j. moms mabley if you always do what you always did, you will always get what you always got
TRANSCRIPT
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J. “Moms” Mabley
If you always do what you always did, you will
always get what you always got.
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Richard D. Jones
International Center for Leadership in Education
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International Center for International Center for Leadership in EducationLeadership in Education
Teaching for Rigor Teaching for Rigor and Relevanceand Relevance
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Willard Wirtz
There aren’t two worlds -- education and work, there is one world -- life
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Rigorous and Rigorous and RelevantRelevantLearningLearning
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RigorRigor
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RelevanceRelevance
My only skill is taking tests.
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All StudentsAll Students
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CTE- What doesn’t changeCTE- What doesn’t change
External standardsExternal standardsFocus on total student needsFocus on total student needsLearn through applicationLearn through applicationNot limited to classroom/labNot limited to classroom/labConnection with communityConnection with community
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AgendaAgenda
•Why Rigor Relevance•Successful School Practices •Rigor/Relevance Framework •RR and Assessments•Raising Rigor/Relevance •Strategies •CTE Matrix •Reading Research and Strategies
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??? Why ?????? Why ???Rigorous and Rigorous and
RelevantRelevantLearningLearning
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Information TechnologiesInformation Technologies
IMIM Freelance.comFreelance.com Camera Camera Visual ThesaurusVisual Thesaurus Phones that connect you to Phones that connect you to
the worldthe world Bugging the world - RFIDsBugging the world - RFIDs Opencourseware - MITOpencourseware - MIT WikipediaWikipedia Google’s Open LibraryGoogle’s Open Library
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“The World Is Flat”
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Triple Triple convergenceconvergence
Global Web-
enabled Workspace
New Ways of DoingBusiness
New Knowledge
Workers
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Summary of RateYourFuture.org
Survey FindingsOver 10,000 16-18 year olds in high schools surveyed
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Major FindingsOf students who plan to graduate from high school:
• Less than 1 in 10 say high school has been “very hard.”
• More than one-third say high school has been “easy.”
• 32% “strongly agree” they would work harder if high school offered more demanding and interesting courses.
• 71% think taking courses related to the kinds of jobs they want is the best way to make their senior year more meaningful.
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100 High School Freshmen
• 67 Graduate
• 38 To College
• 26 2nd Year
• 18 Degree in 6 years
–82 Decide to Quit Education
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Changing Nature of WorkChanging Nature of Work
International ComparisonsInternational Comparisons
Changing Youth Changing Youth
Focus on on LearningFocus on on Learning
Not All SucceedingNot All Succeeding
Explain What is ImportantExplain What is Important
It is what is on THE testIt is what is on THE test
Increase Student MotivationIncrease Student Motivation
Rigor and RelevanceRigor and Relevance????
Why ????
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• Personalized Learning• High Expectations• Data - Driven Decisions • 9th Grade Transition• Challenging 12th Grade• Rigorous and Relevant CurriculumRigorous and Relevant Curriculum• Effective Leadership Effective Leadership • Relationships Driven by Guiding Princip
lesSustained Professional Development
Exemplary Characteristics Exemplary Characteristics
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Hebrew proverb
Do not confine your children to your own learning, for they were born in another time.
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/Relevance Rigor/Relevance FrameworkFramework
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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Knowledge Knowledge TaxonomyTaxonomy
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AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
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Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation
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Managing ResourcesManaging Resources
Knowledge Taxonomy
6 Evaluate spending habits of spouse
1 Identify money
2 Explain values
5 Set goals based on budget
4 Match expenses to budget
3 Buy something within budget
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Basic NutritionBasic Nutrition
Knowledge Taxonomy
6 Appraise results of personal eating habits over time
5 Develop personal nutrition goals
4 Examine success in achieving nutrition goals
3 Use nutrition guidelines in planning meals
2 Explain nutritional value of foods
1 Label food by nutritional groups
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Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List
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Application Application ModelModel
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AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
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Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within discipline2 Application within discipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
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Managing ResourcesManaging Resources
11 Know money valuesKnow money values
22 Solve word problemsSolve word problems
33 Relate wealth to quality of Relate wealth to quality of lifelife
44 Prepare budgetPrepare budget
55 Handle lottery winningsHandle lottery winnings
Application Model
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Basic NutritionBasic Nutrition
Application Model
1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods
considering nutritional value4 Develop nutritional plan for a health
problem affected by food5 Devise a sound nutritional plan for a
group of 3 year-olds who are “picky” eaters
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Levels of Application Model
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ApplicationApplicationModel Model
Decision TreeDecision Tree
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Is it Application?Is it Application?◆If NO If NO
If YES - Is it real world?If YES - Is it real world?◆If NO and one disciplineIf NO and one discipline◆If NO and interdisciplinaryIf NO and interdisciplinary
If YES - Is it unpredictable?If YES - Is it unpredictable?◆If NO If NO ◆If YES If YES
Application ModelApplication Model
Level 1
Level 2
Level 3
Level 4
Level 5
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•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
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Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within discipline2 Application within discipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
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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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Rigor/Relevance Framework
1. Recall Knolwedge
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
Knowledge Application
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1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
B
C D
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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SkillSkill
Identify, collect or Identify, collect or sort pertinent sort pertinent information while information while reading.reading.
