rigor and relevance ppt

2005 Model Schools 2005 Model Schools ConferenceConference

Pre-conferencePre-conference

Teaching for Rigor Teaching for Rigor and Relevanceand Relevance

J. “Moms” Mabley

If you always do what you always did, you will

always get what you always got.

Helen Branigan

Richard D. Jones

International Center for Leadership in Education

Personality

Rigorous and Rigorous and RelevantRelevantLearningLearning

RigorRigor

All StudentsAll Students

AgendaAgenda•Why Rigor and Relevance

•Data-driven Decisions

•Applying Rigor/Relevance Framework

•Planning Instruction

•Connection w/ Assessment

• Increasing Rigor/Relevance

• Instructional Strategies

•Action Plans

HowHow

•Information

•Tools

•Activities to apply, reflect, discuss

??? Why ?????? Why ???Rigorous and Rigorous and

RelevantRelevantLearningLearning

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 ????

Hebrew proverb

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

Discussion Board - Rigor and Relevance

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Data - driven Data - driven DecisionsDecisions

What are Data-driven Decisions?

It is more than looking at student test scores?

What are Data-driven Decisions?

It is objective criteria for determining what you teach?

19

How do you determine what you teach?

What You KnowPast PracticeState StandardsTextbookTest

20

Data Driven Decision?

Priority StandardsLevels of StudentsStudent Need for Rigor and Relevance

TestEducation BeyondInterest

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

Curriculum MatrixCurriculum Matrix

ICLE Curriculum SurveyLanguage Arts - Top 10 Topics

1.Apply in writing the rules of grammar, punctuation and spelling

2.Gather, analyze and summarize information from a variety of sources

3.Give oral directions that are clear and understood 4.Follow oral directions5.Identify and select pertinent information while reading6.Follow written directions carefully and accurately7.Understand rules of grammar, usage, punctuation, and spelling

8.Develop processes for understanding and remembering9.Prepare and deliver individual speeches 10.Know how to decipher unfamiliar words

1.Perform operations with numbers include, decimals, ratios, percents and fractions

2.Understand characteristics of parallel, perpendicular, and intersecting lines

3.Understand basic algebraic properties4.Understand characteristics of angles5.Understand best procedures for statistical data collection, organization and display

6.Understand basic geometry ( point, line, plane)7.Understand and use variables in expressions8.Use correct order for performing algebraic expressions9.Compute the distance between two points10.Understand properties of circles

ICLE Curriculum SurveyMathematics - Top 10 Topics

1.Understand how and why rotation and revolution of earth affect day, seasons and weather

2.Understand systems of human body3.Understand nutrition4.Know the metric system and conversion5.Make observation of the local environment using senses and

instruments6.Understand technology changes environment7.Know processes in water cycle8.Understand reproduction of living things from cells to

species9.Understand cells and functions10.Understand human impact on environment and ways to

improve

ICLE Curriculum SurveyScience - Top 10 Topics

Curriculum Matrix Kit

Curriculum MatrixState Standard

Related Essential Skills and priority

Priority on State Test

Overall Priority

27

How do you use the Curriculum Matrix?

Determine priority standardsHave objective data on community expectationsSimple reference as to what is testedAgenda for conversation with academic teachers

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

Rigor/Relevance Rigor/Relevance FrameworkFramework

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Knowledge Knowledge TaxonomyTaxonomy

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

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

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

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

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

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

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

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

Levels of Application Model

ApplicationApplicationModel Model

Decision TreeDecision Tree

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


Level 1

Level 2

Level 3

Level 4

Level 5

•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


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

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6


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

1

2

3

4

5

6

1 2 3 4 5


1

2

3

4

5

6

1 2 3 4 5

A


B

C D

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

SkillSkill

Identify, collect or Identify, collect or sort pertinent sort pertinent information while information while reading.reading.

Quadrant A

Read a science experiment and identify the necessary materials to perform the experiment.

Quadrant B

Locate and read current articles on biotech.

Quadrant CQuadrant C

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

Quadrant DQuadrant D

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

KNOWLEDGE


AA BB

DDCC


KNOWLEDGE


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.

KNOWLEDGE


AA BB

DDCC


• 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.

KNOWLEDGE


AA BB

DDCC


• 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.

