Writing Lessons for Rigorous and Relevant Instruction Jim Miles Achieving Academic Excellence for All Students

Feedback Reflection Student Learning Rigorous and Relevant Instruction Expected Student Performance Rigor/Relevance Instruction Assessment Actual Student Performance Rigor/Relevance Indiana Standards Curriculum Outlines Student Learning Best Practices Industry Standards Advisory Committees Resources Learning Tasks Formative Summative Assessments

Rigor/ Relevance Framework Gold Seal Lessons

Rigorous Lessons ask Students to: EXAMINEPRODUCE CLASSIFYDEDUCE GENERATEASSESS CREATE PRIORITIZE SCRUTINIZEDECIDE

RELEVANCE IS THE PURPOSE OF THE LEARNING ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL WORLD PREDICTABLE REAL WORLD UNPREDICTABLE

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

RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

Gold Seal Lesson Template  Standards  Instructional Focus Statements  Performance Task  Overview and description  Scoring Guide  Essential Skills  Handouts/Attachments

Indiana Standards Content standard / benchmark  Days to teach  Lessons to teach  Key elements

Performance Task Performance tasks include:  Lesson Overview  Lesson Description

Performance Task Overview includes:  student work to be produced / performed  group or individual work  specific learning context  resources students will have or acquire  where students will complete the work  conditions (real-world) for doing the work

Students will write a report describing how automobiles have been improved to prevent accidents. Students will work in pairs to collect reaction time data and use Internet resources. The report will include sample reaction times, explanations for stopping distances, and sample calculations using formulas. Specific Context Student Work How Resources Conditions Sample Overview

Student pairs will create a field guide for identification of tree species on the school campus in appreciation of Arbor Day. The field guide will also include photographs / detailed drawings, and accurate taxonomy information on the natural environments and information on diseases that negatively impact the trees. Student Work Specific Context How Resources Conditions Biology

Performance Task Description Includes:  steps of the lesson  instructional strategies  literacy strategies, etc.

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

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 classificatio n D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention

I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized." Haim Ginott