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Quadrant A
Read a science experiment and identify the necessary materials to perform the experiment.
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Quadrant B
Locate and read current articles on biotech.
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Quadrant CQuadrant C
Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
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Quadrant DQuadrant D
Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Describe function of Describe function of gasgas
spectrophotometerspectrophotometer
DifficultDifficult
Solve quadratic Solve quadratic equationsequations
Determine cost efficent Determine cost efficent heating for new home heating for new home
designdesign
Troubleshoot Troubleshoot lawnmower that lawnmower that
doesn’t startdoesn’t start
High
HighLow
Low
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Count by 5s to 100Count by 5s to 100
EasyEasy
Compare captialism Compare captialism and socialismand socialism Write a letter to the editorWrite a letter to the editor
Make change as Make change as cashier without cashier without working registerworking register
High
HighLow
Low
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
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.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
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.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
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.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
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.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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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Rigor/RelevanceReflecting on Teaching
Activity
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Rigor/RelevanceChallenge
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R/R ChallengeStandard Quadrant A Performance
Understand rules of grammar, usage,
punctuation, and spelling
Memorize spelling Words
Perform operations with numbers
Solve word problems
Demonstrate U S geography
Label States on a map
Understand systems of human body
Write description of human system
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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Rigor/RelevanceRigor/RelevanceFramework andFramework and
AssessmentsAssessments
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Rigor/RelevanceAssessment Challenge
Activity
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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
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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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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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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
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Rigor/ Relevanc
eHandboo
k
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Planning Planning InstructionInstruction
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Raising the Level Raising the Level of Rigor and of Rigor and RelevanceRelevance
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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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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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Rigor/Rigor/Relevance Relevance
andandInstructionalInstructional
StrategiesStrategies
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Instructional Instructional Strategies: Strategies:
How to Teach How to Teach for Rigor and for Rigor and
RelevanceRelevance
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“Teaching is only as good as the learning that takes place.”
Instructional Strategies: Instructional Strategies: How to Teach for Rigor and How to Teach for Rigor and
RelevanceRelevance
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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Rigor/RelevanceWhat Works Best?
Activity
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ResearchResearch
When to Use When to Use StrategyStrategy
Based on Based on Rigor/RelevanceRigor/Relevance
FrameworkFramework
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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
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Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Guided PracticeGuided PracticeLectureLectureMemorizationMemorization
Best Strategies for Quadrant A - Acquisition
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Cooperative LearningCooperative Learning
DemonstrationDemonstration
Instructional TechnologyInstructional Technology
Problem-based LearningProblem-based Learning
Project DesignProject Design
Simulation/Role PlayingSimulation/Role Playing
Work-based LearningWork-based Learning
Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
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BrainstormingBrainstorming InquiryInquiry Instructional TechnologyInstructional TechnologyResearchResearchSocratic SeminarSocratic SeminarTeacher QuestionsTeacher Questions
Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
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BrainstormingBrainstormingCooperative Cooperative
LearningLearningInquiryInquiryInstructional Instructional
TechnologyTechnologyPresentations/ Presentations/
ExhibitionsExhibitionsProblem-based Problem-based
LearningLearning
Project DesignProject Design
ResearchResearch
Simulation/Role-Simulation/Role-playingplaying
Socratic SeminarSocratic Seminar
Teacher Teacher QuestionsQuestions
Work-based Work-based LearningLearning
Selecting Strategies on Rigor/RelevanceSelecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance FrameworkStrategiesStrategies
