advanced rigor and relevance linda l. jordan content development director international center for...
TRANSCRIPT
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Advanced Rigor and Relevance
Linda L. JordanContent Development Director
International Center for Leadership in Education
Session #30
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Agenda
Advanced Rigor and Relevance
Welcome
Closing
The RR Framework
Instructional Strategies
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Resources
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Resources
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My Credentials
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Director of Content Development
International Center for Leadership in
Education
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Relationship BuildingWhat We’ve Learned
• With the people sitting near you form a group of 3-5
• Share at least three things you have learned at the conference
• Be ready to share some items from you list with the group.
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Learning Outcomes
Give you a deeper understanding of the RR Framework.
Give you applications for implementations of the RR Framework using instructional strategies in your educational setting.
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The International Center for Leadership in Education
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Daggett Systemfor Effective Instruction
Alignment for Student Achievement
•PG page 7
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Organizational LeadershipCreate a shared vision and culture for success; organizational systems aligned to support student achievement.
Instructional LeadershipDefine instructional priorities, using data in a systematic way to drive decision making; ongoing opportunities provided for professional growth.
TeachingConvey a deep knowledge of contentand be equipped with a set of powerful teaching strategies to drive student achievement.
Daggett System for Effective Instruction
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Next Generation of Assessments
Smarter Balancedhttp://www.smarterbalanced.org/
PARCChttp://www.parcconline.org/parcc-assessment
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Rigor/Relevance Framework®
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Relationships make Relevance possible
Relevance makes Rigor possible
Rigor makes the future possible
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Relationships Make Relevance Possible
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Relationships• Increase feelings of
safety, motivation, and risk taking
• Enhance learning
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Relationship Building“Teachers who take the time to know
their students are better able to determine the best methods for
capturing their attention, be it subtly weaving in references to hobbies or
interests to illustrate the usefulness of a skill or simply stating how the material
is applied to the real world”
- Ray McNulty
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Which engagement characteristics do your students exhibit consistently in every
classroom? What is the culture of your school?
Engagement is Critical for Great Relationships
THINK PAIR SHARE
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• Positive body language• Consistent focus• Verbal participation• Confidence• Sense of fun and
excitement• Comfort seeking help
and getting individual attention
• Can clearly describe learning
• Find the work meaningful, relevant, and connected
• Work on rigorous learning, complex problems, and issues
• Can explain what high-quality work looks like and how his or her work compares
• Can set and meet personal goals
Engagement Characteristics
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What are you currently doing to build relationships?
• Record 3 ways you build relationships.• When Linda gives the signal (chimes)• Stand up, put your hand up and find
someone else to share with- record their ideas.
• Put your hand up and find a new partner and record their ideas.
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Rigor/Relevance Framework®
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Rigor Means Thinking
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
SYNTHESIS
EVALUATIONMeans Framing Lessons at the High End of the Knowledge Taxonomy.
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Relevant
Real World Application in
Unanticipated Situations
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ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL-WORLD PREDICTABLE
REAL-WORLD UNPREDICTABLE
Relevance
Is the Purpose of Learning
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What is Relevant to TODAY’s Students?
K- Born in 20086- Born in 200112-Born in 1995 (in K 2001)
What have you experienced that they have NOT?
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Rigor/Relevance Framework
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Are you using the Tools?Verbs by Quadrant
Products by Quadrant
Questions by Quadrant
Application Model Decision Tree
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Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize
Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate
Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate
Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude
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Product by Quadrant A definitionworksheetlistquiztestworkbooktrue-falsereproductio
nrecitation
Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline
Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification
Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention
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Question Stems by Quadrant
CHow 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?
What is a better solution to…?
How would you defend your position about that?
A
What is/are…?
How many…?
How do/does…?
What did you observe…?
What else can you tell me about…?
What does it mean…?
What can you recall…?
Where did you find that…?
Who is/are…?
How would you define that in your own terms?
