1. Preparing Students for Their Future Preparing Students for Their Future Teaching for Rigor & Relevance An Introduction CTE Technical Assistance Center of New York

2. Rigor/Relevance Framework

3. 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

4. Basic Nutrition 1Label food by nutritional groups 2Explain nutritional value of individual foods 3Use nutritional guidelines in planning meals 4Examine success in achieving nutritional goal 5Develop personal nutrition goals 6Appraise results of personal eating habits over time Knowledge Taxonomy

5. Application Model Application Model 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

6. Basic Nutrition 1Label food by nutritional groups 2Rank foods by nutritional value 3Make cost comparison of different foods considering nutritional value 4Develop a nutritional plan for a person with a health problem affected by food intake 5Devise a sound nutritional plan for an elementary school that is culturally diverse Application Model

7. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

8. Bloom’s Taxonomy Awareness Level  Recall specific information  list, arrange, tell, underline, identify, locate  List the 4 P’s in the marketing mix. Comprehension Level  Understanding or interpretation of information  define, explain, calculate, reword  Explain how to apply varnish to a table.

9. Bloom’s Taxonomy Application level  Applying knowledge and understanding to a new situation  solve, operate, use, handle, apply  Using a ruler, determine the square footage of the floor in this classroom. Analysis Level  Separate a complex idea into its components  categorize, simplify, examine, inspect, survey  Which Microsoft office application was used to create this presentation?

10. Bloom’s Taxonomy Synthesis Level  Combining knowledge to form a new idea.  create, build, generate, reorganize  Write or tell a new story using the same characters. Evaluation Level  Choosing an alternative in making a decision.  decide, classify, judge, prioritize, determine  Which salesperson provided the best customer service? Why?

11. Application Model Knowledge  Learning Knowledge, Attitude, or Skills  Learning how to use the Internet Apply in Discipline  Using the knowledge, attitude, or skills within the course curriculum  Searching the Internet to find information to complete a class project

12. Application Model Apply Across Disciplines  Using the knowledge, attitude, or skills in all discipline curriculums  Use the skills learned in the Microsoft Office class to prepare humanities report and presentation. Apply to Predictable Situations  Using information to analyze and solve real problems with predictable solutions  Read a recipe, measure and combine ingredients to make a birthday cake.

13. Application Model Apply to Unpredictable Situations  Using information to analyze and solve real problems with unknown solutions  Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY to Waco, TX

14. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application

15. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

16. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework In the ClassroomOut of the Classroom

17. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

18. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Acquisition AssimilationAdaptation Application

19. 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.

20. 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.

21. 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.

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. 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.

23. 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.

24. Knowledge Taxonomy Verb List Page 2

25. 1. Knowledge  Arrange  Check  Choose  Find  Group  Identify  Label  List  Locate Knowledge Taxonomy  Match  Name  Point to  Recall  Recite  Repeat  Say  Select  Write

26. 2. Comprehension  Advance  Calculate  Change  Convert  Contemplate  Define  Explain  Extrapolate  Infer  Interpret  Outline  Project  Propose  Reword  Submit  Transform  Translate  Vary Knowledge Taxonomy

27. 3. Application  Adopt  Consume  Capitalize on  Devote  Employ  Exercise  Handle  Maintain  Make use of  Manipulate  Mobilize  Operate  Put to use  Relate  Solve  Start  Take up  Utilize Knowledge Taxonomy

28. 4. Analysis  Assay  Audit  Breakdown  Canvass  Check out  Dissect  Deduce  Divide  Examine Knowledge Taxonomy  Include  Inspect  Look at  Scrutinize  Sift  Survey  Study  Test for  Uncover

29. 5. Synthesis  Blend  Build  Cause  Combine  Compile  Compose  Conceive  Construct  Create  Develop  Evolve  Form  Generate  Make up  Originate  Produce  Reorder  Structure Knowledge Taxonomy

30. 6. Evaluation  Accept  Appraise  Arbitrate  Assess  Award  Decide  Classify  Criticize  Determine Knowledge Taxonomy  Grade  Judge  Prioritize  Rank  Rate  Reject  Rule on  Settle  Weigh

31. Application Model Decision Tress

32. Decision Tree Application Model International Center for Leadership in Education 1997

33. Decision Tree Is it Application?  If NO Application Model Level 1 International Center for Leadership in Education 1997

34. Decision Tree Is it Application?  If NO If YES - Is it real world?  If NO and one discipline  If NO and interdisciplinary Application Model Level 1 Level 2 Level 3 International Center for Leadership in Education 1997

35. Decision Tree Is it Application?  If NO If YES - Is it real world?  If NO and one discipline  If NO and interdisciplinary If YES - Is it unpredictable?  If NO  If YES Application Model Level 1 Level 2 Level 3 Level 4 Level 5

36. Rigor/Relevance - All Why Why Do We Need to Change to Change Schools? Schools? What What Needs to Needs to Be Done? Be Done? How How Do We Do It? It?

37. Example Multiple Performances for Single Standard Reading - H.S Level ARead science experiment and identify necessary materials to perform experiment. BLocate and read a current article on biotechnology. CRead and analyze three original newspaper articles from World War II and identify reasons for opposition to US entry into the war. DResearch pertinent information related to the El Nino weather pattern and propose possible family vacation destinations. Standard: Identify, collect and/or select pertinent information while reading R/R Quadrant Student Performance

38. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Acquisition AssimilationAdaptation Application

39. Instructional Strategies and Rigor & Relevance

40. Selection of Strategies Based on Rigor/ Relevance Framework

41. Selection of Strategies Based on Rigor/ Relevance Framework

42. Assessment

43. Types of Assessment Multiple Choice Multiple Choice Constructed Response Constructed Response Extended Response Extended Response Process Performance Process Performance Product Performance Product Performance Portfolio Portfolio Interview Interview Self Reflection Self Reflection Rigorous and Relevant Instruction

44. Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

45. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Extended Response Product Performance Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Portfolio Product Performance Product Performance Interview Interview Self Reflection Self Reflection Process Process Performance Performance Product Performance Product Performance Multiple Choice Multiple Choice Constructed Response Constructed Response

46. Rigorous and Relevant Instruction Analyze the level you are teaching Reflect on consistency among curriculum, instruction and assessment Seek Quadrant D on essential learning Suggestions

47. RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

48. Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

49. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework No Reflection Only the Right Answer Reflective Thought Reflection to Analyze Reflection to Create, Design, or Develop Reflection to Follow Right Steps

50. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Relationships have little influence on learning Relationships Requires relationships where students receive assistance as needed Requires relationships at high levels and with multiple people Requires relationships where students work effectively with others

51. Next Steps How many lessons this year modify to include: –State Standards, Benchmarks, Test Data –Reading in the Content Area Strategies –Rigor & Relevant The “D” Quad –Instructional Strategies

52. 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607 E-mail - info@LeaderEd.com www.LeaderEd.com International Center for Leadership in Education, Inc.