International Center for Leadership in Education 1587 Route 146 Rexford, NY (518) Preparing Students for the 21 st Century Rigor and Relevance for ALL Students Spring Branch ISD Date: Presented By:

Why Rigor and Relevance for ALL

Rigor… Establishing a common language for SBISD.

What does rigorous instruction look like in the classroom? Essential Question Think – Pair – Share List your ideas on chart paper

Assimilation of knowledge Acquisition of knowledge Thinking Continuum Level of challenge of the learning for the student

RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

Rigor is… Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level Rigor is not… More or harder worksheets The higher level book in reading More work More homework

Knowledge Taxonomy Awareness Level Recall specific information list, arrange, underline, identify, locate List the seven functions of marketing; list the four basic math operations; label the parts of a cell; identify the parts of a sentence; list all 20th Century Wars that engaged the United States

Knowledge Taxonomy Comprehension Level Understanding/interpretation of information define, explain, calculate, reword Explain how to take a patient’s blood pressure; define each of the basic math operations; explain the function of each cell part; use an adjective correctly in a sentence; explain the 1st Amendment

Knowledge Taxonomy Application level Applying knowledge and understanding to a new situation solve, operate, use, handle, apply Use Internet resources for a research paper on our trade deficit; apply math operations to solve a word problem; use a Vernier Light Sensor to determine the amount of reflected light of an object; make a scale drawing of a cell; change the oil in a car

Knowledge Taxonomy Analysis Level Separate a complex idea into its components categorize, simplify, examine, survey Compare the similarities and differences between Excel and Access applications; compare the costs and benefits of two cell phone plans; compare the similarities and differences between two characters in the short story; compare similar words to describe objects

Knowledge Taxonomy Synthesis Level Combining knowledge to form a new idea create, build, generate, reorganize Design a technology system that meets your needs and budget; rewrite the ending of Macbeth to bring it into the 21st century; design objects related to famous; brainstorm words to describe an object; mathematician discoveries

Knowledge Taxonomy Evaluation Level Choosing an alternative in making a decision decide, classify, judge, prioritize Given two cell phone plans justify which plan best meets your needs and budget, why?; create a rubric for evaluating writing; recommend software purchase; recommend policies for your school to prevent disease from spreading

Knowledge Taxonomy Verb List

Scaffolding Rigor Write a Standard and essential skills of a lesson. Using your verb list, develop activities for each level of RIGOR

Evidence of Rigor Below BasicBasciProficientExemplary Thoughtful Work Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Student work requires extensive creativity, originality, design or adaptation. High Level Thinking Instructional experiences require high-level thinking, reflection, and intellectual growth. Student work requires simple recall of knowledge Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Students routinely use higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students skillfully evaluate their own work and the work of others. Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. Students’ oral responses demonstrate comprehension by explaining information in their own words and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. Students’ oral responses demonstrate logical thinking about complex problems and the ability to apply prior knowledge and skills when confronted with perplexing unknowns. Students are skillful in discussions with peers and adults. Classroom Visitation Tool

Relevance Establishing a common language for SBISD

What does relevant instruction look like in the classroom? Essential Question Think – Pair – Share List your ideas on chart paper

Acquisition of knowledge Application of knowledge Application Continuum Relevance of learning to life and work

Application Model Knowledge in Discipline Learning Knowledge, Attitude, or Skills Learning how to use a calculator Apply in Discipline Using the knowledge, attitude, or skills within the course curriculum Using the calculator to determine the material costs of a storage shed

Application Model Apply Across Disciplines Using the knowledge, attitude, or skills in all discipline curriculums Using the knowledge/skills learned in math class to solve a manufacturing problem Apply to Predictable Situations Use information to analyze and solve real world problems with predictable solutions Read a recipe, calculate the ingredients needed to triple the recipe

Application Model Apply to Unpredictable Situations Using information to analyze and solve real problems with unknown solutions Plan the transportation and lodging for your family’s vacation to Disney World Plan a luncheon for students being inducted into the Business National Honor Society and their parents

Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations 3 Application across disciplines 2 Application within discipline 1 Knowledge in discipline

A Relevant Lesson asks Students to: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

A Relevant Lesson answers: What am I Learning? Why am I learning it? How will I use it?