D
How would you design a…to …?
How would you compose a song about…?
How would you rewrite the ending to the story?
What would be different today, if that event occurred as…?
Can you see a possible solution to…?
How could you teach that to others?
If you had access to all the resources, how would you deal with…?
What new and unusual uses would you create for…?
B
Would you do that?
Where will you use that knowledge?
How does that relate to your experience?
What observations relate to…?
Where would you locate that information?
How would you illustrate that?
How would you interpret that?
How would you collect that data?
How do you know it works?
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Application Model Decision Tree
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Digging Deeper into the R &R Framework
•The Collaborative Instructional Review Process
•Instructional Strategies•Comparison of Frameworks
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The Collaborative Instructional Review Process Rubrics
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•35
Examining Rigor
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Examining Relevance
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Examining Learner Engagement
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Instructional StrategiesBeginning Developing
DevelopingDeveloping MeetingMeeting
Meeting Exceeding
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RIGORThoughtful Work
Beginning to DevelopingStudent work is easy usually only requiring a single correct answer.
• Use of verb, product & question charts• Brainstorming• Summarizing
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RIGORThoughtful Work
Developing to MeetingDeveloping to MeetingStudent work occasionally requires extended time to complete, stretches student learning, and requires use of prior knowledge.
• Learning Centers• Teacher Questions• Artistic Expression
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RIGORThoughtful Work
Meeting to ExceedingStudent work requires extensive use of prior knowledge,
is frequently creative and original and requires students to reflect and revise for improved quality.
• Problem based learning & Service Learning
• Summarizing• Presentations/Exhibitions
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RIGORHigh-Level Thinking
Beginning to DevelopingStudent work requires simple recall of knowledge.
• Compare and contrast• Consensus Seeking• Think-pair share
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RIGORHigh-Level Thinking
Developing to MeetingDeveloping to MeetingStudent work requires explanation and understanding
of knowledge and/or limited application. Students occasionally use higher order thinking skills.
• Feedback and Reflection• Logical and Independent Thinking• Demonstration
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RIGOR High-Level Thinking
Meeting to ExceedingStudents demonstrate higher order thinking skills, such as
evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it.
• Socratic Seminar • Research• Instructional Technology-
Independent Learning
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RIGOROral Extended ResponseBeginning to Developing
Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or
recital of facts..
• Use of simultaneous response strategies
• Students seated in cooperative groups
• Play
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RIGOR Oral Extended Response
Developing to MeetingDeveloping to MeetingStudents’ oral responses demonstrate comprehension by explaining
information in their own words, and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups.
.
• Cause and effect• Fact and Opinion• Cooperative Learning
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RIGOR Oral Extended Response
Meeting to ExceedingStudents’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions.
.
• Simulations/Role Play• Story Telling• Debate
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RELEVANCEMeaningful Work
Beginning to DevelopingStudent work is routine and highly structure, reflects knowledge in one discipline, and usually requires the memorization of facts and
formulas or an assessment of content knowledge...
• Artistic Expression• Games• Set a Purpose for Reading
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RELEVANCEMeaningful Work
Developing to MeetingDeveloping to MeetingStudent work is routine and highly structured, reflects knowledge in
one discipline, an usually requires the memorization of facts and formulas or an assessment of content knowledge.
.
.
• Manipulatives and Models• Digital Media Production• Instructional Technology
– -Any Time– -Real Time
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RELEVANCEMeaningful Work
Meeting to Exceeding Student has choices for work that is challenging, often original, reflects application of knowledge, and requires
performance consistent with real-world applications..
• Service Learning• Worked Based Learning• Note-taking/Graphic Organizers
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RELEVANCEAuthentic Resources
Beginning to Developing
Students rely on the teacher as their primary resource to complete work..
