1. Using the Rigor/Relevance Framework for Effective Instruction Achieving Academic Excellence for All Students

2. Opening Activity Make a paper airplane Write your name and 3 interesting facts about yourself on your plane On signal launch your airplane Continue throwing airplanes until signal is given to stop Everyone should have someone else’s plane Introduce that person to the group.

3. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How Do we do it?

4. What Students Need for Success Creative Work Strong Math, Science, Literacy, and Technology Skills

5. We are preparing students for... Jobs that don’t yet exist, using... Technology that has not yet been invented in order to... Solve problems that we don’t even know are problems. WOW!!

6. With a partner draw and label the Rigor/Relevance Framework from memory on a sheet of chart paper.

7. Rigor/Relevance Framework ®

8. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How Do we do it?

9. Teaching Organizational Leadership Instructional Leadership Student Achievement

10. Teaching Creating Rigorous and Relevant Expectations Building Strong Relationships with Students Making Content Knowledge Relevant Facilitating Rigorous and Relevant Instruction based on How Students Learn Using Instructional Strategies, Technology, and Best Practices Using Assessments to Guide and Differentiate Instruction

11. What does rigorous instruction look like in the classroom? Essential Question Think – Pair – Share List your ideas on chart paper

12. ICLE Philosophy Relationships Relevance Rigor Each Student

13. Relationships + Relevance Make Rigor Possible

14. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Knowledge Application

15. Assimilation of knowledge Acquisition of knowledge Thinking Continuum Level of challenge of the learning for the student

16. Think about a topic or standard or unit of study that you will teach in the next two weeks.

18. Knowledge Taxonomy Awareness Level Recall specific information list, arrange, underline, identify, locate List the seven functions of marketing; list the four basic math operations; label the parts of a cell; identify the parts of a sentence; list all 20th century wars that engaged the United States

19. Knowledge Taxonomy Comprehension Level Understanding/interpretation of information define, explain, calculate, reword Explain how to take a patient’s blood pressure; define each of the basic math operations; explain the function of each cell part; use an adjective correctly in a sentence; explain the First Amendment

20. Knowledge Taxonomy Application level Applying knowledge and understanding to a new situation solve, operate, use, handle, apply Use Internet resources for a research paper on our trade deficit; apply math operations to solve a word problem; use a Vernier Light Sensor to determine the amount of reflected light of an object; make a scale drawing of a cell; change the oil in a car

21. Knowledge Taxonomy Analysis Level Separate a complex idea into its components categorize, simplify, examine, survey Compare the similarities and differences between Excel and Access applications; compare the costs and benefits of two cell phone plans; compare the similarities and differences between two characters in the short story; compare similar words to describe objects

22. Knowledge Taxonomy Synthesis Level Combining knowledge to form a new idea create, build, generate, reorganize Design a technology system that meets your needs and budget; rewrite the ending of Macbeth to bring it into the 21st century; design objects related to famous mathematician discoveries; brainstorm words to describe an object

23. Knowledge Taxonomy Evaluation Level Choosing an alternative in making a decision decide, classify, judge, prioritize Given two cell phone plans justify which plan best meets your needs and budget, why?; create a rubric for evaluating writing; recommend software purchase; recommend policies for your school to prevent disease from spreading

24. Knowledge Taxonomy Verb List

25. Rigor is… Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level Rigor is not… More or harder worksheets The higher level book in reading More work More homework

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

27. Evidence of Rigor Below BasicBasicProficientExemplary Thoughtful Work Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Student work requires extensive creativity, originality, design or adaptation. High Level Thinking Instructional experiences require high-level thinking, reflection, and intellectual growth. Student work requires simple recall of knowledge Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Students routinely use higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students skillfully evaluate their own work and the work of others. Oral Extended Student Responses Oral responses, conversations, discussions, and presentations show analysis or creativity combined with a deep knowledge of content. Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. Students’ oral responses demonstrate comprehension by explaining information in their own words and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. Students’ oral responses demonstrate logical thinking about complex problems and the ability to apply prior knowledge and skills when confronted with perplexing unknowns. Students are skillful in discussions with peers and adults. Classroom Visitation Tool

28. At what level on the Knowledge Taxonomy would the student be working when they… 1. make use of nutritional guidelines in planning meals 2. label foods by nutritional groups 3. develop personal nutritional goals 4. examine success in achieving nutritional goals 5. explain nutritional value of individual foods

