rigor and relevance 101 al fabrizio, assistant principal for curriculum jensen beach high school,...

Rigor and Relevance 101 Al Fabrizio, Assistant Principal for Curriculum

Jensen Beach High School, Florida

To hear this webinar you will need to choose your audio mode.

Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices:

Use telephone Use mic & speakers

If using mic & speakers make sure your volume is turned up so you can hear

If using the telephone Dial: 916-233-3088

Access Code: 199-198-472 Audio PIN: unique PIN shown in audio control panel on screen

Technical difficulties? Contact (518) 399-2776.

www.LeaderEd.com

All participants are on mute.

Webinar Guidelines

• All participants are on mute during the entire webinar.

• Presentation portion will be 45 minutes

• Questions and Answers portion will be 15 minutes

• To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end

of the webinar presentation.

We will send you a follow up email with the PowerPoint presentation and helpful resources

What are you preparing our students for?

Work

High School/College

Life

The primary aim of education is not to enable students to do

well in school, but to help them do well in the lives they

lead outside of school.

Poll Higher Level of Learning

Which of the following is the Which of the following is the highest level of learning?highest level of learning?

1.1.Read a description of a science experiment and list Read a description of a science experiment and list the necessary materials to perform the experiment.the necessary materials to perform the experiment.

2.2.Locate and read a current article on biotechnology, Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.summarize the innovation and benefits to humans.

3.3.Read and analyze three original newspaper articles Read and analyze three original newspaper articles from WW II and identify reasons for public from WW II and identify reasons for public opposition to US entry into the war.opposition to US entry into the war.

4.4.Write directions on how to connect new television Write directions on how to connect new television to cable and DVD recorder.to cable and DVD recorder.

8

High Expectations and RelationshipsData-driven Decisions Accountability Articulated Curriculum Rigorous and Relevant Instruction Personalized Learning Professional Learning Communities Partnerships School Climate Leadership

Rapidly Improving Schools Characteristics

Rapidly Improving Schools Characteristics

10

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

High

HighLow

Low

Opening QuestionOpening Question

Read a description of a science experiment and list the necessary materials to perform the experiment.

Read and analyze three original newspaper articles

from WW II and identify reasons for public opposition

to US entry into the war.

Write directions on how to connect new television to cable and DVD

recorder.

Locate and read a current article on biotechnology, summarize the

innovation and benefits to humans.

Successful Curriculum ReformSuccessful Curriculum Reform

WhyWhy

Do We Need Do We Need

to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

???? Why Rigor and Relevance ????

• Changing Nature of Work - Technology

• Global Competition - It’s a Flat World

• Conceptual Age - Requires Whole Brain Thinkers

• Youth Have Changed - Digital Natives

• Increased Accountability for Learning

• Multiple Achievement Gaps

• Poor Student Engagement

• Overloaded Curriculum

An overloaded curriculum

When society changes – so too must education if it is to

remain viable!


WhyWhy


to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

ICLE Philosophy

RigorRelevanceRelationshipsAll Students

ICLE Philosophy

RelationshipsRelevanceRigorAll Students

RelevanceRelevance

My only skill is

taking

tests.

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

HigHighh

HigHighh

LowLow

LowLow

20 20

Using R/R FrameworkUsing R/R FrameworkDesign Design

AssessmentsAssessments

Select StrategiesSelect Strategies

Plan InstructionPlan Instruction

Improvement of Improvement of Teaching and LearningTeaching and Learning

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

KnowledgeKnowledge

ApplicationApplication

Knowledge Taxonomy

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis

6. Evaluation

Basic Nutrition11 Label food by nutritional groups (Knowledge)Label food by nutritional groups (Knowledge)

22 Explain nutritional value of individual foods Explain nutritional value of individual foods (Comprehension)(Comprehension)

33 Use nutritional guidelines in planning meals Use nutritional guidelines in planning meals (Application)(Application)

44 Examine success in achieving nutritional goal Examine success in achieving nutritional goal (Analysis)(Analysis)

55 Develop personal nutrition goals (Synthesis)Develop personal nutrition goals (Synthesis)

66 Appraise results of personal eating habits over Appraise results of personal eating habits over time (Evaluation)time (Evaluation)

