Beyond the Basics of Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education

Beyond the Basics of Rigor and Relevance Agenda The 4 Quadrants Welcome Beyond the Basics of Rigor and Relevance Closing College & Career Ready…The Real Life Application

Holland Michigan

Director of Content Development My Credentials Professor Hope College Doctoral Candidate Director of Content Development International Center for Leadership in Education

Linda’s Family

What We’ve Learned With the people sitting near you form a group of 3-5 Share at least three things you have learned from being at MSC. Be ready to share some items from you list with the group.

Why do we need to get to know the teacher? (Linda) Emotion is the gatekeeper to learning Relationship is a key element in every classroom Builds trust Find common threads of interest Fun

That’s Me! I can now found my way around the Gaylord Hotel I have learned at least three new things that I can’t wait to implement when I get home. I have met at least three new people since arriving at MSC. I visited an Orlando attraction during my visit.

Goals for the Session My Goals: Your Goals: ~Give you a deeper understanding of the RR Framework. ~Give you applications for implementations of the RR Framework in your educational Setting.

Instructional Leadership Organizational Leadership Teaching Student Achievement Instructional Leadership Organizational Leadership

Teaching How Students Learn How students learn Content Relationships Rigor and Relevance

Rigor/Relevance Framework®

Students think in complex ways and 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. Evaluation 6 D Adaptation Synthesis 5 Analysis 4 Application 3 3 Apply knowledge across disciplines 4 Apply to real- world predictable situation 5 Apply to real-world unpredictable situation

RIGOR EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION means framing lessons at the high end of the Knowledge Taxonomy EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE 14

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

Rigorous Lessons ask Students to: EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE SCRUTINIZE DECIDE 16

Relevant Real World Application in Unanticipated Situations

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

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 of one discipline course

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 21 21

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 classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention 22 22

Questions By Quadrant C 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? What is a better solution to…? How would you defend your position about that… _____________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms? D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual used would you create for…? ___________________________________________B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?

Rigor/Relevance Framework D Students apply the information learned to answer the questions or to solve the problems Students reflect on the potential use of the new information as a solution RIGOR High A B Students seek information to answer questions or solve problems Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE

Rigor/Relevance Framework D Motivation Creativity – Innovation Problem Solving Rigor Critical Thinking RIGOR High A B Relevancy Validation Acquisition of knowledge / skills Low Low High RELEVANCE

Rigor/Relevance Framework 6 C D 5 Assimilation Understands 4 3 A B 2 Knows Application 1 1 2 3 4 5 26

EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE Rigorous Lessons ask Students to: EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE SCRUTINIZE DECIDE 27

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

ROAD CONSTRUCTION AHEAD Service Learning

The Metaphor Road Construction

Road Work Ahead Building Roads To The Future! College and Career Ready Students

What roads need to be built in your community? A Call to Action What roads need to be built in your community?

Intelligence as a Function of Experience Real Life Applications Doing activates the brain Students vividly recall their Service Learning experiences Quad D… High Rigor, High Relevance

The Body & Brain are an Inseparable Partnership for Learning Key in the vivid memories is the passion students feel about their projects Student builders & drivers

The Brain as a Pattern Seeker and Meaning Maker Students begin to see the connections between curriculum and the real world.

Developing Programs to Use what we Understand These projects provide a vehicle and reason to use the concepts and skills they are learning Multiple usage long-term memory

Meaningful Content Application of concepts, knowledge and skills in real-world ways. Quad D- application in unanticipated situations.

SERVICE LEARNING A teaching strategy that enriches learning by engaging participants in meaningful service to their schools or communities through careful integration with established curricula. Learn by doing!

SERVICE LEARNING vs. VOLUNTEERISM To fill a need with your time. Service Learning To fill a need with your time using your curriculum.

FOUR “STAGES” OF SERVICE LEARNING The Student Builder & Future Driver 1. Preparation 2. Projection Design/ Implementation/Evaluation 3. Reflection 4. Celebration

I. Preparation Getting Permits/Buying the Land Identifying and analyzing issues and the CCSS Choosing a project Learning skills needed to perform the service Planning the service project

I. Preparation Fly Away Home By Eve Bunting Illustrated by Ronald Himler

II. Project Design/ Implementation/Evaluation Bulldozing/Building the Highway Build the highway. Perform the service. Evaluate the project.

III. Reflection Inspecting the Work Regularly scheduled throughout the service project. Group and Individual. CCSS: Literacy Focus NGT: Justify your work

IV. Celebration The New Highway Opens Celebrate students’ contributions.

DRIVING THE HIGHWAY Seeing Service Learning in Action ChildTeach Kids Healing Kids

Service Learning Project Ideas Nursing Homes Soup Kitchens Homeless Shelters Home for Abused Women & Children Military Service Families Food/Clothing Drives Parks

Action Plans Language Arts Math Social or Political Issue Science Social Studies 4 Elements: Preparation, Design & Implementation, Reflection, Celebration

Sample Action Plan Language Arts Books: Stone Soup, Hunger Games Math Fractions: Recipes Cost of feeding a family per day Soup Kitchen Science Nutrition Body Systems Social Studies Needs and Wants Urban vs. Rural 4 Elements: Preparation, Design & Implementation, Reflection, Celebration

Sample Action Plan Language Arts Math Economy: Costs Ballot Issue Informational Reading Persuasive Writing Math Economy: Costs Ballot Issue Science Environmental Impact Study Social Studies What part of the state does this impact and why? 4 Elements: Preparation, Design & Implementation, Reflection, Celebration

Write your own Action Plan Write an action plan for implementing Quad D & Service Learning Be ready to share your ideas with others.

Resources National Youth Service Day Learn and Serve America National Service-Learning Clearinghouse United Way (211)

Quote: “We live in a world in which we need to share responsibility. It’s easy to say ‘It’s not my child, not my community, not my world, not my problem.’ Then there are those who see the need and respond. I consider those people my heroes.” -Fred Rogers

Linda L. Jordan ljordan@leadered.com 518-703-0114 ICLE 518-399-2776 http://www.leadered.com