highly effective learning and the rigor-relevance...

© 2010, Susan Kovalik & Associates, Inc.

Schools Exceeding Expectations (SEE) Conference

Huntington, Indiana – April 21-24, 2010

Highly Effective Learning

and the

Rigor-Relevance Model Presented by Linda Jordan

Pre-Conference Choice Session 2-A – Wednesday, April 21, 2010 SEE Conference Choice Session 1-F – Saturday, April 24, 2010

Susan Kovalik & Associates, Inc.

dba The Center for Effective Learning

930 S. 336th Street, Suite A • Federal, WA 98003

253.815.8800 Fax 253.815.8816

www.theCenter4Learning.com

1

©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 1

Highly Effective Learning and

the

Rigor and Relevance Model

Linda L. Jordan

The Center for Effective Learning


Agenda

Curriculum

Models

Welcome Highly Effective

Learning

Rigor &

Relevance

21st Century

Learning &

Skills

Closing &

Discussion C

A B

D


Sense of Belonging

With your elbow partner discuss the

following:

– Your definition of rigor

– Your definition of relevance

– The skills you think 21st Century Learners

need to be successful in life

Be ready to share your discussion

with the group.


HET Curriculum Model

• Conceptual Curriculum

• Year Long Theme- curriculum mapping

• Key Points- based on standards

• Inquiries- daily lesson plans

• Classroom Management- taught using andintegrated into curriculum


International Center for

Leadership in Education

Successful Practices

Network


Rigor and Relevance

&

21st Century Learning

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Schools Exceeding Expectations Conference - April 21 - 24, 2010 • Huntington, IN Highly Effective Learning and the Rigor, Relevance Model - presented by Linda Jordan ___________________________________________________________________

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__________________________________________________________ www.theCenter4Learning.com • 253-815-8800 • Fax: 253-815-8816 © 2010 Susan Kovalik & Associates, Inc. • 2010 SEE Conference

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RIGORMEANS

FRAMING

LESSONS AT

THE HIGH END

OF THE

KNOWLEDGE

TAXONOMY

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION


Rigor is…

! Scaffolding thinking

! Planning for thinking

! Assessing thinkingabout content

! Recognizing 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 work

! More homework


Rigorous Lessons ask Students to:

EXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE

SCRUTINIZE DECIDE


A Relevant Lesson asks Students to:

USE THEIR KNOWLEDGE

TO TACKLE

REAL-WORLD PROBLEMS

THAT HAVE

MORE THAN ONE SOLUTION

©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 11 ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 12

Knowledge Taxonomy

1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

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3


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©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 14

Knowledge

Taxonomy

Verb List


R

I

G

O

R

RELEVANCE

A B

DC

Rigor/Relevance Framework

Students seek

information to

answer question or

solve problem

High

HighLow

Low


R

I

G

O

R

RELEVANCE

A B

DC


High

HighLow

Low

Students test the

relevancy of the

information as it relates

to the

question or problem


R

I

G

O

R

RELEVANCE

A B

DC


High

HighLow

Low

Students reflect

on the potential

use of the new

information as

a solution


R

I

G

O

R

RELEVANCE

A B

DC


High

HighLow

Low

Students apply the

information learned

to answer the

question or to solve

the problem

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4


R

I

G

O

R

RELEVANCE

A B

DC


Students seek

information to

answer question or

solve problem

High

HighLow

Low

Students reflect

on the potential

use of the new

information as

a solution

Students test the

relevancy of the

information as it

relates to the

question or problem

Students apply the

information learned

to answer the

question or to solve

the problem


R

I

G

O

R

RELEVANCE

A B

DC


Acquisition of

knowledge / skills

Motivation

Creativity – Innovation

-

Problem Solving

High

HighLow

Low

Rigor

-

Critical Thinking

Relevancy

-

Validation


1

2

3

4

5

6

1 2 3 4 5

A B

DC


Knowledge

Application

Knows

Understands


Verbs by Quadrant

A

name

label

define

select

identify

list

recite

locate

record

memorize

B

apply

sequence

demonstrate

interview

construct

solve

calculate

dramatize

interpret

illustrate

C

analyze

compare

examine

contrast

differentiate

explain

dissect

categorize

classify

diagram

discriminate

D

evaluate

formulate

justify

rate

recommend

infer

prioritize

revise

predict

argue

conclude


Product by Quadrant

Adefinition

worksheet

list

quiz

test

workbook

true-false

reproduction

recitation

B

scrapbook

summary

interpretation

collection

annotation

explanation

solution

demonstration

outline

Cessay

abstract

blueprint

inventory

report

plan

chart

investigation

questionnaire

classification

Devaluation

newspaper

estimation

trial

editorial

play

collage

machine

adaptation

poem

debate

new game

invention©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 24

Feedback

Reflection

Student Learning

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

Performance

Rigor/Relevance

Instruction

Assessment

ActualStudent

Performance

Rigor/Relevance

Standards

Curriculum Outlines

Student Learning

Best Practices

Real-World Standards

Resources

Learning Tasks

Formative

Summative

Assessments

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5


R

I

G

O

R

RELEVANCE

A B

DC


Make daily

observations of the

life cycle of a

selected species.