High
HighLow
Low
Compare and Compare and ContrastContrastSummarizingSummarizing
Design a Real Design a Real World ProductWorld ProductTeach OthersTeach Others
CreateCreate
Role PlayRole Play
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Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing
Recognition Homework and Practice Nonlinguistic Representations
Robert Marzano, 2001
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Strategies that WorkStrategies that Work Cooperative Learning Cooperative Learning Setting Objectives and Providing Setting Objectives and Providing
Feedback Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions, and Advance Cues, Questions, and Advance
Organizers Organizers
Robert Marzano, 2001
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Suggestion for Suggestion for Sequencing LearningSequencing Learning
Don’t always start in Quadrant ADon’t always start in Quadrant A Consider starting with real world Consider starting with real world
problemsproblems Use inquiry for launching activitiesUse inquiry for launching activities Use variety of individual and group Use variety of individual and group
student workstudent work Make each part of learning Make each part of learning
experience importantexperience important
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Data - driven Data - driven DecisionsDecisions
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Curriculum MatrixCurriculum Matrix
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ICLE Curriculum SurveyLanguage Arts - Top 10 Topics
_Apply in writing the rules of grammar, punctuation and spelling
_Gather, analyze and summarize information from a variety of sources
_Give oral directions that are clear and understood _Follow oral directions_Identify and select pertinent information while reading_Follow written directions carefully and accurately_Understand rules of grammar, usage, punctuation, and spelling
_Develop processes for understanding and remembering_Prepare and deliver individual speeches 2.Know how to decipher unfamiliar words
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_Perform operations with numbers include, decimals, ratios, percents and fractions
_Understand characteristics of parallel, perpendicular, and intersecting lines
_Understand basic algebraic properties_Understand characteristics of angles_Understand best procedures for statistical data collection, organization and display
_Understand basic geometry ( point, line, plane)_Understand and use variables in expressions_Use correct order for performing algebraic expressions_Compute the distance between two points2.Understand properties of circles
ICLE Curriculum SurveyMathematics - Top 10 Topics
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_ Understand how and why rotation and revolution of earth affect day, seasons and weather
_ Understand systems of human body_ Understand nutrition_ Know the metric system and conversion_ Make observation of the local environment using senses and
instruments_ Understand technology changes environment_ Know processes in water cycle_ Understand reproduction of living things from cells to
species_ Understand cells and functions2.Understand human impact on environment and ways to
improve
ICLE Curriculum SurveyScience - Top 10 Topics
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Curriculum Matrix Kit
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International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Career and Technical Career and Technical EducationEducation
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CTE Kit components
DataPriority standardsIntegration by Cluster
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Agriculture and Natural Resources • Ag Production• Ag Services (Ag Business)• Ag Mechanics• Natural ResourcesArchitecture and Construction • Architecture• Surveying and Drafting• ConstructionArts, Audiovisual Technology and
Communications • Visual Arts and Design• Performing Arts• CommunicationsBusiness and Administration • Accounting• Human Resources• Marketing and Management• Entrepreneurship
Education and Training • Education/ TrainingFinance• Banking• Insurance• Securities and CommoditiesGovernment and Public Admin.• Administrative• Service ProviderHealth Science • Professional Services• Health Administration• Home Health Care Services• HospitalsHospitality and Tourism• Lodging• Food• Travel
Career Clusters
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Human Services • Professional Services• Child Care• Social ServicesInformation Technology • Computer and Data Processing• Network Systems• Computer Systems• Product and Service Dev.Law and Public Safety • Legal Occupations• Protective Service Occupations• Armed Forces OccupationsManufacturing • Production• Design• Maintenance
Retail/Wholesale Sales and Service • Retail• Wholesale• ServiceScientific Research/ Engineering• EngineeringTransportation, Distribution and
Logistics • Transportation • Distribution• Logistics
Career Clusters, continued
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CTE MatrixState StandardRelated Essential
Skills and priorityPriority on State Test
AppropriatenessFor Integration
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Using CTE Matrix
Curricular Mapping Prioritize InstructionIntegrated (Interdisciplinary
Instruction)PR--Validate CTE ProgramOptions for StudentsAccountability--CTE Program
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ReadingReading
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance FrameworkReadingReading
ReadingReadingto acquire meaningto acquire meaning
ReadingReadingto acquire to acquire knowledgeknowledge
ReadingReadingto learn proceduresto learn procedures
Reading to acquire Reading to acquire meaning and meaning and proceduresprocedures
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Identify Main Points Identify Main Points in a Text.in a Text.
