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Rigor/Relevance For All Students Common CORE January, 2013
B
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What will our students need to:
Know Do
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Common Core Instructional Shifts to Consider
ELA “Habits of Mind” Mathematics Balancing information and literary text Shared literacy across all content areas Staircase of Complexity, each grade level requires a “step” of growth Text-based discussions, students develop habits for making evidentiary arguments in speaking and writing Writing to emphasize use of evidence to inform or make an argument Academic vocabulary, focus on strategically on comprehension of pivotal commonly found words to access more complex text across the content areas Focus on the learning process, knowledge, skills and dispositions that operate in tandem with the academic content standards Engage students in 21st Century Skills to build interdisciplinary content expertise Develop higher order thinking skills that can be applied and adapted to authentic learning, assignments, and assessments. Focus on concepts to develop strong foundational knowledge and transfer skills Develop fluency as a vehicle to deepen understanding and manipulation of more complex mathematical concepts Coherently connects learning within and across grade levels Advance conceptual understanding: “How to get the answer” and access concepts from a number of perspectives Connect mathematical concepts for application to real-world situations Dual intensity; students are practicing and understanding
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Depth of Knowledge Taxonomy
1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
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Depth of Knowledge (DOK)
Level Definition Action Activities 1.Remember Retrieve knowledge, recognize, recall, locate Know it Reproduce it Tell, list, define, label,memorizematch, recite 2.Understand Develop meaning Clarify it, give examples Locate, explain, summarize 3.Apply Use what you have learned Use it Demonstrate, classify, transfer 4.Analyze Examine critically Differentiate it Compare, contrast, deduce 5.Evaluate Determine worth or value based on criteria Judge it Assess, research, test 6.Create Put together in a new way Reorganize it Compose, design, formulate, invent
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Application Model 1. Knowledge in one discipline 2. Application within one discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations
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Rigor/Relevance Framework
Thinking /Knowledge 6 5 4 3 2 Action/Application Relevance 1 1 2 3 4 5 108
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Levels DOK 6 C D A B 5 4 Knowledge 3 2 1 Application
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Knowledge in one discipline Apply knowledge in one discipline
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Apply A Acquisition Understand Low-level Knowledge Remember 1 Knowledge in one discipline 2 Apply knowledge in one discipline
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A Quadrant Products Verbs definition worksheet list quiz test workbook
name label define select identify list memorize recite locate record definition worksheet list quiz test workbook true-false reproduction recitation Highlight/Circle all verbs and products which describe a CCSS
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Students use acquired knowledge to solve problems, design solutions, and complete work.
Apply B Application Understand Remember Low-level Application 3 Apply knowledge across disciplines 5 Apply to real-world unpredictable situation 4 Apply to real-world predictable situation
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B Quadrant Verbs Products scrapbook summary interpretation collection
apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate scrapbook summary interpretation collection annotation explanation solution demonstration outline Highlight/Circle all verbs and products which describe your CCSS.
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Knowledge in one discipline Apply knowledge in one discipline
Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Create C Assimilation Evaluate Analyze High-level Knowledge Apply 1 Knowledge in one discipline 2 Apply knowledge in one discipline
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C Quadrant Products Verbs essay abstract blueprint inventory report
plan chart questionnaire classification diagram discussion collection annotation sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Highlight/Circle all verbs and products which describe your CCSS.
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Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Create D Adaptation Evaluate Analyze High-level Application Apply 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation
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D Quadrant Verbs Products evaluation evaluate newspaper validate
estimation trial editorial radio program play collage machine adaptation poem debate new game invention evaluate validate justify rate referee infer rank dramatize argue conclude Highlight/Circle all the verbs and products which describe CCSS.
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D C A B Rigor/Relevance Framework Four Quadrants of Learning
Assimilation C Adaptation D Complex Analytical Challenging Real World RIGOR High Acquisition A Application B A B Routine Memorization Practical Hands On Low Low High RELEVANCE 14
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Group Activity In groups of 2 identify the verbs and products of one Common Core Standards poster. Write them on the post-its provided. Using your notes, categorize which quadrant of learning the CCS verbs and products belong? Post them on the Rigor/Relevance Quadrant chart you created. As a group, summarize your findings. Record your findings on your R/R Quadrant chart. Be prepared to have one person report your group’s findings.
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Planning for Challenge consider the rigor, relevance, and complexity
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