Securing Academic Rigor for Secondary Students RELEVANCE, RIGOR & EUREKA! NAGC, November 2007 Dr. Cecelia Boswell ©Dr. Cecelia Boswell, ACES, Austin Creek Education Systems

The Relationships, The Realities Texas Performance Standards Project Relevance Advanced Placement Rigor Independent Study EUREKA! ©2007, ACES

Relevance, Rigor, & Eureka! When curriculum is designed and organized according to a structure that integrates all levels of knowledge, learning occurs.

Relevance, Rigor, & Eureka! When curriculum is structured on students’ interests, relevance occurs.

Relevance, Rigor, & Eureka! When curriculum is structured to include analysis, synthesis, and evaluation, rigor occurs.

Relevance, Rigor, & Eureka! When knowledge within the curriculum is structured and realized, EUREKA! occurs.

The Relationships RELEVANCE RIGOR EUREKA! ©2007, ACES

Rigor & Relevance Dr. Willard Daggett ©2007, ACES QUADRANT C Assimilation QUADRANT D Adaptation QUADRANT A Acquisition QUADRANT B Application

Rigor & Relevance Dr. Willard Daggett ©2007, ACES QUADRANT C 1 Content Analysis Synthesis Evaluation QUADRANT D Interdisciplinary Analysis Synthesis Evaluation QUADRANT A 1 Content Knowledge Comprehension Application QUADRANT A More than 1 Content Knowledge Comprehension Application

QUADRANT A Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Knowledge, Comprehension, Application

QUDARANT A EXAMPLES: Memorize names of planets in solar system. Illustrate parts of a cell. ©2007, ACES

QUADRANT B Application Knowledge, Comprehension, Application Apply knowledge across disciplines Apply knowledge to real-world predictable and unpredictable situations

QUADRANT B EXAMPLES: Create a class book about the animal and plant life in local rivers. Develop an acid test and sample rainwater for acidity. ©2007, ACES

QUADRANT C Assimilation Analysis, Synthesis, Evaluation Knowledge in one discipline Apply knowledge in one discipline Advanced Placement

QUADRANT C EXAMPLE: Write and illustrate biographies of inventors. Research an endangered species. ©2007, ACES

QUADRANT D Adaptation Analysis, Synthesis, Evaluation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

QUADRANT D: Adaptation Analysis, Synthesis, Evaluation Apply knowledge across disciplines Apply knowledge to real-world predictable and unpredictable situations

QUADRANT D EXAMPLE: Design a candy dispenser that works without gravity. Design a zoo. ©2007, ACES

RELEVANCE Quadrant D Daggett’s Rigor/Relevance Not necessarily ©2007, ACES

RIGOR Quadrant C and D Daggett’s Rigor/Relevance Maybe ©2007, ACES

EUREKA! Daggett’s Rigor/Relevance Quadrant D Evaluation Rubrics Authentic Audience: No ©2007, ACES

Texas Performance Standards Project (TPSP) Independent Study ©2007, ACES

TPSP: SAMPLE TASKS SECONDARY Mathematics Figure It Out! is a mathematics unit that allows students to explore the uses of statistics in everyday life. Though a mathematics unit, Figure It Out! teaches students skills in the other subject areas of English language arts, science, and social studies. ©2007, ACES

SAMPLE TASKS Phase I. Learning Experiences This unit gives students an opportunity to develop survey research skills. Students identify an issue to investigate using survey research. ©2007, ACES

SAMPLE TASKS They identify the issue, design a survey tool for collecting the data, analyze the data, and draw conclusions in an article that is written for an actual publication (school newspaper, community newspaper (letter to the editor), teen magazine, online journal). ©2007, ACES

SAMPLE TASKS Phase II. Final Product Write an article that summarizes the results of the survey. Use graphs, tables, and other graphic organizers to illustrate your results and conclusions. Submit the results to a publication. ©2007, ACES

SAMPLE TASKS Develop a brief, formal presentation, with notes, to share the results of your survey with the class. Audio tape or videotape the presentation. ©2007, ACES

RELEVANCE Quadrant D Texas Performance Standards Project Independent Study SAMPLE TASKS ©2007, ACES

RIGOR Quadrants C and D Texas Performance Standards Project SAMPLE TASKS Independent Study ©2007, ACES

EUREKA! Quadrant D Texas Performance Standards Project With use of Scoring Dimensions and Rubric ©2007, ACES

EUREKA! DAGGETT Evaluation Rubrics TPSP Scoring Dimensions and Rubric Curriculum Circle Relevance, Rigor, and EUREKA! ©2007, ACES

Relevance, Rigor, & EUREKA! Circular Curriculum ??? ©2007, ACES

SECTOR 1 Themes, Issues, Problems Themes, Issues, Problems

SECTOR 1 Concept and Generalization Concept and Generalization

SECTOR 1 THINKING SECTOR Thinking about Scenario, Concept, and Product. THINKING SECTOR Thinking about Scenario, Concept, and Product.