29. At what level on the Knowledge Taxonomy would the student be working when they… 1. make use of nutritional guidelines in planning meals Application 2. label foods by nutritional groups Knowledge 3. develop personal nutritional goals Synthesis 4. examine success in achieving nutritional goals Analysis 5. explain nutritional value of individual foods Comprehension

30. What does relevant instruction look like in the classroom? Essential Question Think – Pair – Share List your ideas on chart paper

31. Acquisition of knowledge Application of knowledge Action Continuum Relevance of learning to life and work

32. Application Model Knowledge in Discipline Learning Knowledge, Attitude, or Skills Learning how to use a microscope Apply in Discipline Using the knowledge, attitude, or skills within the course curriculum Using the microscope to determine the percent of algae on a water slide

34. Application Model Apply Across Disciplines Using the knowledge, attitude, or skills in all discipline curriculums Using the knowledge/skills learned in math class to solve a manufacturing problem Apply to Predictable Situations Use information to analyze and solve real world problems with predictable solutions Read a recipe, calculate the ingredients needed to triple the recipe

35. Application Model Apply to Unpredictable Situations Using information to analyze and solve real problems with unknown solutions Plan the transportation and lodging for your family’s vacation to Disney World Plan a luncheon for students being inducted into the National Honor Society and their parents

37. A Relevant Lesson answers: What am I Learning? Why am I learning it? How will I use it?

38. Adding Relevancy to Any Learning Relate Learning to … Student’s life Sports, Arts, Hobbies Family’s life Student’s community and friends Our world, nation, state World of work / service World of business that we interact with Use Real World Examples Moral, ethical, political, cultural points of view and dilemmas Real world materials Internet resources Video and other media Scenarios, real life stories News - periodicals, media

39. Evidence of RelevanceBelow BasicBasicProficientExemplary Meaningful Work Tangible products or observable efforts and activities lead to real- world applications. Student work is routine and highly structured, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge. Student work is structured, reflects a basic application of knowledge, and, occasionally, interdisciplinary applications. Students practice using the steps in a procedure and previous knowledge to solve problems and create solutions. Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance, consistent with real-world applications. Student work reflects real- world unpredictable applications of knowledge that have unknown factors, and individual and unique solutions to problems. Authentic Resources Raw materials, references, tools, equipment, and technology are real-world resources Students rely on the teacher as their primary resource to complete work. Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work Students use real-world resources such as manuals, tools, technology, primary source documents, and/or interviews to complete work. Students select and use multiple real-world resources as well as new or unique resources unknown to teacher. Learning Connections The learning experience relates to the real world and appropriately builds on student knowledge. Students see learning only as school requirement unrelated to their future or their outside lives. Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Students see connections between what they are learning and their lives and can make links to real-world applications Students are committed to the learning experience as something that is an essential part of meeting their future goals and life aspirations Classroom Visitation Tool

40. Rigor/Relevance Framework ®

41. 1 2 3 4 5 6 12345 Verb list for Rigorous/Relevant Lessons calculatematch choosememorize countname describerecite findrecord identifyselect labelspell listlocate analyzedifferentiate categorizediscriminate classifyevaluate compare explain concludeinfer contrastjudge defend justify diagram prove adaptjustify arguemodify composepredict concludeprioritize constructpropose designrate evaluaterecommend formulaterevise inventteach adjustinterpret applyinterview buildmake calculatemodel constructplay dramatizerelate drawsolve illustrate

42. Product for Understanding by Design 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

43. Feedback Reflection Student Learning Rigorous and Relevant Instruction Expected Student Performance Rigor/Relevance Instruction Assessment Actual Student Performance Rigor/Relevance TEKS Curriculum Outlines Student Learning Best Practices Real-World Standards Resources Learning Tasks Formative Summative Assessments

44. Successful Curriculum Reform Why Do we need to change schools? What Needs to be done? How Do we do it?

45. In which quadrant would you place the following activities? 1.Fill out a job application and prepare a résumé. 2.Make informed decisions regarding career goals by accessing information. 3.Read, write and comprehend technical manuals. 4.Name the planets in the solar system. 5.Be able to make voting decisions.

