1. Securing Academic Rigor for Secondary Students RELEVANCE, RIGOR & EUREKA! NAGC, November 2007 Dr. Cecelia Boswell ©Dr. Cecelia Boswell, ACES, Austin Creek Education Systems

2. The Relationships, The Realities Texas Performance Standards Project Relevance Advanced Placement Rigor Independent Study EUREKA! ©2007, ACES

3. Relevance, Rigor, & Eureka! When curriculum is designed and organized according to a structure that integrates all levels of knowledge, learning occurs.

4. Relevance, Rigor, & Eureka! When curriculum is structured on students’ interests, relevance occurs.

5. Relevance, Rigor, & Eureka! When curriculum is structured to include analysis, synthesis, and evaluation, rigor occurs.

6. Relevance, Rigor, & Eureka! When knowledge within the curriculum is structured and realized, EUREKA! occurs.

7. The Relationships RELEVANCE RIGOR EUREKA! ©2007, ACES

8. Rigor & Relevance Dr. Willard Daggett ©2007, ACES QUADRANT C Assimilation QUADRANT D Adaptation QUADRANT A Acquisition QUADRANT B Application

9. Rigor & Relevance Dr. Willard Daggett ©2007, ACES QUADRANT C 1 Content Analysis Synthesis Evaluation QUADRANT D Interdisciplinary Analysis Synthesis Evaluation QUADRANT A 1 Content Knowledge Comprehension Application QUADRANT A More than 1 Content Knowledge Comprehension Application

10. QUADRANT A Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Knowledge, Comprehension, Application

11. QUDARANT A EXAMPLES: Memorize names of planets in solar system. Illustrate parts of a cell. ©2007, ACES

12. QUADRANT B Application Knowledge, Comprehension, Application Apply knowledge across disciplines Apply knowledge to real-world predictable and unpredictable situations

13. QUADRANT B EXAMPLES: Create a class book about the animal and plant life in local rivers. Develop an acid test and sample rainwater for acidity. ©2007, ACES

14. QUADRANT C Assimilation Analysis, Synthesis, Evaluation Knowledge in one discipline Apply knowledge in one discipline Advanced Placement

15. QUADRANT C EXAMPLE: Write and illustrate biographies of inventors. Research an endangered species. ©2007, ACES

16. QUADRANT D Adaptation Analysis, Synthesis, Evaluation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

17. QUADRANT D: Adaptation Analysis, Synthesis, Evaluation Apply knowledge across disciplines Apply knowledge to real-world predictable and unpredictable situations

18. QUADRANT D EXAMPLE: Design a candy dispenser that works without gravity. Design a zoo. ©2007, ACES

19. RELEVANCE Quadrant D Daggett’s Rigor/Relevance Not necessarily ©2007, ACES

20. RIGOR Quadrant C and D Daggett’s Rigor/Relevance Maybe ©2007, ACES

21. EUREKA! Daggett’s Rigor/Relevance Quadrant D Evaluation Rubrics Authentic Audience: No ©2007, ACES

22. Texas Performance Standards Project (TPSP) Independent Study ©2007, ACES

23. TPSP: SAMPLE TASKS SECONDARY Mathematics Figure It Out! is a mathematics unit that allows students to explore the uses of statistics in everyday life. Though a mathematics unit, Figure It Out! teaches students skills in the other subject areas of English language arts, science, and social studies. ©2007, ACES

24. SAMPLE TASKS Phase I. Learning Experiences This unit gives students an opportunity to develop survey research skills. Students identify an issue to investigate using survey research. ©2007, ACES

25. SAMPLE TASKS They identify the issue, design a survey tool for collecting the data, analyze the data, and draw conclusions in an article that is written for an actual publication (school newspaper, community newspaper (letter to the editor), teen magazine, online journal). ©2007, ACES

26. SAMPLE TASKS Phase II. Final Product Write an article that summarizes the results of the survey. Use graphs, tables, and other graphic organizers to illustrate your results and conclusions. Submit the results to a publication. ©2007, ACES

27. SAMPLE TASKS Develop a brief, formal presentation, with notes, to share the results of your survey with the class. Audio tape or videotape the presentation. ©2007, ACES

28. RELEVANCE Quadrant D Texas Performance Standards Project Independent Study SAMPLE TASKS ©2007, ACES

29. RIGOR Quadrants C and D Texas Performance Standards Project SAMPLE TASKS Independent Study ©2007, ACES

30. EUREKA! Quadrant D Texas Performance Standards Project With use of Scoring Dimensions and Rubric ©2007, ACES

31. EUREKA! DAGGETT Evaluation Rubrics TPSP Scoring Dimensions and Rubric Curriculum Circle Relevance, Rigor, and EUREKA! ©2007, ACES

32. Relevance, Rigor, & EUREKA! Circular Curriculum ??? ©2007, ACES

33. SECTOR 1 Themes, Issues, Problems Themes, Issues, Problems

34. SECTOR 1 Concept and Generalization Concept and Generalization

35. SECTOR 1 THINKING SECTOR Thinking about Scenario, Concept, and Product. THINKING SECTOR Thinking about Scenario, Concept, and Product.

