/RelevanceFramework
AndAssessment
Types of AssessmentTypes of Assessment
Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self-ReflectionSelf-Reflection
Rigorous and Relevant Instruction
1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
TraditionalTests
Performance
KNOWLEDGE
A P P L I C A T I O N
• Extended Extended ResponseResponse
• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
• PortfolioPortfolio• Product Product
PerformancePerformance• InterviewInterview• Self ReflectionSelf Reflection
• Process Process • PerformancePerformance• Product Product
PerformancePerformance
• Multiple ChoiceMultiple Choice• Constructed Constructed
ResponseResponse
Pair/Individual Pair/Individual ActivityActivity
Analyzing TestQuestions
Which Quadrant?
p. 11 handout
Test Question Worksheet
1. A
2. B
3. B
4. B
5. D
6. C
7. A
8. D
9. B
10.D
Development of
Test Question
R/R and AssessmentR/R and Assessment
Determine the level of Rigor and Relevance on state tests.
Develop your tests to parallel state tests when preparing for them.
Use performance assessment when you want Quadrant D achievement
Keep level of assessment consistent with expectation for performance.
Let students know assessment in advance
Distinguishing Learning among the Four
Quadrants
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherControlledControlled
ControlControl
TeacherTeacherDirectedDirected
StudentStudentControlledControlled
ExternallyExternallyControlledControlled
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TimeTimeStrategyStrategy
DifferentiationDifferentiation
StudentStudentWorkWork
AlreadyAlreadyDifferentiatedDifferentiated
StudentStudentWorkWork
High
HighLow
Low
Raising the Level of Raising the Level of Rigor and RelevanceRigor and Relevance
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content Area Reading in the Content Area
RelationshipsRelationships
Use of TechnologyUse of Technology
New Teaching IdeasNew Teaching Ideas
Peer Teaching ObservationsPeer Teaching Observations
Action ResearchAction Research
Continuous Professional DevelopmentContinuous Professional Development
Increasing Rigor and Increasing Rigor and RelevanceRelevance
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Instructional Instructional Strategies:Strategies:How to Teach for Rigor How to Teach for Rigor and Relevanceand Relevance
ACTIVITY
Matching Strategies to
R & R Frameworkp. 14 in handout
StrategiesStrategies
Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional
TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic
Organizers Organizers
MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based learningProblem-based learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning
ResearchResearch
When to Use StrategyBased on
Rigor/RelevanceFramework
Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
BrainstormingBrainstorming
Cooperative LearningCooperative Learning
InteractionIndependence
Individual Group
Interpersonal
DemonstrationDemonstration
Guided PracticeGuided Practice
Homework
Computer-basedDrill and Practice
Worksheets
InquiryInquiry IntriguingInvestigations
Create initial experiences to trigger student interest and
wonder.
Student DiscoursePromote thoughtful student
discussions by preparing students, planning topics
and coaching groups.
Thoughtful Reflection
Encourage reflection through thought, writing and
conversation and bring closure to understandings.
Elements
Instructional TechnologyInstructional Technology
InstructionalTechnology
VirtualReality
3-Dimensional
StudentDirected
No Limits
Multimedia
Interactive
LectureLecture
MemorizationMemorization
Note-taking/Note-taking/Graphic OrganizersGraphic Organizers
Presentations/Presentations/ExhibitionsExhibitions
Problem-based LearningProblem-based Learning
PBL
Authentic
Observations Hypotheses
Learn by Doing
EngagingGroupWork
Case Studies
Solutions
Project DesignProject Design
ResearchResearch
Research
Scientfic
AnalyticalSocial
Descriptive
Books
Community
Interviews
Surveys
Internet
Experiments
LibraryObservation
Data Analysis
People
Simulation/Role-playingSimulation/Role-playing
Socratic SeminarSocratic Seminar
Socratic Seminar
Question
Seated in Circle
Required Reading
Follow-up
ParticipantsRigorousDiscussion
LeaderListening
Teacher QuestionsTeacher Questions
Conversational
Information
AnalyticalImaginative
Follow-upOpinion
1. Open-Ended Questions2. Wait Time3. Postive Feedback
Work-based LearningWork-based Learning
Strategies that Work Identifying Similarities and
Differences Summarizing and Note Taking Reinforcing Effort and Providing
Recognition Homework and Practice Nonlinguistic Representations
Robert Marzano, 2001
Strategies that Work Cooperative Learning Setting Objectives and Providing
Feedback Generating and Testing
Hypotheses Cues, Questions, and Advance
Organizers Robert Marzano, 2001
1. Description of lesson you taught – what and how
2. What R/R quadrant(s)
3. What R/R quadrant(s) would you teach it now
4. What assessment would you use and why
5. What instructional strategies would you use now and why?
Lesson Reflection
Raising the Level of Raising the Level of Rigor and RelevanceRigor and Relevance
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content Area Reading in the Content Area
RelationshipsRelationships
Use of TechnologyUse of Technology
New Teaching IdeasNew Teaching Ideas
Peer Teaching ObservationsPeer Teaching Observations
Action ResearchAction Research
Continuous Professional DevelopmentContinuous Professional Development
Increasing Rigor and Increasing Rigor and RelevanceRelevance
Kennesaw Mountain
What does rigor and relevance look like in
practice?
Benefits of Using Rigor and Relevance?
Better prepare students for future work Way to focus student learning on priority
standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation
Ask Me.....“How will I
ever use what I’m learning
today?”
REFLECTION
What will you do in your classroom/school as a result of today’s
session?
ACTION PLAN
Activity
Center Web Site
http://www.LeaderEd.com