Adding Relevancy to Any Learning Relate Learning to … Student’s life Sports, Arts, Hobbies Family’s life Student’s community and friends Our world, nation, state World of work / service World of business that we interact with Use Real World Examples Moral, ethical, political, cultural points of view and dilemmas Real world materials Internet resources Video and other media Scenarios, real life stories News - periodicals, media

Evidence of RelevanceBelow BasicBasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real- world applications. Student work is routine and highly structured, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge. Student work is structured, reflects a basic application of knowledge, and, occasionally, interdisciplinary applications. Students practice using the steps in a procedure and previous knowledge to solve problems and create solutions. Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance, consistent with real-world applications. Student work reflects real- world unpredictable applications of knowledge that have unknown factors, and individual and unique solutions to problems. Authentic Resources Raw materials, references, tools, equipment, and technology are real-world resources Students rely on the teacher as their primary resource to complete work. Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work Students use real-world resources such as manuals, tools, technology, primary source documents, and/or interviews to complete work. Students select and use multiple real-world resources as well as new or unique resources unknown to teacher. Learning Connections The learning experience relates to the real world and appropriately builds on student knowledge. Students see learning only as school requirement unrelated to their future or their outside lives. Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Students see connections between what they are learning and their lives and can make links to real-world applications Students are committed to the learning experience as something that is an essential part of meeting their future goals and life aspirations Classroom Visitation Tool

Putting it All Together The Rigor/Relevance Framework

Rigor/Relevance Framework ®

Verbs by Quadrant A name label define select identify list recite locate record memorize B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude

Product by Quadrant A definition worksheet list quiz test workbook true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classificatio n D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention

Verb list for Rigorous/Relevant Lessons calculatematch choosememorize countname describerecite findrecord identifyselect labelspell listlocate analyzedifferentiate categorizediscriminate classifyevaluate compare explain concludeinfer contrastjudge defend justify diagram prove adaptjustify arguemodify composepredict concludeprioritize constructpropose designrate evaluaterecommend formulaterevise inventteach adjustinterpret applyinterview buildmake calculatemodel constructplay dramatizerelate drawsolve illustrate

AB D C Rigor/Relevance Framework Knowledge Application Knows Understands

R&R Framework... A Useful Tool to evaluate Curriculum Instruction Assessment Activities

Who’s doing the work? Who’s doing the thinking?

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low

3 Apply knowledge across disciplines 4 Apply to real- world predictable situation 5 Apply to real- world unpredictable situation D Adaptation Students think in complex ways. They apply acquired knowledge and skills (even when confronted with perplexing unknowns) to find creative solutions and take action - that further develops their skills and knowledge.

D Quadrant evaluate validate justify rate referee infer rank dramatize argue conclude evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention Verbs Products

Rigor/Relevance Framework ®

1 Knowledge in one discipline 2 Apply knowledge in one discipline C Assimilation Students extend and refine their knowledge so that they can use it automatically and routinely to analyze, problem solve, and create solutions. Evaluation Synthesis Analysis Application

C Quadrant sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram VerbsProducts essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

Rigor/Relevance Framework ®

Awareness 1 Comprehension 2 Application 3 B Application 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation Students use acquired knowledge to solve problems, design solutions, and complete work.

B Quadrant apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Verbs Products

Rigor/Relevance Framework ®

© A Quadrant name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Verbs Products

Review Working together as a team, create a Rigor/Relevance framework on your team chart paper. Make sure to label both axis and each of the quadrants (A, B, C, D). Listen for the transition signal.

Rigor/Relevance Framework ®

Quadrants??? Calculate volume of simple three- dimensional shapes. Determine the largest rectangular area for a fixed perimeter. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Calculate percentages of advertising in a newspaper.

A B D C Rigor/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.