36. SECTOR 1 HEROES Scenario Theme Generalization HEROES Scenario Theme Generalization

37. SECTOR 2 Factual Knowledge

38. SECTOR 2 TEKS, Standards, Scope & Sequence

39. SECTOR 3 Expanded Factual Knowledge

40. Sector 3 This step is called Expanded Factual Knowledge. The term refers to knowledge and application expanded in students’ complex analysis and synthesis of the content.

41. Sector 3 Activities are designed to teach students how to critically and creatively solve problems; in this case, how to determine their course of action in order to create the the product.

42. Sector 3 Pre ASSESSMENT In what ways can students be formally and informally assessed BEFORE activities for this sector?

43. SECTOR 3 Creating and Working Sector

44. SECTOR 3 Pre Assessment, Best Practices

45. SECTOR 3 Best Practices: Activities, e.g., Depth & Complexity, CPS, etc.

46. SECTOR 3 Best Practices: Development of product

47. SECTOR 4 Evaluation and Presentation Sector Includes Authentic Audience Evaluation and Presentation Sector Includes Authentic Audience

48. SECTOR 4 Embedded Factual Knowledge Validation or Invalidation: Embedded Factual Knowledge in the product

49. SECTOR 4 Rubric and “practice run” to validate or invalidate their work.

50. Circular Curriculum SECTOR 4 SECTOR 1 EMBEDDED FACTUAL KNOWLEDGE THEME, ISSUES, Rubric PROBLEMS Validation/Invalidation SECTOR 3 SECTOR 2 EXPANDED FACTUAL KNOWLEDGE FACTUAL KNOWLEDGE Best PracticesTEKS, CPSStandards, Depth & ComplexityScope & Sequence Product DevelopmentResearch Skills

51. Circular Curriculum: HEROES SECTOR 4 SECTOR 1 EMBEDDED FACTUAL KNOWLEDGE Relationships Rubricmay be natural, Presentationforced, or chosen Validation/Invalidation HEROES Scenario SECTOR 3 SECTOR 2 EXPANDED FACTUAL KNOWLEDGE FACTUAL KNOWLEDGE Pre-Assessment TEKS, Depth & Complexity Scope & Sequence, Standards, Research Skills Independent Study

52. ACES Circular Curriculum Relationship between Advanced Placement and Circular Curriculum ©2007, ACES

53. SECTOR 1 AP Exam Individual Teachers’ curricula Hooks???? AP Exam Individual Teachers’ curricula Hooks????

54. SECTOR 2 Factual Knowledge State Standards, Scope & Sequence, AP Objectives

55. SECTOR 3:Expanded Factual Knowledge Pre Assessment? Up to the teacher Best Practice? AP designed for all students Independent Study? Left to individual teachers

56. SECTOR 4 AP Exam Authentic Audience??? AP Exam Authentic Audience???

57. ACES Circular Curriculum Relationship between TPSP and Circular Curriculum Sample Tasks www.texaspsp.org ©2007, ACES

58. SECTOR 1 No T I P, but can apply Concept & Generalization Product Relevance No T I P, but can apply Concept & Generalization Product Relevance

59. SECTOR 2 Factual Knowledge State Standards, Scope & Sequence

60. SECTOR 3:Expanded Factual Knowledge Pre Assessment? NoBest Practice? Yes Independent Study? Maybe

61. SECTOR 4 Scoring Dimensions, Scoring Criteria, and Scoring Scale Authentic Audience Scoring Dimensions, Scoring Criteria, and Scoring Scale Authentic Audience

62. Circular Curriculum Relationship between Gifted Education and ACES Circular Curriculum ©2007, ACES

63. SECTOR 1 T I P Product Relevance T I P Product Relevance

64. SECTOR 2 Factual Knowledge State Standards, Scope & Sequence

65. SECTOR 3:Expanded Factual Knowledge Pre Assessment? Yes Best Practice? Yes Independent Study? Yes

66. SECTOR 4 Rubric for Evaluation Authentic Learning and Presentation for EUREKA! Rubric for Evaluation Authentic Learning and Presentation for EUREKA!

67. Don’t’ forget SO WHAT??? ©2007, ACES

68. AND SO, … ACES Curricular Curriculum Relationship to Relevance, Rigor, & EUREKA! ??? ©2007, ACES

69. AND SO, … ACES Curricular Curriculum Is easily adaptable to any curriculum ©2007, ACES

70. AND SO, … ACES Curricular Curriculum Posits a form that helps visualize and realize relevant, authentic learning, rigorous study for students, and EUREKA! moments for real learning. ©2007, ACES

71. AND SO, … ACES Curricular Curriculum Ensures Relevance, Rigor, & EUREKA! ©2007, ACES

72. Austin Creek Education Systems ACES Curricular Curriculum Relevance, Rigor, & EUREKA! ©2007, ACES

73. REFERENCES Texas Performance Standards Project (TPSP) Texas Education Agency www.texaspsp.org Daggett’s Rigor and Relevance International Center for Leadership in Education www.LeaderEd.com ACES Circular Curriculum ACES www.austin-creek.com ©2007, ACES

74. ACES Circular Curriculum Available June 2007 Includes o Chapters on background and rationale o References o Sample curriculum K-12 ©2007, ACES

75. ACES Circular Curriculum Available June 2007 Contact ACES at cab@cctc.net ©2007, ACES