• Technology- Teacher & Student• Demonstrations• Relationships (student experiences)
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RELEVANCEAuthentic Resources
.Developing to MeetingDeveloping to MeetingStudents use and rely on the teacher as their primary resource
but also use textbooks, references, and secondary reading material to complete work.
• Local Museums/Libraries• Guest Speakers• Manipulatives & Models
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RELEVANCE Authentic ResourcesMeeting to Exceeding
Students use real-world resources such as manuals, tools, technology, primary sources documents, and/or interviews to complete work.
.
.
• We Surveys• Work-based Learning• Inquiry
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RELEVANCELearning Connections
Beginning to Developing Students see learning only as a school requirement unrelated
to their future or their outside lives..
• Use this today• Career Hunt• Checking for Understanding
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RELEVANCELearning Connections.
Developing to MeetingDeveloping to MeetingStudents begin to see connections between their learning and
their lives as it relates to personal examples and applications to solve problems.
• Simulations• Games• Student Goal Setting
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RELEVANCELearning ConnectionsMeeting to Exceeding
Students see connections between what they are learning and their lives, and can make links to real-world applications.
• Work-based Learning• Problem-based Learning• Project Design
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LEARNER ENGAGEMENTVerbal ParticipationVerbal Participation
Beginning to Developing Students rarely share ideas, ask questions, or answer questions.
• Simultaneous Response Strategies• Elbow Partners• Talking Objects
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LEARNER ENGAGEMENT Verbal ParticipationVerbal Participation
Developing to MeetingDeveloping to MeetingStudents follow classroom procedures but may be reluctant to share Students follow classroom procedures but may be reluctant to share
ideas, or ask or answer questions.ideas, or ask or answer questions.
• Discussion Chain• Inside/outside Circle• Jigsaw
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LEARNER ENGAGEMENTVerbal ParticipationVerbal Participation..
Meeting to ExceedingStudents are eager to share ideas, and ask and answer questions.
• Norms established• Reflection• Debate
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LEARNER ENGAGEMENT Body Language
Beginning to DevelopingStudents exhibit negative body language.
• Greet at the door• Positive Feedback• Teacher/Student Proximity
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LEARNER ENGAGEMENTBody Language
Developing to MeetingDeveloping to MeetingStudents exhibit some negative and some positive body language.Students exhibit some negative and some positive body language.
• Relationship Building Activities• SLANT Behavior• Meaningful Content
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LEARNER ENGAGEMENT Body Language
Meeting to ExceedingStudents exhibit positive body language, and make
eye contact with others.
• Personal Contracts• Individual Student Conferences• Affective Behaviors Assessed
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LEARNER ENGAGEMENTFocus
Beginning to DevelopingStudents lack focus on t the learning experience.
• Physical Movement• Partner Work• Perseverance Taught
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LEARNER ENGAGEMENTFocus
Developing to MeetingDeveloping to MeetingStudents are focused on the learning experience Students are focused on the learning experience
with limited distractions.with limited distractions.
• Cooperative Learning• Teaching Others• Writing to Learn
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LEARNER ENGAGEMENTFocus
Meeting to ExceedingStudents are focused on the learning experience.
• Interdisciplinary Work• Video• Student Interest
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LEARNER ENGAGEMENTBreadth
Beginning to DevelopingFew students are fully engaged in classroom instruction and activity.
• Partner Work• Models and Manipulatives• Guided Practice
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LEARNER ENGAGEMENTBreadth
Developing to MeetingDeveloping to MeetingSome students are fully engaged in classroom instruction and activity.Some students are fully engaged in classroom instruction and activity.
• Note-taking/Graphic Organizers• Summarizing• Feedback and Reflection
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LEARNER ENGAGEMENTBreadth
Meeting to ExceedingNearly all students are fully engaged in
classroom instruction and activity.
• Worked-based Learning• Service Learning• Instructional Technology- Independent
Learning
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Closing/Reflection
Form Groups of 3-5Discuss the following:
–Ah-ha’s–How you will implement your learning
–Questions