Quadrants???  Given a set of shapes, identify symmetries Find shapes/things around you that have symmetryFind shapes/things around you that have symmetry Create an animation using Flash that shows symmetryCreate an animation using Flash that shows symmetry Modify algebraic expressions to create symmetry when graphed.Modify algebraic expressions to create symmetry when graphed.

© International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Given a set of shapes, identify symmetries Modify algebraic expressions to create symmetry when graphed. Create an animation using Flash that shows symmetry Find shapes/things around you that have symmetry Math Middle Level - Geometry: Identify rotational symmetry and distinguish between types of symmetry

Quadrants??? Design a weight training program for a paraplegicDesign a weight training program for a paraplegic Describe correct procedure for performing weight training exercise.Describe correct procedure for performing weight training exercise. Regularly follow weight training regimenRegularly follow weight training regimen Contrast exercises by impacts on specific muscle groups.Contrast exercises by impacts on specific muscle groups.

© International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Describe correct procedure for performing weight training exercise. Contrast exercises by impacts on specific muscle groups. Design a weight training program for a paraplegic Regularly follow weight training regimen Physical Education - Achieve and maintain a health- enhancing level of physical fitness.

Quadrants??? Analyze documents and summarize reasons for US opposition to entering WWIIAnalyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq warSummarize global impacts of WWII and project impacts of Iraq war Identify nations involved and reasons for WWII.Identify nations involved and reasons for WWII. Interview local WWII veterans and describe impacts from their perspective.Interview local WWII veterans and describe impacts from their perspective.

© International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Identify nations involved and reasons for WWII. Analyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective. History - Understand the causes and global consequences of World War II.

Instructional Strategies: How to Teach for Rigor and Relevance

Instructional Strategies Tools for Teachers

“Teaching is only as good as the learning that takes place.”

Learning Results Effective Teaching Right Content Best Strategy Appropriate Timing

Think – Pair – Share What instructional strategies work best for you in engaging students to critically think about new learning and its application to real world applications? List your strategies on chart paper

Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional Technology Lecture Note-taking/Graphic Organizers Memorization Presentations/Exhibitions Research Problem-based learning Project Design Simulation/Role-playing Socratic Seminar Teacher Questions Work-based Learning

5 Instructional Strategies Graphic Organizers Collaboration Instructional Technology Teacher Questions Quad D Moments

Selecting Strategies on Rigor/Relevance Guided Practice Lecture Memorization Demonstration – Teacher Video Literature Graphic Organizer – Notes Instructional Technology - Games Best Strategies for Quadrant A - Acquisition

Instructional Strategies for Each Quadrant Graphic Organizers

Think – Pair – Share Brainstorm specific graphic organizers used to engage students to critically think about new skills/standards? List your strategies on chart paper

Choosing Appropriate Organizers Which best supports the lesson’s purpose? Which best supports the lesson’s purpose? Which is developmentally appropriate? Which is developmentally appropriate? How will students use this tool? How will students use this tool? How will the organizer be assessed? How will the organizer be assessed? Are graphic organizers going to be a part of instructional activities throughout the year? Are graphic organizers going to be a part of instructional activities throughout the year? Graphic Organizers

Designing Identify Information to Be Depicted Identify Information to Be Depicted List the Main Idea and Key Points List the Main Idea and Key Points Choose an Organizing Format Choose an Organizing Format Show Interrelationships Among Points Show Interrelationships Among Points Include Items Requiring Higher Level Thinking Skills Include Items Requiring Higher Level Thinking Skills Show Summative/Synthesizing Items Show Summative/Synthesizing Items Use Adequate Connecting Lines Use Adequate Connecting Lines Graphic Organizers

Helping Students Design Graphic Organizers Explain and Show Graphic Organizers and Their Use Explain and Show Graphic Organizers and Their Use Provide Examples Provide Examples Use Graphic Organizers As You Teach Use Graphic Organizers As You Teach Provide Templates of the Graphic Organizers Provide Templates of the Graphic Organizers Have Students Work in Small Groups to Complete Graphic Organizers Have Students Work in Small Groups to Complete Graphic Organizers Have Students Create Their Own Have Students Create Their Own Have Students Present Their Organizers to the Class Have Students Present Their Organizers to the Class Graphic Organizers