46. In which quadrant would you place the following activities? 1.Fill out a job application and prepare a résumé. B 2.Make informed decisions regarding career goals by accessing information. D 3.Read, write and comprehend technical manuals. C 4.Name the planets in the solar system. A 5.Be able to make voting decisions. D

47. 6. Summarize global impacts of WWII and project impacts of Iraq war. 7. Contrast exercises by impacts on specific muscle groups. 8. Find the solution to linear equations and inequalities. 9. Understand the best procedures for data collection and display including making estimates and predictions. 10. Understand nutritional requirements and make appropriate decisions while grocery shopping.

48. 6.Summarize global impacts of WWII and project impacts of Iraq war. D 7.Contrast exercises by impacts on specific muscle groups. C 8. Find the solution to linear equations and inequalities. C 9.Understand the best procedures for data collection and display including making estimates and predictions. C 10.Understand nutritional requirements and make appropriate decisions while grocery shopping. D

49. Quadrants??? Calculate volume of simple three- dimensional shapes. Determine the largest rectangular area for a fixed perimeter. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Calculate percentages of advertising in a newspaper.

50. Quadrants???  Given a set of shapes, identify symmetries Find shapes/things around you that have symmetryFind shapes/things around you that have symmetry Create an animation using Flash that shows symmetryCreate an animation using Flash that shows symmetry Modify algebraic expressions to create symmetry when graphed.Modify algebraic expressions to create symmetry when graphed.

51. Quadrants??? Design a weight training program for a paraplegicDesign a weight training program for a paraplegic Describe correct procedure for performing weight training exercise.Describe correct procedure for performing weight training exercise. Regularly follow weight training regimenRegularly follow weight training regimen Contrast exercises by impacts on specific muscle groups.Contrast exercises by impacts on specific muscle groups.

52. Quadrants??? Analyze documents and summarize reasons for US opposition to entering WWIIAnalyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq warSummarize global impacts of WWII and project impacts of Iraq war Identify nations involved and reasons for WWII.Identify nations involved and reasons for WWII. Interview local WWII veterans and describe impacts from their perspective.Interview local WWII veterans and describe impacts from their perspective.

53. © International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Given a set of shapes, identify symmetries Modify algebraic expressions to create symmetry when graphed. Create an animation using Flash that shows symmetry Find shapes/things around you that have symmetry Math Middle Level - Geometry: Identify rotational symmetry and distinguish between types of symmetry

54. © International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Describe correct procedure for performing weight training exercise. Contrast exercises by impacts on specific muscle groups. Design a weight training program for a paraplegic Regularly follow weight training regimen Physical Education - Achieve and maintain a health- enhancing level of physical fitness.

55. © International Center for Leadership in Education RIGORRIGORRIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low Identify nations involved and reasons for WWII. Analyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective. History - Understand the causes and global consequences of World War II.

56. Skill Read a math word problem, identify the applications required, and solve the problem.

57. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. A Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

58. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. B

59. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. C

60. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. D

61. Who’s doing the work? Who’s doing the thinking?

67. Rigor/Relevance Framework

68. Ways to Increase Rigor and Relevance Interdisciplinary Instruction Reading in the Content Area Use of Technology New Teaching Ideas / Strategies Challenging Assessments Professional Development Peer Teaching Observations / Reviews

69. R&R Framework... A Useful Tool to evaluate Curriculum Instruction Assessment Activities

70. 1 2 3 4 5 6 12345 AB D C Knowledge Application Knows Understands Rigor/Relevance Framework

71. Effects of Rigor/Relevance Framework Simple, versatile and powerful Something new that builds on what teachers know Inclusive Shift focus to Student Learning Avoids defending current practice Framework for selecting strategies and assessments Agenda for collaboration Natural fit with 21 st Century Skills

72. Ways to Increase Rigor and Relevance Interdisciplinary Instruction Reading in the Content Area Use of Technology New Teaching Ideas / Strategies Challenging Assessments Professional Development Peer Teaching Observations / Reviews

73. Action Planning Identified Objective: What do you plan to accomplish? Actions to Be Taken: What do you plan to do? Who will do this? By when? Data to Measure Effectiveness: What will be different and how will you know?

74. Rigor / Relevance Book Cover Activity

75. In a group of 3-4, design a book cover that expresses in pictures or words what the Rigor/Relevance Framework means to you (or what student learning in each quadrant looks like).” You will have 15 minutes to brainstorm ideas, then another 10-15 minutes to create and hang your poster. Tomorrow afternoon you will explain your poster to the whole group.

