International Center for Leadership in Education, Inc. Teaching for Rigor and Relevance

Hebrew proverb Do not confine your children to your own learning, for they were born in another time.

Logistics

Agenda Develop a common focus on preparing students for rigorous and relevant learning Determine how the Rigor/Relevance Framework can be adapted to your unique school community

Outcomes  Be able to explain rationale for teaching rigor and relevance  Become familiar with resources to use the Rigor/Relevance Framework  Apply the Rigor/Relevance Framework to various instructional settings, learning experiences and assessments  Develop an action plan to use the Rigor/Relevance Framework

ICLE Philosophy Rigor Relevance All Students

Rigor

Relevance My only skill is taking tests.

All Students

Small Group Discussion Why Rigor and Relevance?

Changing Nature of Work International Comparisons Changing Youth Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation

International Center for Leadership in Education, Inc. Rigor/Relevance Framework

International Center for Leadership in Education, Inc. Rigor/Relevance Framework p. 2 Handout

Knowledge Taxonomy

Assimilation of knowledge Acquisition Thinking Continuum

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

Managing Resources 1Identify money 2Explain values 3Buy something within budget 4Match expenses to budget 5Set goals based on budget 6Evaluate spending habits of spouse Knowledge Taxonomy

Application Model

Acquisition of knowledge Application Action Continuum

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

Managing Resources 1Know money values 2Solve word problems 3Relate wealth to quality of life 4Prepare budget 5Handle lottery winnings Application Model

12345 Application Knowledge Rigor/Relevance Framework

Rigor/Relevant Framework 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication

Rigor/Relevance Framework

A

A B

A B C

A B D C

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

Skill Identify, collect or sort pertinent information while reading.

Quadrant A Read a science experiment and identify the necessary materials to perform the experiment.

Quadrant B Locate and read current articles on biotech.

Quadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

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

Knowledge Taxonomy Verb List (in handbook)

Application Model Decision Tree (in handbook)

Rigor/Relevance Examples Student Performances pp. 3-4 Handout

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

Activity: Pairing Examples from own teaching or choose one of the competencies

Conducting a scientific experiment Reading a historical novel Basic computation (add, subtract, multiply, divide) Measuring volume of liquids Technical writing Speaking to an audience Determining probability Personal health and wellness Predicting events based on probability Critical viewing skills Collecting and analyzing data Correct grammatical use of language Computer spreadsheet Word processing Poetry Measurement of area Interpersonal communication Physical fitness Nutrition Parenting Citizenship Economics U. S. Geography Scientific classification systems Cellular Biology Writing letters Preparing a personal budget

Pair/Individual Activity What would be the student performance for each quadrant?

Planning Instruction

Rigor/Relevance Linking Standards and Student Work Activity

Examples of Student Work For Real-World Instruction p. 8

Data-driven Curriculum Checklist p. 7

Writing Performance Tasks

Rigor/Relevance Framework And Assessment

Types of Assessment  Multiple Choice  Constructed Response  Extended Response  Process Performance  Product Performance  Portfolio  Interview  Self-Reflection Rigorous and Relevant Instruction

Rigor/Relevance Framework Traditional Tests Performance

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended ResponseExtended Response Product PerformanceProduct Performance Primary Assessments Rigor/Relevance Framework PortfolioPortfolio Product PerformanceProduct Performance InterviewInterview Self ReflectionSelf Reflection ProcessProcess PerformancePerformance Product PerformanceProduct Performance Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response

Pair/Individual Activity Analyzing Test Questions Which Quadrant? p. 11 handout

Test Question Worksheet 1.A 2.B 3.B 4.B 5.D 6.C 7.A 8.D 9.B 10.D

Development of Test Question

R/R and Assessment Determine the level of Rigor and Relevance on state tests. Develop your tests to parallel state tests when preparing for them. Use performance assessment when you want Quadrant D achievement Keep level of assessment consistent with expectation for performance. Let students know assessment in advance

Distinguishing Learning among the Four Quadrants

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

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherControlled Control TeacherDirectedStudentControlled ExternallyControlled High Low

RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TimeStrategy Differentiation StudentWorkAlreadyDifferentiated StudentWork High Low

Raising the Level of Rigor and Relevance

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

International Center for Leadership in Education, Inc. Instructional Strategies: How to Teach for Rigor and Relevance

ACTIVITY Matching Strategies to R & R Framework p. 14 in handout

Strategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based learning Problem-based learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Research When to Use Strategy Based on Rigor/Relevance Framework

Selection of Strategies Based on Rigor/ Relevance Framework

KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

Brainstorming

Cooperative Learning

Demonstration

Guided Practice Homework Computer-based Drill and Practice Worksheets

Inquiry Elements

Instructional Technology

Lecture

Memorization

Note-taking/ Graphic Organizers

Presentations/ Exhibitions

Problem-based Learning

Project Design

Research

Simulation/Role-playing

Socratic Seminar

Teacher Questions

Work-based Learning

Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Robert Marzano, 2001

Strategies that Work Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Robert Marzano, 2001

1. Description of lesson you taught – what and how 2. What R/R quadrant(s) 3. What R/R quadrant(s) would you teach it now 4. What assessment would you use and why 5. What instructional strategies would you use now and why? Lesson Reflection

Raising the Level of Rigor and Relevance

RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

Kennesaw Mountain What does rigor and relevance look like in practice?

Benefits of Using Rigor and Relevance? Better prepare students for future work Way to focus student learning on priority standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation

Ask Me..... “How will I ever use what I’m learning today?”

REFLECTION What will you do in your classroom/school as a result of today’s session?

ACTION PLAN Activity

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