Sample Graphic Organizers

Continuum Graphic Organizers Time Line

Spider Map Graphic Organizers

Brainstorming Web Graphic Organizers

Clustering Web Graphic Organizers

Character Web Graphic Organizers

Hierarchy Graphic Organizers

Cause and Effect/Fishbone Map Graphic Organizers

Concept Map Graphic Organizers

Cycle Graphic Organizers

Interaction Outline Graphic Organizers

T-Graph Graphic Organizers

Venn Diagram Graphic Organizers

Move It Out! Design a graphic organizer for a Quadrant A activity that will increase Rigor/Relevance. Share your graphic organizer with your team and explain how it increases the activities Rigor/Relevance. Be prepared to share with the group.

Selecting Strategies on Rigor/Relevance Cooperative Learning – Group Discussion Demonstration - Student Instructional Technology - Games Problem-based Learning Project Design Simulation/Role Playing Work-based Learning Best Strategies for Quadrant B - Application

Collaborative Learning How often do students work cooperatively in your classroom? Is it cooperative or is it collaborative?

In cooperative learning the instructor is the center of authority in the class, with group tasks usually more closed-ended and often having specific answers. In contrast, with collaborative learning the instructor abdicates his or her authority and empowers the small groups who are often given more open-ended, complex tasks.

Cooperative Learning Exchange of ideas in order to create understanding for ALL students Cooperation creates a better product than can be created individually. ALL STUDENTS GROW.

Increasing Rigor/Relevance of an Activity Design a collaborative structure for any Quadrant activity that will increase Rigor/Relevance. Share your collaborative structure with your team and explain how it increases the activities Rigor/Relevance. Be prepared to share with the group.

Selecting Strategies on Rigor/Relevance Brainstorming Group Discussions Inquiry Instructional Technology Research – Literature – Writing Socratic Seminar Teacher Questions Best Strategies for Quadrant C - Assimilation

Instructional Technology

Brainstorm technology available for your classroom. How have students used technology in your classroom in the last week? Last month? Current Technology List on chart paper

Move It Out! Identify an Instructional Technology tool for a Quadrant A activity that will increase Rigor/Relevance. Share your technology with your team and explain how it increases the activities Rigor/Relevance. Be prepared to share with the group.

Selecting Strategies on Rigor/Relevance Brainstorming Cooperative Learning Inquiry - Research Instructional Technology Presentations/ Exhibitions Problem-based Learning Recognition – Rewards Best Strategies for Quadrant D - Adaptation Project Design Group Discussions Simulation/Role- playing Socratic Seminar Teacher Questions Work-based Learning Internships Quad D Moments

Teacher Questions

Quadrant A Ask questions to recall facts, make observations or demonstrate understanding What is/are__? What did you observe__ ? What else can you tell me__? What does it mean__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _?

Quadrant B Ask questions to apply or relate How would you do that? Where will use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? Who could you interview? How would you collect that data? How do you know it works? Can you apply what you know to this real world problem?

Quadrant C Ask questions to summarize, analyze, organize, or evaluate How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? What is the author’s purpose?

Quadrant D Ask questions to predict, design, create How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred? Can you see a possible solution to__? How could you teach that to others? Which resources would you use to deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_?

Think – Pair – Share Work with your team and develop 2 teacher questions for each quadrant for a given topic. List your questions on team Quad paper

Moments of Quadrant D Instruction

Quadrant D experiences integrated into daily practice through short, quick activities. Instructional activities that raise the level of rigor (thinking) and relevance (application) and are aligned with the Rigor/Relevance Framework.

Teaching OthersStorytelling Current EventQuiz Show InquiryFuture Think Did You Know?Summarizing Google It!Why Questions How Did That Happen? Analyze It! Original IdeasRemind Me Can You See it Now?Write to Learn Justify Your PositionWhat If? Quad D Moments

Work with your team to identify a Quad D Moment strategy for a Quad A Activity. Quad D Moments List on chart paper