76. We learn... 10% 20% 30% 50% 60% 80% 95% of what we read of what we hear of what we see of what we see & hear of what we discuss with others of what we personally experience of what we TEACH to someone else From: William Glasser

77. Day 2

78. Instructional Strategies: How to Teach for Rigor and Relevance

79. Instructional Strategies Tools for Teachers

80. Think – Pair – Share What instructional strategies work best for you in engaging students to critically think about new learning and its application to real world applications? List your strategies on chart paper

81. “Teaching is only as good as the learning that takes place.”

82. Learning Results Effective Teaching Right Content Best Strategy Appropriate Timing

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

84. How Students Learn Best Activity

87. Selecting Strategies on Rigor/Relevance Guided Practice Lecture Memorization Demonstration – Teacher Video Literature Graphic Organizer – Notes Instructional Technology - Games Best Strategies for Quadrant A - Acquisition

88. Continuum Graphic Organizers Time Line

89. Spider Map Graphic Organizers

90. Brainstorming Web Graphic Organizers

91. Clustering Web Graphic Organizers

92. Character Web Graphic Organizers

93. Hierarchy Graphic Organizers

94. Cause and Effect/Fishbone Map Graphic Organizers

95. Concept Map Graphic Organizers

96. Cycle Graphic Organizers

97. Interaction Outline Graphic Organizers

98. T-Graph Graphic Organizers

99. Venn Diagram Graphic Organizers

100. Choosing Appropriate Organizers Which best supports the lesson’s purpose? Which is developmentally appropriate? How will students use this tool? How will the organizer be assessed? Are graphic organizers going to be a part of instructional activities throughout the year? Graphic Organizers

101. Designing Identify Information to Be Depicted List the Main Idea and Key Points Choose an Organizing Format Show Interrelationships Among Points Include Items Requiring Higher Level Thinking Skills Show Summative/Synthesizing Items Use Adequate Connecting Lines Graphic Organizers

102. Helping Students Design Graphic Organizers Explain and Show Graphic Organizers and Their Use Provide Examples Use Graphic Organizers As You Teach Provide Templates of the Graphic Organizers Have Students Work in Small Groups to Complete Graphic Organizers Have Students Create Their Own Have Students Present Their Organizers to the Class Graphic Organizers

103. Helping Students Design Graphic Organizers Explain and Show Graphic Organizers and Their Use Provide Examples Use Graphic Organizers As You Teach Provide Templates of the Graphic Organizers Have Students Work in Small Groups to Complete Graphic Organizers Have Students Create Their Own Have Students Present Their Organizers to the Class Graphic Organizers

104. Selecting Strategies on Rigor/Relevance Cooperative Learning – Group Discussion Demonstration - Student Instructional Technology - Games Problem-based Learning Project Design Simulation/Role Playing Work-based Learning Best Strategies for Quadrant B - Application

105. Collaborative Learning How often do students work cooperatively in your classroom? Is it cooperative or is it collaborative?

106. In cooperative learning the instructor is the center of authority in the class, with group tasks usually more closed-ended and often having specific answers. In contrast, with collaborative learning the instructor abdicates his or her authority and empowers the small groups who are often given more open-ended, complex tasks.

107. Selecting Strategies on Rigor/Relevance Brainstorming Group Discussions Inquiry Instructional Technology Research – Literature – Writing Socratic Seminar Teacher Questions Best Strategies for Quadrant C - Assimilation

108. Instructional Technology

109. Selecting Strategies on Rigor/Relevance Brainstorming Cooperative Learning Inquiry - Research Instructional Technology Presentations/ Exhibitions Problem-based Learning Recognition – Rewards Best Strategies for Quadrant D - Adaptation Project Design Group Discussions Simulation/Role- playing Socratic Seminar Teacher Questions Work-based Learning Internships Quad D Moments

110. Problem-Based Learning Describe a problem-based or project-based activity you have used.

111. Selection of Strategies Based on Rigor/ Relevance Framework Page 20-21

112. Instructional Strategies: How to Teach for Rigor and Relevance

113. Teacher Questions

114. Quadrant A Ask questions to recall facts, make observations or demonstrate understanding What is/are__? What did you observe__ ? What else can you tell me__? What does it mean__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _?

