international center for leadership in education, inc. teaching for rigor and relevance

International Center for Leadership in International Center for Leadership in Education, Inc.Education, Inc.

Teaching for Teaching for Rigor and Rigor and RelevanceRelevance

Hebrew proverb

Do not confine your children to your own learning, for they were born in another time.

LogisticsLogistics

Agenda

Develop a common focus on preparing students for rigorous and relevant learning

Determine how the Rigor/Relevance Framework can be adapted to your unique school community

Outcomes1. Be able to explain rationale for teaching

rigor and relevance

2. Become familiar with resources to use the Rigor/Relevance Framework

3. Apply the Rigor/Relevance Framework to various instructional settings, learning experiences and assessments

4. Develop an action plan to use the Rigor/Relevance Framework

ICLE Philosophy

RigorRelevanceAll Students

Relevance

My only skill is taking tests.

All Students

Small Group DiscussionSmall Group Discussion

Why Rigor and

Relevance?

Why Rigor and Relevance?

Changing Nature of Work International Comparisons Changing Youth Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation

International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.

Rigor/Relevance Rigor/Relevance FrameworkFramework


Rigor/Relevance Rigor/Relevance FrameworkFrameworkp. 2 Handoutp. 2 Handout

Knowledge Knowledge TaxonomyTaxonomy

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Managing Resources

1 Identify money 2 Explain values3 Buy something within budget4 Match expenses to budget5 Set goals based on budget6 Evaluate spending habits of

spouse

Knowledge Taxonomy

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Application Model

1 Knowledge of one discipline2 Application within discipline3 Application across

disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

Managing Resources

1 Know money values2 Solve word problems3 Relate wealth to

quality of life4 Prepare budget5 Handle lottery

winnings

Application Model

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Rigor/Relevant Framework

1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. 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

Knowledge Application

1

2

3

4

5

6

1 2 3 4 5


1

2

3

4

5

6

1 2 3 4 5

A


1

2

3

4

5

6

1 2 3 4 5

A B


1

2

3

4

5

6

1 2 3 4 5

A B

C


1

2

3

4

5

6

1 2 3 4 5

A B

DC


KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


SkillIdentify, collect or sort pertinent information while reading.

Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.

Quadrant BLocate and read current articles on biotech.

Quadrant CRead and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

KNOWLEDGE


AA BB

DDCC


Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List(in handbook)(in handbook)

ApplicationApplicationModel Model

Decision TreeDecision Tree(in handbook)(in handbook)

Rigor/RelevanceExamples

Student Performancespp. 3-4 Handout

KNOWLEDGE


AA BB

DDCC


Activity:PairingExamples from own

teaching or choose one of the competencies

•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language

•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget

Pair/Individual Pair/Individual ActivityActivity

What would be the student

performance for each quadrant?

Planning Planning InstructionInstruction

Rigor/RelevanceLinking Standards and

Student Work

Activity

Examples of Student Work

For Real-World Instruction

p. 8

Data-driven Curriculum Checklist

p. 7

Writing Performance

Tasks

Rigor/RelevanceFramework

AndAssessment

Types of AssessmentTypes of Assessment

Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self-ReflectionSelf-Reflection

Rigorous and Relevant Instruction

1

2

3

4

5

6

1 2 3 4 5


TraditionalTests

Performance

KNOWLEDGE


• 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

Pair/Individual Pair/Individual ActivityActivity

Analyzing TestQuestions

Which Quadrant?

p. 11 handout

Test Question Worksheet

1. A

2. B

3. B

4. B

5. D

6. C

7. A

8. D

9. B

10.D

Development of

Test Question

R/R and AssessmentR/R and Assessment

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

Distinguishing Learning among the Four

Quadrants

KNOWLEDGE


AA BB

DDCC


RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

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

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherControlledControlled

ControlControl

TeacherTeacherDirectedDirected

StudentStudentControlledControlled

ExternallyExternallyControlledControlled

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


TimeTimeStrategyStrategy

DifferentiationDifferentiation


AlreadyAlreadyDifferentiatedDifferentiated


High

HighLow

Low

Raising the Level of Raising the Level of Rigor and RelevanceRigor and Relevance

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

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


Instructional Instructional Strategies:Strategies:How to Teach for Rigor How to Teach for Rigor and Relevanceand Relevance

