Highly Effective Learning and the Rigor and Relevance Model Linda L. Jordan The Center for Effective Learning ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

21st Century Learning & Skills Agenda Highly Effective Learning Welcome Curriculum Models Rigor & Relevance Closing & Discussion C D 21st Century Learning & Skills A B ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Sense of Belonging With your elbow partner discuss the following: Your definition of rigor Your definition of relevance The skills you think 21st Century Learners need to be successful in life Be ready to share your discussion with the group. ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

HET Curriculum Model Conceptual Curriculum Year Long Theme- curriculum mapping Key Points- based on standards Inquiries- daily lesson plans Classroom Management- taught using and integrated into curriculum ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

International Center for Leadership in Education Successful Practices Network ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor and Relevance & 21st Century Learning ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 7

Rigor is… Rigor is not… Scaffolding thinking More or harder worksheets Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level More or harder worksheets AP or honors courses The higher level book in reading More work More homework ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 8

EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE Rigorous Lessons ask Students to: EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE SCRUTINIZE DECIDE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 9

A Relevant Lesson asks Students to: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

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 ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Knowledge Taxonomy Verb List ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor/Relevance Framework D RIGOR High A B Students seek information to answer question or solve problem Low Low High RELEVANCE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor/Relevance Framework D RIGOR High B A Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor/Relevance Framework D C Students reflect on the potential use of the new information as a solution RIGOR High A B Low Low High RELEVANCE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor/Relevance Framework D Students apply the information learned to answer the question or to solve the problem RIGOR High A B Low Low High RELEVANCE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor/Relevance Framework D Students apply the information learned to answer the question or to solve the problem Students reflect on the potential use of the new information as a solution RIGOR High A B Students test the relevancy of the information as it relates to the question or problem Students seek information to answer question or solve problem Low Low High RELEVANCE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

C D A B Rigor/Relevance Framework RIGOR High Low Low High RELEVANCE Motivation Creativity – Innovation - Problem Solving Rigor - Critical Thinking RIGOR High A B Relevancy - Validation Acquisition of knowledge / skills Low Low High RELEVANCE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Rigor/Relevance Framework 6 D Knowledge C 5 Understands 4 3 A B 2 Knows 1 Application 1 2 3 4 5 ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 21

Verbs by Quadrant B apply sequence demonstrate interview construct 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 ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 22 22

Product by Quadrant A C D 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 ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 23 23

Rigorous and Relevant Instruction Formative Summative Assessments Student Learning Expected Student Performance Rigor/Relevance Instruction Assessment Actual Student Performance Rigor/Relevance Feedback Reflection Student Learning Standards Curriculum Outlines Student Learning Best Practices Real-World Standards Resources Learning Tasks ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

C D A B Rigor/Relevance Framework Science - Elementary RIGOR High Make diagrams of animal life cycles. Design a zoo. A B Make daily observations of the life cycle of a selected species. Create a field book about organisms in local rivers. Low Low High RELEVANCE

C D A B Rigor/Relevance Framework Science - Middle Level RIGOR Collect data and make recommendations to address a community environmental problem. Identify chemicals dissolved in an unknown solution. RIGOR High A B Construct models of molecules. Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. Low Low High RELEVANCE

C D A B Rigor/Relevance Framework Science - High School RIGOR Research the discovery of a new element. Solve organic chemistry case study problems in petroleum distillation. RIGOR High A B Participate in an online collaboration to collect scientific data on a global problem. Low Memorize elements of the Periodic Table. Low High RELEVANCE

C D A B Rigor/Relevance Framework Social Studies - Elementary RIGOR Contrast citizens’ responsibilities under different forms of government. Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado). RIGOR High A B Memorize names, locations and capital cities of U.S. states. Describe geographic and climatic characteristics of the local community. Low Low High RELEVANCE

C D A B Rigor/Relevance Framework Social Studies - Middle Level RIGOR Analyze primary and secondary source documents to understand the use. Analyze examples of stereotyping in historic and current events. RIGOR High A B View an historical video and answer factual questions. Plan and participate in a community service activity. Low Low High RELEVANCE

C D A B Rigor/Relevance Framework Social Studies - High School RIGOR Participate in a Socratic seminar on a policy issue, such as privacy. Analyze a community problem, suggest a solution, and prepare a plan to solve it. RIGOR High A B Study a geography of a world region by locating demographic and economic data. Locate and interpret current and historical economic data for economic forecasting Low Low High RELEVANCE

Rigor/ Relevance Framework Gold Seal Lessons ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com 32

Relationship “Relationships complement rigor and relevance. For students to engage fully in challenging learning, they require increased levels of support from the people around them.” -p. 54 Leadership for Rigor, Relevance, and Relationship, ICLE ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Criteria to Support 21st Century Learners ___________________________ Learning Criteria FOUNDATION LEARNING Achievement in English, math, science and other subjects STRETCH LEARNING Rigorous and relevant learning beyond minimum requirements LEARNER ENGAGEMENT Motivation to learn, relationships that support learning, and a sense of belonging PERSONAL SKILL DEVELOPMENT Personal, social, service, and leadership skills and positive behaviors/attitudes ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

21st Century Skills Critical Thinking & Problem-solving Creativity & Innovation Collaboration, Teamwork & Leadership Cross-cultural Understanding Communication & Media Literacy Computing and ITC Technology Career & Learning Self-reliance ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

Creating a Learning Environment for 21st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

A B C D Learning Criteria to Support 21st Components of School Century Learners Components of School Excellence Rigor/Relevance Framework Supported by Relationships Foundation Learning Stretch Learning Learner Engagement Personal Skill Development Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis 6 5 4 3 2 1 1 2 3 4 5 A B C D ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

HET & RR Models Form groups of 3-4 and create a Venn-diagram of the HET and RR Models Rigor & Relevance Highly Effective Learning ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

The Center for Effective Learning Linda L. Jordan 616-395-7435 jordan@hope.edu The Center for Effective Learning www.theCenter4Learning.com ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com