Knowledge TaxonomyKnowledge Taxonomy

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

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

Basic NutritionBasic Nutrition

Application Model

11 Label food by nutrition groups Label food by nutrition groups 22 Rank foods by nutritional valueRank foods by nutritional value33 Make cost comparison of foods Make cost comparison of foods

considering nutritional valueconsidering nutritional value44 Develop nutritional plan for a health Develop nutritional plan for a health

problem affected by foodproblem affected by food55 Devise a sound nutritional plan for a Devise a sound nutritional plan for a

group of 3 year-olds who are “picky” group of 3 year-olds who are “picky” eaterseaters


28

Knowledge Application

Low

High

1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. 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

29 16

RIGOR

RELEVANCE

AA BB

DDCC

RoutineRoutineMemorizationMemorization

Four Quadrants of LearningFour Quadrants of Learning

ComplexComplexAnalyticalAnalytical

ChallengingChallengingReal WorldReal World

PracticalPracticalHands OnHands On

High

HighLow

Low Acquisition

A

Application

B

Adaptation

D

Assimilation

C

Quadrant D Lesson Benefits

INCREASE UNDERSTANDING

MAXIMIZE TIME ON TASK

INCREASE RETENTION AND REDUCE RE-TEACHING

INCREASE STUDENT INTEREST AND ENGAGEMENT

What does student engagement look like?

Quadrant A

• name• label• define• select• identify• list• memorize• recite• locate• record

• definition• worksheet• list• quiz• test• workbook• true-false• reproduction• recitation

Verbs Products

1

2

3

4

5

6

1 2 3 4 5

A B

DC

High School ExamplesHigh School Examples• Analyze the graphs of the perimeters and areas of squares

having different-length sides.• Determine the largest rectangular

area for a fixed perimeter.• Identify coordinates for ordered

pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two

geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food,

decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group

using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular

lines, planes, and angles. • Determine the median and mode of real

data displayed in a histogram • Organize and display collected data,

using appropriate tables, charts, or graphs.

• English: Select books and read to younger children.

• Math: Provide examples to illustrate properties of real numbers.

• Science: Demonstrate modulation of sound waves using computer animation.

• Social Studies: Recognize why international trade takes place and the

role of exchange rates.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Middle School ExamplesMiddle School Examples• Analyze the graphs of the perimeters and areas of squares





geometric shapes.












• English: Use library reference tools.• Math: Calculate volume of regular solids.

• Science: Observe wave properties of light using soap bubbles.

• Social Studies: Discover characteristics of society in earlier decade by reading historical documents, such as wills and

letters.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Elementary ExamplesElementary Examples• Analyze the graphs of the perimeters and areas of squares





geometric shapes.












•Science: Memorize names of planets in solar system.

• Math: Find the lines of symmetry in letters of the alphabet and numerals.•English: Create a list of commonly

misspelled words.•Social Studies: Read a biography of a

Native American.

Quadrant B

• apply• sequence• demonstrate• interview• construct• solve• calculate• dramatize• interpret• illustrate

• scrapbook• summary• interpretation• collection• annotation• explanation• solution• demonstration• outline

Verbs Products

1

2

3

4

5

6

1 2 3 4 5

A B

DC

High School ExamplesHigh School Examples

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral

on a grid.

• Analyze the graphs of the perimeters and areas of squares





geometric shapes.







English: Participate in a debate on a current political issue.

Math: Calculate frequency of vibration of various piano strings.

Science: Apply Laws of Gases to design gas storage containers.

Social Studies: Locate and interpret current and historical economic data,

i.e., GDP, CPI, employment.

1

2

3

4

5

6

1 2 3 4 5

A B

DC






geometric shapes.












• English: Conduct a meeting using parliamentary procedures.

• Math: Calculate percents of daily requirements met through a typical

school lunch.• Science: Build a simple electrical circuit to illustrate digital principle of computers.• Social Studies: Research what items

cost in other countries and use exchange rates to relate to US prices.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Elementary ExamplesElementary Examples





on a grid.






geometric shapes.







Science: Develop a food list for a space trip.

Math: Sort quantities to discover fractions of the whole.

English: Present a story through a computer graphics application.

Social Studies: Describe the geographic and climactic characteristics of your local

community.

Quadrant C

sequenceannotateexaminereportcriticizeparaphrasecalculateexpandsummarizeclassifydiagram

Verbs Productsessayabstractblueprintinventoryreportplanchartquestionnaireclassificationdiagramdiscussioncollectionannotation

1

2

3

4

5

6

1 2 3 4 5

A B

DC






on a grid.