ACTIVITY

Matching Strategies to

R & R Frameworkp. 14 in handout

StrategiesStrategies

Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional

TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic

Organizers Organizers

MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based learningProblem-based learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

ResearchResearch

When to Use StrategyBased on

Rigor/RelevanceFramework

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

KNOWLEDGE


AA BB

DDCC


Activities

Projects

Problems

BrainstormingBrainstorming

Cooperative LearningCooperative Learning

InteractionIndependence

Individual Group

Interpersonal

DemonstrationDemonstration

Guided PracticeGuided Practice

Homework

Computer-basedDrill and Practice

Worksheets

InquiryInquiry IntriguingInvestigations

Create initial experiences to trigger student interest and

wonder.

Student DiscoursePromote thoughtful student

discussions by preparing students, planning topics

and coaching groups.

Thoughtful Reflection

Encourage reflection through thought, writing and

conversation and bring closure to understandings.

Elements

Instructional TechnologyInstructional Technology

InstructionalTechnology

VirtualReality

3-Dimensional

StudentDirected

No Limits

Multimedia

Interactive

LectureLecture

MemorizationMemorization

Note-taking/Note-taking/Graphic OrganizersGraphic Organizers

Presentations/Presentations/ExhibitionsExhibitions

Problem-based LearningProblem-based Learning

PBL

Authentic

Observations Hypotheses

Learn by Doing

EngagingGroupWork

Case Studies

Solutions

Project DesignProject Design

ResearchResearch

Research

Scientfic

AnalyticalSocial

Descriptive

Books

Community

Interviews

Surveys

Internet

Experiments

LibraryObservation

Data Analysis

People

Simulation/Role-playingSimulation/Role-playing

Socratic SeminarSocratic Seminar

Socratic Seminar

Question

Seated in Circle

Required Reading

Follow-up

ParticipantsRigorousDiscussion

LeaderListening

Teacher QuestionsTeacher Questions

Conversational

Information

AnalyticalImaginative

Follow-upOpinion

1. Open-Ended Questions2. Wait Time3. Postive Feedback

Work-based LearningWork-based Learning

Strategies that Work Identifying Similarities and

Differences Summarizing and Note Taking Reinforcing Effort and Providing

Recognition Homework and Practice Nonlinguistic Representations

Robert Marzano, 2001

Strategies that Work Cooperative Learning Setting Objectives and Providing

Feedback Generating and Testing

Hypotheses Cues, Questions, and Advance

Organizers Robert Marzano, 2001

1. Description of lesson you taught – what and how

2. What R/R quadrant(s)

3. What R/R quadrant(s) would you teach it now

4. What assessment would you use and why

5. What instructional strategies would you use now and why?

Lesson Reflection

Raising the Level of Raising the Level of Rigor and RelevanceRigor and Relevance

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

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

Kennesaw Mountain

What does rigor and relevance look like in

practice?

Benefits of Using Rigor and Relevance?

Better prepare students for future work Way to focus student learning on priority

standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation

Ask Me.....“How will I

ever use what I’m learning

today?”

REFLECTION

What will you do in your classroom/school as a result of today’s

session?

ACTION PLAN

Activity

Center Web Site

http://www.LeaderEd.com

international center for leadership in education, inc. teaching for rigor and relevance

Documents

discipline2 application

disciplines4 application

discipline3 application

handoutknowledgea p

rigorrelevance frameworkapply

teaching rigor

rigorrelevance frameworkp

quadrant cread