RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS Presented By: Kim Powell and Kim Dye November 10 th, 2012

A tale of two classes… Class One: This girl is completely floating in the Dead Sea! What is causing her to float? Research the major elements found in the Dead Sea. Design an experiment using water, salt, and an egg. Keep good data! Use the data to explain why she is floating.

A tale of two classes… Class Two: Will adding salt to water make an egg float? 1. Fill a container with 250 mL of water. 2. Put the egg into the water gently and measure the distance from the bottom of the 3. container to the highest part of the egg in centimeters. Record this height in the data 4. table. 5. Remove the egg and carefully place it back in the container. 6. Add 5 mL of salt to the water and stir until the salt is dissolved. 7. Gently put the egg into the water and measure the highest point of the egg. Record this height in the data table. 8. Repeat step 4 and 5 using a total of 10, 15, and 20 mL of salt. 9. Remove the egg and discard the salt solution. Rinse the container and the egg with water. Repeat steps 1-6 two more times for a total of three trials. 10. Wash hands thoroughly.

Which class…  is more rigorous?  is more relevant?  would you want your child to be in?

My only skill is taking tests.

Define Rigor & Relevance  What is your definition of rigor and relevance?  Work with your elbow partner to formulate a definition. (Two-minute task)  Share your team’s definition.

Rigor & Relevance Defined Definitions: Rigor ~ is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity. Relevance ~ is learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual. 7

Rigor/Relevance Framework Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Adapted from the International Center for Leadership in Education Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real-world predictable situations Apply to real- world non- predictable situations Low High Low Rigor/Knowledge High Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real-world situations Apply to real- world unpredictable situations Relevance/Application

Visual Representation of the Four Quadrants C – ASSIMILATIOND – ADAPTATION A - ACQUISITIONB – APPLICATION Rigor Relevance High Low High Teacher Works Student Thinks Student Thinks & Works Student Works Traditional Tasks Performance Based 9

Quadrant Characteristics C – ASSIMILATIOND – ADAPTATION A - ACQUISITION B – APPLICATION Rigor Relevance High Low High Students gather and store bits of knowledge and information to remember or understand. Students extend and refine their acquired knowledge to be able to automatically use knowledge to analyze and solve problems. Students have the competence to think in complex ways and to apply acquired knowledge and skills. Students use acquired knowledge to solve problems, design solutions, and complete work.

Grade 3 Science Examples 3.6 Ecosystems Quadrant C - ASSIMILATIONQuadrant D - ADAPTATION Quadrant A - ACQUISITIONQuadrant B - APPLICATION Rigor Relevance High Low Describe the different ecosystems (water related and dry land)Describe the different ecosystems (water related and dry land) Research a water related and dry land ecosystem. Create a VENN diagram about how they are the same and how they are different.Research a water related and dry land ecosystem. Create a VENN diagram about how they are the same and how they are different. Research an endangered species (sea turtles) and describe how their ecosystem supports them. Create a campaign to bring awareness to ways we can help the endangered species.Research an endangered species (sea turtles) and describe how their ecosystem supports them. Create a campaign to bring awareness to ways we can help the endangered species. Research an animal and describe its community and population. Describe how the ecosystem supports the life of the researched animal.Research an animal and describe its community and population. Describe how the ecosystem supports the life of the researched animal.

Next Generation Science Standards Dr. Jonathan Osborne  Asking questions for science and defining problems for engineering  Developing and using models  Planning and carrying out investigations  Analyzing and interpreting data  Using mathematics and computational thinking  Constructing explanations for science and designing solutions for engineering  Engaging in argument from evidence  Obtaining, evaluating and communicating information

21 st Century Science

TIP : Research and Information Fluency Entry (1)Developing (2-3) Approaching (4-5) Ideal / Target (6-7) Acquire information using provided resources. Follow teacher direction to complete class assignments. Respond to, but do not extend teacher prompt. Apply search techniques demonstrated by teacher. Determine accuracy and authority of information sources using provided checklist or digital tool. Respond to class assignments that prompt analysis of information. Construct questions to guide research. Select the most appropriate digital tools and information sources. Assemble and organize information to address authentic tasks. Assemble and synthesize information to address authentic tasks. Use tools to powerfully display and interact with information. ACQUISITION of New Knowledge ASSIMILATION of Knowledge APPLICATION of Knowledge ADAPTATION of Knowledge Rigor or Knowledge Relevance or Application of Knowledge 14

