Rigor and Relevance for ALL Students

"A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity." - Albert Einstein

21st Century Skills Thinking Critically Problem Solving Creativity Communicating and Collaborating Making use of knowledge Taking charge of financial, health, and civic responsibility 3

Made to Stick by Chip and Dan Heath

Six Principles Simplicity Unexpectedness Concreteness Credibility Emotions Stories

But HOW we teach is just as important as HOW MUCH we teach

First… We must close the “Engagement Gap” Before we can close the Achievement Gap!

Rigor/Relevance Framework For 21st Century Students The Rigor/Relevance Framework Is critical For 21st Century Students

Brain Research is providing new support…

The Brain Responding to Image courtesy of R. Clay Reid Activating Learning Learning takes place when multiple neurons fire from numerous places in the brain, and these new memories can be retrieved over a period of time. Learning must be connected and relevant to be remembered. We only remember things that have meaning for us. The Brain Responding to Visual Stimuli Image courtesy of R. Clay Reid

Use it or lose it, because… Neurons that fire together, wire together!

You want your neural networks to look like a maple tree… Not a palm tree!

Connections / Pathways Association Area Prefrontal Cortex Sight Hearing

From Theory to Practice The Rigor and Relevance Framework

Theory to Practice Focus on instruction through RR Work with ICLE Instructional Strategies Handbook Common vocabulary Collaboration for best practices

Rigor/Relevance Framework Knowledge 1 2 3 4 5 6 Application 1 2 3 4 5

Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Knowledge Taxonomy Basic Nutrition 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

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

Application Model 1 Label food by nutrition groups 2 Rank foods by nutritional value 3 Make cost comparison of foods considering nutritional value 4 Develop nutritional plan for a health problem affected by food 5 Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

Application Model Is it Application? If YES - Is it real world? If NO If YES - Is it real world? If NO and one discipline If NO and interdisciplinary If YES - Is it unpredictable? If YES Level 1 Level 2 Level 3 Level 4 Level 5

Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

Teacher/Student Roles Rigor/Relevance Framework Teacher/Student Roles D C Student Think Student Think & Work RIGOR High A B Teacher Work Student Work Low Low High RELEVANCE

Did Students Get it Right? Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions RIGOR High A B Right Answer Right Procedure Low Low High RELEVANCE

D C B A Rigor/Relevance Framework Easy RIGOR High Low Low High Compare captialism and socialism RIGOR High Write a letter to the editor A B Make change as cashier without working register Low Count by 5s to 100 Low High RELEVANCE

D C B A Rigor/Relevance Framework Difficult RIGOR High Low Low High Solve quadratic equations Determine cost efficent heating for new home design RIGOR High A B Describe function of gas spectrophotometer Troubleshoot lawnmower that doesn’t start Low Low High RELEVANCE

OK. In which quadrant does this belong?

Rigor/Relevance Framework KNOWLEDGE D C • 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. A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE D C • 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. A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE • 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. D C A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE • 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. D C A B A P P L I C A T I O N

Rigor/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 D C A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE D C • 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. A B A P P L I C A T I O N

Rigor/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 D C A B A P P L I C A T I O N

Rigor/Relevance Framework KNOWLEDGE • 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. D C A B A P P L I C A T I O N

Rigor/ Relevance Handbook

Learning Power Tools for 21st Century Learners Conversing & Sharing Searching & Exploring Collecting & Organizing Modeling & Simulating Creating & Constructing From: National Research Council, Edited by Bransford, Brown and Cocking

Changing Literacy for the 21st Century… Increasing demands of non-prose text such as websites, iPods, cell phones, charts, maps, graphs, photos, composite devices, etc. Changes in texts, newspapers, work documents The need for Quantitative Literacy

Tools that Work for Highly Visual 21st Century Learners Video clips – before, during and after learning Environmental Impacting – unit by unit Use of technology Use of color coding, text coding, and cueing What else would you add?

"A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity." - Albert Einstein

Rigor and Relevance Help us Solve The Right Problem…

International Center for Leadership in Education, Inc. Jim Warford International Center for Leadership in Education, Inc. Karen Wilkins Phone (518) 399-2776 x 206 Fax (518) 399-7607 E-mail – Karen@Daggett.com Website – www.LeaderEd.com PowerPoints http://www.leadered.com/keynoterPP.shtml