English: Discuss role of media in a democracy.

Math: Construct truth tables as a shorthand method for discussing logical sentences.

Science: Write test questions to illustrate understanding of empirical gas laws.

Social Studies: Answer data-based questions using copies of historical documents.

1

2

3

4

5

6

1 2 3 4 5

A B

DC






geometric shapes.












• English: Analyze commercials for fact or opinion.

• Math: Fill in missing numbers of ordered pairs for and algebraic function.

• Science: Discuss the impact of fat and cholesterol in nutrition and health.

• Social Studies: Identify and analyze primary and secondary source

documents to understand usefulness of each.

1

2

3

4

5

6

1 2 3 4 5

A B

DC






on a grid.












Science: Classify a group of similar objects to create a dichotomous key.

Math: Use a balance to predict and determine equivalent value.

English: Describe mystery objects to partners to strengthen use of descriptions.

Social Studies: Contrast citizens’ roles/responsibilities under different forms of

government.

Quadrant D

• evaluate• validate• justify• rate• referee• infer• rank• dramatize• argue• conclude

• evaluation• newspaper• estimation• trial• editorial• radio program• play• collage• machine• adaptation• poem• debate• new game• invention

Verbs Products

1

2

3

4

5

6

1 2 3 4 5

A B

DC






on a grid.






geometric shapes.






English: Develop guidelines for publishing content on Internet pages.

Math: Determine types of measure-ments/calculations involved in designing

everyday items.Science: Discuss the ethical, social, and

emotional consequences of genetic testing.

Social Studies: Conduct a survey and analyze results on First Amendment

issues related to Internet use.

1

2

3

4

5

6

1 2 3 4 5

A B

DC






geometric shapes.












• English: Create a Bill of Rights for your school or classroom.

• Math: Use graphing calculators and computer spreadsheets to organize and

analyze data.• Science: Develop a concept for a new

product and research the process for patenting the design.

• Social Studies: Research and present opinions of candidates running for office.

1

2

3

4

5

6

1 2 3 4 5

A B

DC






on a grid.






geometric shapes.






Science: Design a candy dispenser that works without gravity.

Math: Calculate change of values to double or halve a recipe.

English: Create new words to describe phenomena or objects.

Social Studies: Research a location in the US and explain why it is a good

place to live.

RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low


WhyWhy


to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

★Backwards Design – “Begin with the End in Mind”

★Alignment of Instruction and Assessment

★Student-centered

Rigor/Relevance - Instruction

Key Elements

Planning Rigorous and Relevant InstructionPlanning Rigorous and Relevant Instruction

STEPSSTEPS

StudentPerformance

Focus of Learning

AssessmentLearning

Experiences

R/RR/R

Step 1 Step 2 Step 3 Step 4

Student Learning

Standards

Best Practices

Reading

Student Differences

Alignment with Performance

Alignment with Assessment

Planning Rigorous and Relevant Planning Rigorous and Relevant InstructionInstruction

1. Focus of Learning

What defines/drives learning?

2. Student Performance

What are students expected to know/do

and at what level of Rigor/Relevance?

3. Assessment

How will you assess desired performance?

4.Learning Experiences

What activities will enable students to achieve student

performance?

RIGOR

RELEVANCE

AA BB

DDCC


Teacher gives students a real-world question to

answer or problem to solve

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Students seek information to

answer question or solve problem

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Students test the relevancy of the information as it

relates to the question or problem

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Students reflect on the potential use of the new information as a solution

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Students apply the information learned to answer the question or to solve the problem

RIGOR

RELEVANCE

AA BB

DDCC


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

62

ResearchResearch

When to Use StrategyBased on

Rigor/RelevanceFramework

Instructional Strategies:

How to Teach for Rigor and Relevance

Selection of Selection of Strategies Strategies Based on Based on

Rigor/Rigor/Relevance Relevance

FrameworkFramework

Page 1Page 1

Selection of Selection of Strategies Strategies Based on Based on

Rigor/Rigor/Relevance Relevance

FrameworkFramework

Page 2Page 2

67

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkStrategies

High

HighLow

Low

Compare and ContrastSummarizing

Design a Real World ProductTeach Others

Make, Produce, PerformRole Play

KNOWLEDGE

A P P L I C A T I O N

A B

DC


Activities

Projects

Problems

Assessment

Types of Assessment

Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

Rigorous and Relevant Instruction

71 13

Low

High

Low High

TraditionalTests

Performance


KNOWLEDGE

A P P L I C A T I O N

•• Extended Extended ResponseResponse•• Product Product

PerformancePerformance

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview

•• Self ReflectionSelf Reflection

•• Process Process PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

sessments

RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

www.leadered.com

• 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

R/R and Assessment

Suggestions.....