Science - Elementary

Make diagrams of

animal life cycles.Design a zoo.

Create a field book about

organisms in local rivers.

High

HighLow

Low

R

I

G

O

R

RELEVANCE

A B

DC


Construct models of

molecules.

Science - Middle Level

Identify chemicals

dissolved in an

unknown solution.

Collect data and make

recommendations

to address a community

environmental problem.

Collect data on dissolved

oxygen, hardness,

alkalinity, and

temperature in a stream.

High

HighLow

Low

R

I

G

O

R

RELEVANCE

A B

DC


Memorize elements of

the Periodic Table.

Science - High School

Research the

discovery of a new

element.

Solve organic chemistry

case study problems in

petroleum distillation.

Participate in an online

collaboration to collect

scientific data on a global

problem.

High

HighLow

Low

R

I

G

O

R

RELEVANCE

A B

DC


Memorize names,

locations and capital

cities of U.S. states.

Social Studies - Elementary

Contrast citizens’

responsibilities under

different forms of

government.

Read story about survival

and brainstorm strategies

for surviving a disaster

(e.g., snowstorm, tornado).

Describe geographic and

climatic characteristics of

the local community.

High

HighLow

Low

R

I

G

O

R

RELEVANCE

A B

DC


View an historical

video and answer

factual questions.

Social Studies - Middle Level

Analyze primary and

secondary source

documents to

understand the use.

Analyze examples of

stereotyping in historic

and current events.

Plan and participate in a

community

service activity.

High

HighLow

Low

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6

R

I

G

O

R

RELEVANCE

A B

DC


Study a geography of

a world region by

locating demographic

and economic data.

Social Studies - High School

Participate in a

Socratic seminar on a

policy issue, such as

privacy.

Analyze a community

problem, suggest a

solution, and prepare a

plan to solve it.

Locate and interpret

current and historical

economic data for

economic forecasting

High

HighLow

Low


Rigor/ Relevance Framework

Gold Seal Lessons


Relationship

“Relationships complementrigor and relevance. Forstudents to engage fully inchallenging learning, theyrequire increased levels ofsupport from the peoplearound them.”

-p. 54 Leadership for Rigor, Relevance, and Relationship, ICLE


Criteria to Support 21st Century Learners___________________________

Learning Criteria• FOUNDATION LEARNING

– Achievement in English, math, science

and other subjects

• STRETCH LEARNING

– Rigorous and relevant learning beyond

minimum requirements

• LEARNER ENGAGEMENT

– Motivation to learn, relationships that support

learning, and a sense of belonging

• PERSONAL SKILL DEVELOPMENT

– Personal, social, service, and leadership skills

and positive behaviors/attitudes


21st Century Skills

!Critical Thinking & Problem-solving

!Creativity & Innovation!Collaboration, Teamwork &

Leadership

!Cross-cultural Understanding

!Communication & Media Literacy

!Computing and ITC Technology!Career & Learning Self-reliance


Creating a Learning Environment

for 21st Century Skills

Students working in teams to

experience and explore

relevant, real-world problems,

questions, issues, and challenges;

then creating presentations

and products to share

what they have learned

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Learning Criteria to

Support 21st

Century Learners

Foundation Learning

Stretch Learning

Learner Engagement

Personal SkillDevelopment

Components of

School

Excellence

•Embrace a Common Vision

and Goals•Inform Decisions Through

Data Systems•Empower Leadership Teams to

Take Action and Innovate

•Clarify Student LearningExpectations

•Adopt Effective InstructionalPractices

•Address OrganizationalStructures

•Monitor Progress/ImproveSupport Systems

•Refine Process on an OngoingBasis

6

5

4

3

2

1

1 2 3 4 5

Rigor/Relevance

Framework

Supported by

Relationships


HET & RR Models

Form groups of 3-4 and create a

Venn-diagram of the HET and RR Models

Rigor

&

Relevance

Highly

Effective

Learning


Linda L. Jordan

616-395-7435

[email protected]

The Center for EffectiveLearning

www.theCenter4Learning.com

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