1. Classroom Management: Teaching for Rigor and Relevance

2. Multitasking Toggling Prefrontal Cortex

3. Meeting the Challenge of Increased Accountability: The 4 R ’ s Focusing on the Right Standards Teaching the Right Curriculum Creating the Right Learning Environment Using the Right Teaching Methods

4. Why? Teaching is only as good as the learning that takes place. Research confirms the need for effective strategies. The majority of students learn best when instruction emphasizes application.

5. Teaching is only as good as the learning that takes place: A lesson is only as effective as it is reflected in student achievement. A lesson may be successful for some students in a particular setting and not for others in a different setting. Teachers must search for strategies that work, and use different strategies for different students.

6. Confirmed through research: Students use all five senses to incorporate new information. The brain is stimulated through the senses, but information is only retained through rehearsal, practice, or connection to other knowledge or experience. We really do learn best by experience.

7. Students learn best when instruction emphasizes application: The US led the other 9 highly industrialized countries of the world in the number of content requirements and objectives in science, math and language arts. The US was at the bottom in teaching students how to use the knowledge that they are acquiring. The US relies on assessments that do not require application.

8. Amount of Transfer Teach Others/Use Learning Practice & Real Application Discussion Group Demonstration Audio Visual Reading Lecture 90% 75% 50% 30% 20% 10% 5% Learning Activity Retention William Glasser, The Quality School

9. Assimilation of knowledge Acquisition of knowledge Thinking Continuum

10. Acquisition of knowledge Application of knowledge Action Continuum

11. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

12. 1 2 3 4 5 6 12345

14. Application = Relevance 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

15. 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge = Rigor

16. Rigor/Relevance Framework 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations Knowledge Taxonomy Application Model

17. 1 2 3 4 5 6 12345 A Rigor/Relevance Framework

18. 1 2 3 4 5 6 12345 A B

19. 1 2 3 4 5 6 12345 A B C

20. 1 2 3 4 5 6 12345 A B D C

21. 1 2 3 4 5 6 12345 A B D C 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.

22. 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.

23. 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. 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.

24. 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.

25. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Teaching Strategies by Quadrant Lecture Demonstration InquiryPresentations

26. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Assessments by Quadrant Quiz Constructed Response Research Paper Portfolio or Exhibition

27. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Who’s working and thinking? Teacher working Student working Student thinking Student thinking and working