★ Design Gold Seal Lesson - culminate w/ performance

★ Modify existing lesson - • add high RR performance (adapt Gold Seal

Lesson) • change assessments• change strategies

★ Interdisciplinary instruction

★ Integrate academics in CTE and Arts

Ways to Increase Rigor/Relevance

77

CreatingGold Seal Lessons

78

Gold Seal Lessons

79

Steps in Gold Seal Lessons

Steps in Gold Seal Lessons

1.Start with a focus of unit (grade, course, topics, title)

2.Identify the Student Learning

3.Brainstorm the Student Work

4.Create Performance Task

5.Create Assessment

6.Build Rest of Lesson

1.Add Procedures to Performance

2.Prepare Student Materials

3.Link to Standards/Essential Skills

1.Start with a focus of unit (grade, course, topics, title)

2.Identify the Student Learning

3.Brainstorm the Student Work

4.Create Performance Task

5.Create Assessment

6.Build Rest of Lesson

1.Add Procedures to Performance

2.Prepare Student Materials

3.Link to Standards/Essential Skills

Starbucks• Scenario. Starbucks® is contemplating a viral marketing

strategy and has hired your digital design company to conceptualize and develop a design solution to effectively promote the Starbucks® brand. Having been briefed by the client ,your team brainstormed various design concepts and decided to develop an animation sequence.

• Description. Working as a member of a design team, you

are to develop a 20 to 30 second animation sequence using After Effects®. Additionally, you are to develop a design proposal that explains your solution. Subsequently, your team presents its solution to the client.

Sources of Gold Seal Lessons

Publications

•Original K-12 - 360 lessons

• K-8 or 9-12 120 lessons each

•Subject specific - 30 lessons

•Curriculum Matrix - samples

Successful Practices Network

•http://www.successfulpractices.org

•1800 and growing

Gold Seal Lesson Service

•http://www.successfulpracticesgsl.org

http://goldseallessons.net/

AA

BB

CC

DD

Which Quadrant is labeled as Which Quadrant is labeled as High Rigor and High Relevance? This quadrant also leads to High Rigor and High Relevance? This quadrant also leads to

greater student engagement and learning retention.greater student engagement and learning retention.

Rigor/Relevance Framework Rigor/Relevance Framework QuizQuiz

Effects of Rigor/Relevance Framework

Simple, versatile and powerfulSomething new that builds on what teachers knowInclusiveShift focus to Student LearningAvoids defending current practiceFramework for selecting strategies and assessmentsAgenda for collaborationNatural build

88

Questions and Answers with Al

• This is the end of the presentation portion.

• Submit questions at this time and stay on to hear the answers.

• If you are logging off, thank you for attending and we will email you with follow-

up information.

For more information www.LeaderEd.com

Thank you for attending!www.LeaderEd.com

(518) 399-2776 | [email protected]

Rigor, Relevance and Relationships

• Workshops, On-going training,

• Train-the-trainer

• Keynote Speakers

• Model Schools Conference

• Resource Kits and Handbooks

http://www.leadered.com/usingRRplanInstruct.html

http://www.leadered.com/isKitHandbook.html

http://store.leadered.com/images/products/display/GSL-revised-manual-Cover.gif

19th Annual

Model Schools ConferenceJune 26-29, 2011 - Nashville

Showcasing the nation’s most successful practices for improving student achievement and growth!

www.ModelSchoolsConference.com

Leadership AcademyLeadership AcademyBuilding Leadership CapacityBuilding Leadership Capacity

January 28 - 30, 2011January 28 - 30, 2011

www.LeaderEd.com

Quadrant D Leaders are

•Focused on Learning

•Flexible

•Analytical

•Passionate & Motivational

•Communicative

San Diego

rigor and relevance 101 al fabrizio, assistant principal for curriculum jensen beach high school,...

Documents

evaluation slide

discipline slide

homework slide

high schoolcollege life

level of thinking students

teaching learning level

desired thinking level

highest level of learning