115. Quadrant B Ask questions to apply or relate How would you do that? Where will use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? Who could you interview? How would you collect that data? How do you know it works? Can you apply what you know to this real world problem?

116. Quadrant C Ask questions to summarize, analyze, organize, or evaluate How are these similar/different? How is this like___? What's another way we could say/explain/express that? What do you think are some reasons/causes that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? What is the author’s purpose?

117. Quadrant D Ask questions to predict, design, create How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred? Can you see a possible solution to__? How could you teach that to others? Which resources would you use to deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_?

118. Develop a Question for Each Working alone, write a question for each quadrant. When time is called, share your questions. Compare and contrast similarities and differences. Wait for further instructions.

119. Moments of Quadrant D Instruction

120. Quadrant D experiences integrated into daily practice through short, quick activities. Instructional activities that raise the level of rigor (thinking) and relevance (application) and are aligned with the Rigor/Relevance Framework.

121. Teaching OthersStorytelling Current EventQuiz Show InquiryFuture Think Did You Know?Summarizing Google It!Why Questions How Did That Happen? Analyze It! Original IdeasRemind Me Can You See it Now?Write to Learn Justify Your PositionWhat If? Quad D Moments

122. More Instructional Strategies

123. More Instructional Strategies for Rigor and Relevance Artistic Expression Compare and Contrast Digital Media Production Feedback and Reflection Games Instructional Technology – Any-time Instructional Technology – Real-time Learning Centers Logical and Independent Thinking Manipulatives and Models Physical Movement Play Service Learning Storytelling Summarizing Teaching Others Test Preparation Video Writing to Learn

124. Best Strategies for Quadrant A - Acquisition Manipulatives and Models Test Preparation Video Writing to Learn More Instructional Strategies Feedback and Reflection Games Instructional Technology –Real-time Learning Centers

125. Best Strategies for Quadrant B - Application More Instructional Strategies Digital Media Production Feedback and Reflection Instructional Technology –Real-time Learning Centers Manipulatives and Models Physical Movement Service Learning Storytelling Teaching Others Video

126. Best Strategies for Quadrant C - Assimilation More Instructional Strategies Manipulatives and Models Storytelling Summarizing Writing to Learn Artistic Expression Compare and Contrast Feedback and Reflection Instructional Technology – Any-time Logical and Independent Thinking

127. Best Strategies for Quadrant D - Adaptation More Instructional Strategies Digital Media Production Storytelling Teaching Others Writing to Learn Service Learning Artistic Expression Play Feedback and Reflection Instructional Technology – Any-time Logical and Independent Thinking

128. 128 More Instructional Strategies for Rigor and Relevance

129. Matching Classroom Instruction that Works with Instructional Strategies for Rigor and Relevance Three major meta studies on instructional strategies:  Marzano and MCREL  Walberg in Cawelti  McTighe and Maryland Department of Education What do they all agree upon?

130. Research Says… 130 Classroom Climate to Support Thinking Cooperative Learning Concept Development Multiple Intelligences and/or Learning Styles Creative Problem Solving Direct Teaching of Thinking Graphic Organizers Meta- cognition Jay McTighe, Maryland State Department of Education

131. Parent involvement Require and grade high quality homework Aligned time on task Direct teaching Graphic organizers Teaching of learning strategies to students Tutoring Cooperative learning Adaptive education From Educational Research Services, Walberg in Cawelti Best Practices

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

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

134. Which Strategy? Working individually, put at least 2 instructional strategies from your handouts into each quadrant. Remember, a strategy may fit into more than one quadrant. Make sure that you can defend your position (RIGOR (Synthesis, Analysis, Evaluation) and RELEVANCE (Application to Real-world)).

135. Resource Scavenger Hunt In which resource and on what page would you find (there may be more than 1 resource; cite all pages) verb examples related to R/R Framework Quadrants? a staff activity for determining the Level of R/R? a template to use with the Cornell Graphic Organizer? a teacher checklist for using a brainstorming strategy? a staff activity for determining which strategy works best with each quadrant? directions for using your favorite instructional strategy? a flow chart to determine if an activity is real world? definitions for the 4 quadrants of the R/R Framework?

136. Action Planning Identified Objective: What do you plan to accomplish? Actions to Be Taken: What do you plan to do? Who will do this? By when? Data to Measure Effectiveness: What will be different and how will you know?

137. Exit Sheet

138. 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