cte technical assistance center of new york
DESCRIPTION
Preparing Students for Their Future Teaching for Rigor & Relevance An Introduction. CTE Technical Assistance Center of New York. Rigor/Relevance Framework. Knowledge Taxonomy. 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation. Knowledge Taxonomy. - PowerPoint PPT PresentationTRANSCRIPT
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Preparing Students for Their FuturePreparing Students for Their Future
Teaching for Rigor & RelevanceAn Introduction
CTE Technical Assistance Center of New York
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Rigor/Relevance Rigor/Relevance FrameworkFramework
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Basic Nutrition
11 Label food by nutritional groups Label food by nutritional groups
22 Explain nutritional value of individual foodsExplain nutritional value of individual foods
33 Use nutritional guidelines in planning mealsUse nutritional guidelines in planning meals
44 Examine success in achieving nutritional goalExamine success in achieving nutritional goal
55 Develop personal nutrition goalsDevelop personal nutrition goals
66 Appraise results of personal eating habits over timeAppraise results of personal eating habits over time
Knowledge TaxonomyKnowledge Taxonomy
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Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline3. Application across 3. Application across
disciplinesdisciplines4. Application to real-world 4. Application to real-world
predictable situationspredictable situations5. Application to real-world 5. Application to real-world
unpredictable situationsunpredictable situations
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Basic NutritionBasic Nutrition
11 Label food by nutritional groups Label food by nutritional groups 22 Rank foods by nutritional valueRank foods by nutritional value33 Make cost comparison of different foods Make cost comparison of different foods
considering nutritional valueconsidering nutritional value44 Develop a nutritional plan for a person Develop a nutritional plan for a person
with a health problem affected by food with a health problem affected by food intakeintake
55 Devise a sound nutritional plan for an Devise a sound nutritional plan for an elementary school that is culturally elementary school that is culturally diversediverse
Application ModelApplication Model
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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Bloom’s TaxonomyAwareness Level
Recall specific information list, arrange, tell, underline, identify, locate List the 4 P’s in the marketing mix.
Comprehension Level Understanding or interpretation
of information define, explain, calculate, reword Explain how to apply varnish to a
table.
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Bloom’s TaxonomyApplication level
Applying knowledge and understandingto a new situation
solve, operate, use, handle, apply Using a ruler, determine the square
footage of the floor in this classroom.
Analysis Level Separate a complex idea into its
components categorize, simplify, examine, inspect,
survey Which Microsoft office application was
used to create this presentation?
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Bloom’s TaxonomySynthesis Level
Combining knowledge to form a new idea.create, build, generate, reorganizeWrite or tell a new story using the
same characters.
Evaluation Level Choosing an alternative in making a
decision. decide, classify, judge, prioritize, determine Which salesperson provided the best
customer service? Why?
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Application ModelKnowledge
Learning Knowledge, Attitude, or Skills Learning how to use the Internet
Apply in Discipline Using the knowledge, attitude, or skills
within the course curriculum Searching the Internet to find information
to complete a class project
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Application ModelApply Across Disciplines
Using the knowledge, attitude, or skills in all discipline curriculums
Use the skills learned in the Microsoft Office class to prepare humanities report and presentation.
Apply to Predictable Situations Using information to analyze and solve
real problems with predictable solutions Read a recipe, measure and combine
ingredients to make a birthday cake.
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Application ModelApply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions
Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY toWaco, TX
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
In the Classroom Out of the Classroom
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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
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Acquisition
Assimilation Adaptation
Application
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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 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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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.
• 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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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 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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• 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.
• 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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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 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.
• 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.
• 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.
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Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb ListPage 2
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1. Knowledge Arrange Check Choose Find Group Identify Label List Locate
Knowledge Taxonomy
Match Name Point to Recall Recite Repeat Say Select Write
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2. Comprehension Advance Calculate Change Convert Contemplate Define Explain Extrapolate Infer
Interpret Outline Project Propose Reword Submit Transform Translate Vary
Knowledge Taxonomy
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3. Application Adopt Consume Capitalize on Devote Employ Exercise Handle Maintain Make use of
Manipulate Mobilize Operate Put to use Relate Solve Start Take up Utilize
Knowledge Taxonomy
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4. Analysis Assay Audit Breakdown Canvass Check out Dissect Deduce Divide Examine
Knowledge Taxonomy
Include Inspect Look at Scrutinize Sift Survey Study Test for Uncover
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5. Synthesis Blend Build Cause Combine Compile Compose Conceive Construct Create
Develop Evolve Form Generate Make up Originate Produce Reorder Structure
Knowledge Taxonomy
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6. Evaluation Accept Appraise Arbitrate Assess Award Decide Classify Criticize Determine
Knowledge Taxonomy
Grade Judge Prioritize Rank Rate Reject Rule on Settle Weigh
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Application Model Application Model Decision Tress Decision Tress
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Decision TreeApplication Model
International Center for Leadership in Education 1997
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Decision TreeIs it Application?
If NO
Application Model
Level 1Level 1
International Center for Leadership in Education 1997
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Decision TreeIs it Application?
If NO If YES - Is it real world?
If NO and one discipline If NO and interdisciplinary
Application Model
Level 1Level 1
Level 2Level 2Level 3Level 3
International Center for Leadership in Education 1997
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Decision TreeIs it Application?
If NO If YES - Is it real world?
If NO and one discipline If NO and interdisciplinary
If YES - Is it unpredictable? If NO If YES
Application Model
Level 1Level 1
Level 2Level 2Level 3Level 3
Level 4Level 4
Level 5Level 5
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Rigor/Relevance - All
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?
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Example Multiple Performances for Single StandardReading - H.S Level
A Read science experiment and identify necessary materials to perform experiment.
B Locate and read a current article on biotechnology.
C Read and analyze three original newspaper articles from World War II and identify reasons for opposition to US entry into the war.
D Research pertinent information related to the El Nino weather pattern and propose possible family vacation destinations.
Standard: Identify, collect and/or select pertinent information while reading
R/R Quadrant Student Performance
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Acquisition
Assimilation Adaptation
Application
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Instructional Strategies and Rigor & Relevance
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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AssessmentAssessment
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Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance FrameworkRigor/Relevance Framework
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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
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Rigorous and Relevant Instruction
• Analyze the level you are teaching • Reflect on consistency among
curriculum, instruction and assessment
• Seek Quadrant D on essential learning
Suggestions
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RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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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
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
No Reflection Only the Right
Answer
Reflective Thought
Reflection to Analyze
Reflection to Create, Design, or Develop
Reflection to Follow Right Steps
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Relationships have little influence on
learning
Relationships
Requires relationships where
students receive assistance as needed
Requires relationships at high levels and with
multiple people
Requires relationships where students work effectively with others
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Next Steps
• How many lessons this year modify to include:– State Standards, Benchmarks, Test Data– Reading in the Content Area Strategies– Rigor & Relevant The “D” Quad– Instructional Strategies
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1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
E-mail - [email protected]
www.LeaderEd.com
International Center for Leadership in Education, Inc.