the 3 r’s
DESCRIPTION
The 3 R’s. IGOR. ELEVENCE. ELATIONSHIPS. Three Dimensional Framework. Developed by the International Center for Leadership in Education in 1997 Purpose of framework is to enable students: To be life long learners Effective decision makers Critical thinkers Problem solvers - PowerPoint PPT PresentationTRANSCRIPT
Three Dimensional FrameworkThree Dimensional FrameworkDeveloped by the International Center for Developed by the International Center for Leadership in Education in 1997Leadership in Education in 1997
Purpose of framework is to enable Purpose of framework is to enable students:students:– To be life long learnersTo be life long learners– Effective decision makersEffective decision makers– Critical thinkersCritical thinkers– Problem solversProblem solvers– Teach students what to do when they don’t Teach students what to do when they don’t
know what to do!know what to do!
Relevance
Rigor
Relationship
Rigor, Relevance & Relationship Framework
To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.
International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.
So lets look at the three different So lets look at the three different dimensions of the model…dimensions of the model…
1.1. AwarenessAwareness2. Comprehension 2. Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
These are a continuum based on the six levels of Bloom’s Taxonomy which describes the increasingly complex ways in which we think.
Bloom’s vs. AndersonBloom’s vs. Anderson(Noun to verb transition)(Noun to verb transition)
KnowledgeKnowledge: select, write, list, find,…: select, write, list, find,…– Revision: Revision: RememberRemember
ComprehensionComprehension; propose, submit, ; propose, submit, – Revision: Revision: UnderstandUnderstand
ApplicationApplication; relate, solve, utilize,…..; relate, solve, utilize,…..– Revision: Revision: ApplyingApplying
AnalysisAnalysis; deduce, dissect, survey, sift,…; deduce, dissect, survey, sift,…– Revision: Revision: AnalyzingAnalyzing
SynthesisSynthesis; generate, conceive, construct,..; generate, conceive, construct,..– Revision: Revision: EvaluatingEvaluating
EvaluationEvaluation; classify, reject, criticize,…..; classify, reject, criticize,…..– Revision: Revision: CreatingCreating
Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world predictable 4. Application to real-world predictable situationssituations
5. Application to real-world unpredictable 5. Application to real-world unpredictable situationssituations
The application model is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.
Group ActivityGroup ActivityTurn to page 10 in your handout and in the space Turn to page 10 in your handout and in the space provided at the bottom of the page after the provided at the bottom of the page after the ‘Public Speaking’ exercise, select one of the ‘Public Speaking’ exercise, select one of the following topics and write it next to the word following topics and write it next to the word Subject -then complete the application model Subject -then complete the application model exercise;exercise;– Baking a cakeBaking a cake– WrestlingWrestling– CalligraphyCalligraphy
Once completed use the ‘Think Pair Share’ learning strategy to Once completed use the ‘Think Pair Share’ learning strategy to review your choices. review your choices.
1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007
Quadrants of LearningQuadrants of Learning
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’Bloom’ss
ApplicationApplication
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007
Quadrant DescriptorsQuadrant Descriptors
Quadrant C - Assimilation
Students extend and refine their acquired knowledge to be able to use
that knowledge automatically and routinely to analyze and solve problems
and create solutions.
Quadrant D - Adaptation
Students have the competence to think in complex ways and to apply their knowledge and skills. Even when
confronted with perplexing unknowns, students are able to use extensive
knowledge and skill to create solutions and take action that further develops
their skills and knowledge.
Quadrant A - Acquisition
Students gather and store bits of knowledge and information. Students are primarily expected to remember or
understand this knowledge.
Quadrant B - Application
Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to
new and unpredictable situations
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
Application
Assimilating Adaptation
Acquisition
International Center for Leadership in Education: Model Schools Conference; Washington DC. June 30, 2007
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
ID conflicts and issues in
a scene.
Romeo and Juliet
Write a letter to Romeo on how to deal with conflict.
Design brochure on dealing with family
crises.
Act out a scene
High
HighLow
Low
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007.
Increasing Rigor and RelevanceIncreasing Rigor and Relevance1.1. Build strong respectful relationshipsBuild strong respectful relationships2.2. Use technology to engage studentsUse technology to engage students3.3. Use variety of engaging teaching Use variety of engaging teaching
strategiesstrategies4.4. Action researchAction research5.5. Develop challenging assignmentsDevelop challenging assignments6.6. Differentiate instructionDifferentiate instruction7.7. Read in the content areaRead in the content area8.8. Interdisciplinary InstructionInterdisciplinary Instruction9.9. Ongoing professional developmentOngoing professional development
B
DC
A
RIGOR
RELEVANCE
Rigor/Relevance Framework
High
HighLow
Low
Relationships
Relationships of Little
Importance
Relationships
EssentialRelationshi
psImportant
Relationships
Important
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.
In The ClassroomIn The ClassroomClassroom Mgt.Classroom Mgt. Relationship Relationship
BuildingBuilding
RulesRules
PowerPower
EffectivenessEffectiveness
Risk TakingRisk Taking
ControlControl
Teacher RoleTeacher Role
VoiceVoice
Mandated
Without Question
Passive and Quiet
Discouraged
Negative Punishment
Absolute Attention
Public Pronouncements
Negotiated
With Respect
Engaged
EncouragedPositive
Reinforcement
Source of Encouragement
Private Conversations
Strategies for Building Strategies for Building RelationshipsRelationships
Make it a school wide focusMake it a school wide focusCollect and analyze dataCollect and analyze dataListen to the studentsListen to the studentsApply the elements of good Apply the elements of good coaching and advising to coaching and advising to classroomclassroomModel good relationshipsModel good relationships
Relevance (5)
Rigor (20)
Relationship (5)
Rigor, Relevance & Relationship Framework (3-D Model)
The capacity for student learning is the volume we created within our 3-D model….
20 x 5 x 5 = 500 learning units
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007
Relevance
Rigor
Relationship
Rigor, Relevance & Relationship Framework
High Rigor with Low Relevance & Low Relationships
We might ask students to learn the rigorous content without the meaning of application or the support of relationship…..
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007
RelevanceRelationship
Rigor, Relevance & Relationship Framework
Rigor
High Relevance with Low Rigor & Low Relationship
We might push students into the high levels of application without providing them the foundation of core knowledge coupled with the safety to take risks.
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007
Relevance
Relationship
Rigor, Relevance & Relationship Framework
Rigor
If students do not experience high expectation for learning the content as well as applications for their learning, we may become more like a friend than a facilitator of their learning.
Low Rigor and Low Relevance with High Relationship.
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007
Relevance
Rigor
Relationship
Rigor, Relevance & Relationship Framework
To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.
International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.
R x R x R = LCWRSR x R x R = LCWRS
Relationships X Relevance X Rigor =Relationships X Relevance X Rigor =
Life, College, Work Ready StudentsLife, College, Work Ready Students
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.