KNOWLEDGE


AA BB

DDCC


• 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.

KNOWLEDGE


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.

KNOWLEDGE


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.

KNOWLEDGE


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.

Rigor/ Relevanc

eHandboo

k

Rigor/RelevanceDetermining Levels

Activity

Skills and Knowledge K

4

5

3

3

4

International Center for Leadership in Education 1997

Read or view news reports, interpret information and vote in an informed manner

Use second language to discuss current events in a country where the language is spoken

Follow directions in a manual to use equipment safely

Write an essay, using references about an issue of interest

Compare prices, interest rates and maintenance costs of buying an appliance

Skills and Knowledge







A

5

3

4

4

4

Skills and Knowledge K

4

5

3

3

4







A

5

3

4

4

4

1

2

3

4

5

6

1 2 3 4 5

KNOWLEDGE



AA

CC DD

BB

Rigor/RelevanceReflecting on Teaching

Activity

Rigor/RelevanceChallenge

R/R ChallengeStandard

Quadrant A PerformanceUnderstand 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

KNOWLEDGE


AA BB

DDCC


Planning Planning InstructionInstruction

Rigor/RelevanceLinking Standards and Student

Work

Activity

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

Revised Staff Revised Staff DevelopmentDevelopment

KitKit

Staff Development Activities

How Does It Feel To Be Learning? How Do You Learn? Discovering Levels of LearningSetting the Level of Knowledge Setting the Level of Application Determining Levels of Rigor and

Relevance Identifying Rigor and RelevanceRigor/Relevance ChallengeDefining Real World Identifying Community ResourcesSetting Levels of Student Knowledge

and PerformanceMapping Across Disciplines Linking Standards and Student WorkSetting Levels of Student Knowledge

and Performance

Mapping Across Disciplines Linking Standards and Student Work Setting Clear Expectations: What Do You Want?Determining Levels of Test QuestionsAssessment ChallengeDeveloping Analytical Scoring GuidesDeveloping Instructional PlansData-driven CurriculumRigorous Relevant Lesson ReflectionLesson ReviewBrainstorming Student PerformanceBrainstorming Student Work in Multiple DisciplinesPeer Review of LessonsStandards AlignmentPut It In Writing!

Rigor/RelevanceRigor/RelevanceFramework andFramework andAssessmentsAssessments

Rigor/RelevanceFramework

AndAssessment

ACTIVITY

LIST TYPES OF ASSESSMENT

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

Low

High

Low High

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

KNOWLEDGE


AA BB

DDCC


NYS Math Question

A

NYS Math A QuestionJune 2002C

NYS Math A QuestionJune 2003D

Sample QuestionB January

2005

KNOWLEDGE


AA BB

DDCC

NY Math ANY Math A

26%

42% 10%

22%

KNOWLEDGE


AA BB

DDCC

MEAP HS MathMEAP HS Math

12%

42% 15%

31%

Rigor/RelevanceAnalyzing Test Questions

Activity

Rigor/RelevanceAssessment Challenge

Activity

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

Raising the Level Raising the Level of Rigor and of Rigor and RelevanceRelevance

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

KNOWLEDGE


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

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

Rigor/Rigor/Relevance Relevance

andandInstructionalInstructional

StrategiesStrategies

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

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

RelevanceRelevance

Instructional Instructional Strategies: Strategies:

How to Teach How to Teach for Rigor and for Rigor and

RelevanceRelevance

“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

KNOWLEDGE


AA BB

DDCC


Rigor/RelevanceWhat Works Best?

Activity

KNOWLEDGE


AA BB

DDCC


ActivitiesActivities

ProjectsProjects

ProblemsProblems

ResearchResearch

When to Use When to Use StrategyStrategy

Based on Based on Rigor/RelevanceRigor/Relevance

FrameworkFramework

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

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 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

Rigor/RelevanceAction Plans

Activity

KNOWLEDGE


AA BB

DDCC


Action PlansAction Plans ObjectiveObjective - What do you - What do you

plan to accomplish?plan to accomplish? Action stepsAction steps - What do - What do

you plan to do? you plan to do? Data to Measure Data to Measure

EffectivenessEffectiveness - What will - What will be different and how will be different and how will you know?you know?

Lovers never send form letters.

ICLE Philosophy

RigorRelevanceAll Students

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