LBUSD Professional LBUSD Professional Learning Community Learning Community

MeetingMeeting

Working Smarter by Working Smarter by Working Together: Working Together:

Quadrant D and Brain Quadrant D and Brain ResearchResearch

Alignment of HS Goals to HSIAlignment of HS Goals to HSI

2008 - 2009 High School Goals High School Reform Initiative

Goal 1: Prepare all students to succeed in postsecondary

education and careers.

Goal 1: Improve student achievement in all content areas (including CTE/ ROP

courses)

Goal 2: Provide intensive interventions to ensure academic

success for all students.

Goal 2: Close the achievement gap by accelerating the learning of

the lowest performing students.

Goal 3: Enroll and support students in a coherent sequence of rigorous courses to succeed in postsecondary education and/or

careers.

Goal 3: Create a school culture and climate that supports

increased student achievement (including 4 year plan for each

student)

Dr. Willard DaggetDr. Willard Dagget

International Center for International Center for Leadership in EducationLeadership in Education

Why is it critical that Why is it critical that we utilize the Rigor, we utilize the Rigor,

Relevance, and Relevance, and Relationship Framework?Relationship Framework?

“ “We go where the smart people are. We go where the smart people are. Now our business operations are two-Now our business operations are two-thirds in the U.S. and one-third thirds in the U.S. and one-third overseas. But that ratio will flip overseas. But that ratio will flip over the next ten years.” over the next ten years.”

— — Intel Corporation Spokesman Intel Corporation Spokesman

Howard HighHoward High

1900 Workplace Demands1900 Workplace Demands

Highly skilled

Low skilled

•Avg. age to enter work force

•Avg. age to leave work force

14

47

•Life expectancy 47

1980 Workplace Demands1980 Workplace Demands

Highly skilled

Low skilled

Semi skilled

•Avg. age to enter work force•Avg. age to leave work force•Life expectancy

18

6578

2010 Workplace Demands2010 Workplace Demands

Highly skilled

Low skilled

•Avg. age to enter the workplace 21•Number of times to change jobs 5-8•Est. Life expectancy in 2100 107 to 124!

Paul D. Nussbaum, Ph.DPaul D. Nussbaum, Ph.D..Senior Advisor, International Center Senior Advisor, International Center

for Leadership in Educationfor Leadership in Education

Your Brain and Rigor & RelevanceYour Brain and Rigor & Relevance

Paul D. Nussbaum, Ph.D.

""A society's competitive A society's competitive advantage will come not from advantage will come not from how well its schools teach the how well its schools teach the

multiplication and periodic multiplication and periodic tables, but from how well they tables, but from how well they

stimulate imagination and stimulate imagination and creativity."creativity."

- Albert - Albert EinsteinEinstein

Basics of Your BrainBasics of Your BrainYour CortexYour Cortex

(Conscious Level Activity)(Conscious Level Activity)

Paul D. Nussbaum, Ph.D.

Your SubcortexYour Subcortex(Subconscious Level Activity- rote, procedural, skill-(Subconscious Level Activity- rote, procedural, skill-

based)based)

Paul D. Nussbaum, Ph.D.

New learning grows dendrites which builds our “brain reserve”--the foundation of brain health

Your Brain Cell (Neuron)Your Brain Cell (Neuron)

Human Brain ResearchHuman Brain Research

Paul D. Nussbaum, Ph.D.

Your HippocampusYour Hippocampus

Paul D. Nussbaum, Ph.D.

Section IISection II

Brain and Brain and Rigor & Relevance Rigor & Relevance and Relationshipsand Relationships

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

Knowledge TaxonomyKnowledge Taxonomy

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 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

Sight

Hearing

A

Input to Brain

C

Sight

Connections / Pathways

Hearing

C

Association Area

B

Sight

Connections / Pathways

Prefrontal Cortex

Hearing

C

Association Area

B

D

Sight

Connections / Pathways

Prefrontal Cortex

Hearing

Association Area

One Pathway

Sight

Connections / Pathways

Prefrontal Cortex

Hearing

Association Area

Unpredictable

Applications

C

A

D

B

How does the brain learn?How does the brain learn?

The brain seeks to make patterns The brain seeks to make patterns of meaning, so authentic and of meaning, so authentic and lasting learning must be:lasting learning must be:• Creative (frontal lobe activity)Creative (frontal lobe activity)• UsefulUseful• Emotionally appropriate Emotionally appropriate

Emotions are the gatekeepers to Emotions are the gatekeepers to learning and understandinglearning and understanding

Attention, learning, and memory Attention, learning, and memory are driven by emotionare driven by emotion

Brain Research and Quadrant DBrain Research and Quadrant DNumber of

senses engagedType of Activity Level of

Retention

19 Real World High

13 Immersion (recreate real

world)

9 Hands-on real thing

4 Hands-on representation

3 2nd Hand (Observation)

2 Symbolic (sign) Low

R. Rivlin and K. Gravelle, Deciphering Your Senses

SightHearingTouchTasteSmellBalance-MovementVestibularTemperaturePainEidetic ImageryMagneticInfraredUltravioletIonicVomeronasalProximalElectricalBarometricGeogravimetric

Visible LightVibrations in AirTactile ContactChemical MolecularOlfactory MolecularKinesthetic GeotropicRepetitious MovementMolecular MotionNociceptionNeuroelectrical Image RetentionFerromagnetic OrientationLong Electromagnetic WavesShort Electromagnetic WavesAirborne Ionic ChargePheromonic SensingPhysical ClosenessSurface ChargeAtmospheric PressureSensing Mass Differences

Our “19” Senses

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action Action ContinuumContinuum

Application ModelApplication Model

5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations

4 Application to real-world 4 Application to real-world predictable situationspredictable situations

3 Application across 3 Application across disciplinesdisciplines

2 Application within 2 Application within disciplinediscipline

1 Knowledge of one discipline1 Knowledge of one discipline

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

High

HighLow

Low

Business - Information Technology

Demonstrate web development software functions.

Compare features of web development software.

Create a full web site for a local business.

Design web page.

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.

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.

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.

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.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance FrameworkWho does the work?Who does the work?

Teacher Teacher WorksWorks

StudentStudentThinksThinks

Student Thinks Student Thinks and Worksand Works

StudentStudentWorksWorks

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

TeacherTeacherControlledControlled

ControlControl

TeacherTeacherDirectedDirected

StudentStudentControlledControlled

ExternallyExternallyControlledControlled

High

HighLow

Low

De c i s i o n

F r amewo r k

Staff Involvement

AA BB

DDCC

Leadership MatrixLeadership Matrix

Dominant Dominant LeadershipLeadership

Disruptive Disruptive LeadershipLeadership

Adaptive Adaptive LeadershipLeadership

Nurturing Nurturing LeadershipLeadership

An

tici

pat

ion

TeamIndividual

Pre

serv

atio

n