TIP: Communication & Collaboration Entry (1)Developing (2-3)Approaching (4-5)Ideal / Target (6-7) Work in small groups toward a common product without collaborating. Work in teacher- selected groups with defined roles to accomplish class assignments. Use digital tools to communicate to complete class assignments. Establish group norms, form teams, and organize roles to address an authentic task. Use appropriate digital tools to facilitate collaboration. Select appropriate digital tools to communicate and collaborate with peers and experts, regardless of time zone or physical distances. Reflect on their roles as communicators and collaborators and set goals for future growth. ACQUISITION of New Knowledge ASSIMILATION of Knowledge APPLICATION of Knowledge ADAPTATION of Knowledge Rigor or Knowledge Relevance or Application of Knowledge 15

TIP: Critical Thinking & Problem Solving Entry (1)Developing (2-3)Approaching (4-5)Ideal / Target (6-7) Respond to, but do not justify their answers to teacher- initiated questions. Work on class assignments through recollection of knowledge. Respond to higher order questions. Elaborate on critical thinking or problem solving practices when prompted. Apply digital tools to think critically and solve problems in class assignments. Generate and respond to purposeful questions. Justify decision- making and/or problem-solving practices. Apply digital tools to think critically and solve open- ended authentic tasks that require higher order thinking skills. Select the most appropriate digital tools, as well as questioning, critical thinking and problem solving strategies to solve authentic tasks. Reflect on their roles as critical thinkers and/or problems solvers and set goals for future growth. ACQUISITION of New Knowledge ASSIMILATION of Knowledge APPLICATION of Knowledge ADAPTATION of Knowledge Rigor or Knowledge Relevance or Application of Knowledge 16

TIP: Creativity & Innovation Entry (1)Developing (2-3)Approaching (4-5)Ideal / Target (6-7) Respond to teacher direction to complete class assignments. Work on standard products following teacher direction. Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products. Question, summarize and make predictions on existing knowledge using provided digital tools. Analyze trends and make predictions that inspire new solutions to authentic tasks. Create meaningful, original work within the assignment parameters. Synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters. Choose strategic risks that support innovation. Reflect on the creative/innovative process and set goals for future growth. ACQUISITION of New Knowledge ASSIMILATION of Knowledge APPLICATION of Knowledge ADAPTATION of Knowledge Rigor or Knowledge Relevance or Application of Knowledge 17

Rigor/Relevance Framework Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Adapted from the International Center for Leadership in Education Low Low Rigor/Knowledge High Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real- world predictable situations Apply to real-world unpredictable situations Relevance/Application of Knowledge High Quadrant C – ASSIMILATION (TIP Level 2-3 Developing) Quadrant D – ADAPTATION (TIP Level 6-7 Ideal/Target) Quadrant A – ACQUISITION (TIP Level 1 Entry) Quadrant B – APPLICATION (TIP Level 4-5 Approaching) Bloom’s -Research & Information Fluency -Communication & Collaboration Critical Thinking & Problem SolvingCreativity & Innovation 18

Rigor/Relevance Framework Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Adapted from the International Center for Leadership in Education Low Low Rigor/Knowledge High Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real- world predictable situations Apply to real-world unpredictable situations Relevance/Application of Knowledge High Quadrant C – ASSIMILATION (TIP Level 2-3 Developing) Brainstorming Inquiry Research Socratic Seminar Quality Teacher Questions Quadrant D – ADAPTATION (TIP Level 6-7 Ideal/Target) Presentations/Exhibitions Project Design Instructional Technology Ask own questions, research answers Quadrant A – ACQUISITION (TIP Level 1 Entry) Guided Practice Lecture Memorization Quadrant B – APPLICATION (TIP Level 4-5 Approaching) Cooperative Learning Demonstration Simulation/Role Playing Work-based learning Bloom’s 19

Relevance Model Decision Flow Chart Is it application ? Is the application real world ? Is the outcome unpredictable ? Yes No Level 1 Knowledge in one discipline Is more than one school subject involved ? Level 2 Apply within discipline Yes Level 3 Apply across disciplines Level 4 Apply to real-world predictable situations Level 5 Apply to real-world unpredictable situations No

Egg Experiment Quadrant C - ASSIMILATIONQuadrant D - ADAPTATION Quadrant A - ACQUISITIONQuadrant B - APPLICATION Rigor Relevance High Low

Curve of Change Implementation

Performance Based Tasks and Rubrics 

If you always do what you always did, you will always get what you always got. J. “Moms” Mabley