SECTOR 1 HEROES Scenario Theme Generalization HEROES Scenario Theme Generalization

SECTOR 2 Factual Knowledge

SECTOR 2 TEKS, Standards, Scope & Sequence

SECTOR 3 Expanded Factual Knowledge

Sector 3 This step is called Expanded Factual Knowledge. The term refers to knowledge and application expanded in students’ complex analysis and synthesis of the content.

Sector 3 Activities are designed to teach students how to critically and creatively solve problems; in this case, how to determine their course of action in order to create the the product.

Sector 3 Pre ASSESSMENT In what ways can students be formally and informally assessed BEFORE activities for this sector?

SECTOR 3 Creating and Working Sector

SECTOR 3 Pre Assessment, Best Practices

SECTOR 3 Best Practices: Activities, e.g., Depth & Complexity, CPS, etc.

SECTOR 3 Best Practices: Development of product

SECTOR 4 Evaluation and Presentation Sector Includes Authentic Audience Evaluation and Presentation Sector Includes Authentic Audience

SECTOR 4 Embedded Factual Knowledge Validation or Invalidation: Embedded Factual Knowledge in the product

SECTOR 4 Rubric and “practice run” to validate or invalidate their work.

Circular Curriculum SECTOR 4 SECTOR 1 EMBEDDED FACTUAL KNOWLEDGE THEME, ISSUES, Rubric PROBLEMS Validation/Invalidation SECTOR 3 SECTOR 2 EXPANDED FACTUAL KNOWLEDGE FACTUAL KNOWLEDGE Best PracticesTEKS, CPSStandards, Depth & ComplexityScope & Sequence Product DevelopmentResearch Skills

Circular Curriculum: HEROES SECTOR 4 SECTOR 1 EMBEDDED FACTUAL KNOWLEDGE Relationships Rubricmay be natural, Presentationforced, or chosen Validation/Invalidation HEROES Scenario SECTOR 3 SECTOR 2 EXPANDED FACTUAL KNOWLEDGE FACTUAL KNOWLEDGE Pre-Assessment TEKS, Depth & Complexity Scope & Sequence, Standards, Research Skills Independent Study

ACES Circular Curriculum Relationship between Advanced Placement and Circular Curriculum ©2007, ACES

SECTOR 1 AP Exam Individual Teachers’ curricula Hooks???? AP Exam Individual Teachers’ curricula Hooks????

SECTOR 2 Factual Knowledge State Standards, Scope & Sequence, AP Objectives

SECTOR 3:Expanded Factual Knowledge Pre Assessment? Up to the teacher Best Practice? AP designed for all students Independent Study? Left to individual teachers

SECTOR 4 AP Exam Authentic Audience??? AP Exam Authentic Audience???

ACES Circular Curriculum Relationship between TPSP and Circular Curriculum Sample Tasks ©2007, ACES

SECTOR 1 No T I P, but can apply Concept & Generalization Product Relevance No T I P, but can apply Concept & Generalization Product Relevance

SECTOR 2 Factual Knowledge State Standards, Scope & Sequence

SECTOR 3:Expanded Factual Knowledge Pre Assessment? NoBest Practice? Yes Independent Study? Maybe

SECTOR 4 Scoring Dimensions, Scoring Criteria, and Scoring Scale Authentic Audience Scoring Dimensions, Scoring Criteria, and Scoring Scale Authentic Audience

Circular Curriculum Relationship between Gifted Education and ACES Circular Curriculum ©2007, ACES

SECTOR 1 T I P Product Relevance T I P Product Relevance

SECTOR 2 Factual Knowledge State Standards, Scope & Sequence

SECTOR 3:Expanded Factual Knowledge Pre Assessment? Yes Best Practice? Yes Independent Study? Yes

SECTOR 4 Rubric for Evaluation Authentic Learning and Presentation for EUREKA! Rubric for Evaluation Authentic Learning and Presentation for EUREKA!

Don’t’ forget SO WHAT??? ©2007, ACES

AND SO, … ACES Curricular Curriculum Relationship to Relevance, Rigor, & EUREKA! ??? ©2007, ACES

AND SO, … ACES Curricular Curriculum Is easily adaptable to any curriculum ©2007, ACES

AND SO, … ACES Curricular Curriculum Posits a form that helps visualize and realize relevant, authentic learning, rigorous study for students, and EUREKA! moments for real learning. ©2007, ACES

AND SO, … ACES Curricular Curriculum Ensures Relevance, Rigor, & EUREKA! ©2007, ACES

Austin Creek Education Systems ACES Curricular Curriculum Relevance, Rigor, & EUREKA! ©2007, ACES

REFERENCES Texas Performance Standards Project (TPSP) Texas Education Agency Daggett’s Rigor and Relevance International Center for Leadership in Education ACES Circular Curriculum ACES ©2007, ACES

ACES Circular Curriculum Available June 2007 Includes o Chapters on background and rationale o References o Sample curriculum K-12 ©2007, ACES

ACES Circular Curriculum Available June 2007 Contact ACES at ©2007, ACES