Raising Rigor and RelevanceRaising Rigor and Relevance
Compare Main Compare Main Point of Text to Point of Text to
Similar and Similar and Different TextsDifferent Texts
Relate Main Points Real Relate Main Points Real World, Current Situation World, Current Situation
Negotiate a Negotiate a Collaborative Collaborative
Summary with a Summary with a PeerPeer
High
HighLow
Low
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Grade EquivalentGrade Equivalent
Semantic DifficultySemantic Difficulty
Syntactic ComplexitySyntactic Complexity
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Lexile FrameworkLexile Framework
Semantic DifficultySemantic Difficulty
Syntactic ComplexitySyntactic Complexity
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Lexile LiteratureLexile Literature1500 - On Ancient Medicine1400 - The Scarlet Letter1300 - Brown vs. Board of Ed.1200 - War and Peace1100 - Pride and Prejudice1000 - Black Beauty 900 - Tom Swift in the Land of Wonders 800 - The Adventures of Pinocchio 700 - Bunnicula: A Rabbit Tale of Mystery 600 - A Baby Sister for Frances 500 - The Magic School Bus Inside the Earth 400 - Frog and Toad are Friends 300 - Clifford’s Manners
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Lexile TextsLexile Texts1500 - The Making of Memory: From Molecules to Mind;
Doubleday1400 - Philosophical Essays; Hackett Publishing1300 - Psychology: An Introduction; Prentice Hall1200 - Business; Prentice Hall1100 - America: Pathways to Present; Prentice Hall1000 - Writing and Grammar Gold Level; Prentice Hall 900 - World Cultures: A Global Mosaic; Prentice Hall 800 - Word 97; Glencoe/McGraw-Hill 700 - World Explorer: The U.S. & Canada; Prentice Hall
600 - Science (Grade 4); Addison-Wesley 500 - People and Places; Silver Burdett Ginn 400 - Imagine That!; Scholastic Inc. 300 - My World; Harcourt Brace
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Personal UsePersonal Use
Aetna Health Care Discount Form (1360)Medical Insurance Benefit Package (1280)Application for Student Loan (1270)Federal Tax Form W-4 (1260) Installing Your Child Safety Seat (1170)Microsoft Windows User Manual (1150)G.M. Protection Plan (1150)CD DVD Player Instructions (1080)
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NewspapersNewspapers
Reuters (1440)NY Times (1380)Washington Post (1350)Wall Street Journal (1320)Chicago Tribune (1310)Associated Press (1310)USA Today (1200)
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Reading Comparison – High School
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16 Career Clusters16 Career ClustersDepartment of EducationDepartment of Education
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Reading RequirementsReading RequirementsFindingsFindings
Entry-levelEntry-level Highest in 6/16Highest in 6/16 Second Highest in 7/16Second Highest in 7/16
Consistent Across CountryConsistent Across Country
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Reading Requirements ResearchReading Requirements Research
Law/Public Safety 1420 - 1740Ag/Natural Resources 1270 - 1510Information Tech 1290 - 1460Transportation/Distr./Log. 1170 - 1350Architecture/Construction 1210 - 1340 Business and Admin. 1230 - 1330Manufacturing 1200 - 1310Health Science 1260 - 1300Retail/Wholesale 1170 - 1270Scientific Research/Engr. 1190 - 1240Human Services 1050 - 1200Arts/AV Tech/Comm. 1110 - 1190
25% 75%
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Human ServicesHuman Services
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ConstructionConstruction
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ManufacturingManufacturing
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Types of Data ExampleType of Data Literacy
Student Learning Performance on •State Test
Demographics
Processes
Curriculum and Instruction
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Types of Data ExampleType of Data Literacy
Student Learning Performance on •State Test•Local AssessmentSurveys on interestQuantity of ReadingOberservation of Reading Levels
Demographics Incoming Student Reading Levels
Processes Reading Levels of •Textbooks•Teaching Materials•Success of Reading Practices
Curriculum and Instruction
Level of Reading Comprehension on •State Test•Real World•Postsecondary Learning
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Culinary Arts Academy
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155
Reading in the Content AreaReading in the Content Area
Adjusting to Student Reading Levels
Pre-reading Activities Vocabulary StrategiesNotetaking and Graphic
Organizers
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ICLE Philosophy
RigorRelevanceAll Students
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International Center for Leadership in Education, Inc.
Helen M. Branigan [email protected]
Richard Jones [email protected]
Senior Consultants
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607