2. To Examine Curriculum, Instruction, and Assessment

3. 21 st Century Skills for Success Strong Academics Reading, Writing, Math, Science Career Skills Workplace Attitudes & Ethics Technology Skills Character Virtues Honesty, Responsibility, Integrity

4. First Continuum for Focus Thinking Continuum Assimilation of Knowledge Acquisition of Knowledge

5. Defining Rigor: Example Rigor refers to academic rigor— Learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation or creativity. Level 1—Knowledge Label foods by nutritional groups Level 2—Comprehension Explain nutritional value of individual foods Level 3—Application Make use of nutrition guidelines in planning meals Level 4—Analysis Examine success in achieving nutritional goals Level 5—Synthesis Develop personal nutrition goals Level 6—Evaluation Appraise results of personal eating habits over time

6. Thinking Continuum Cont. Based upon the six levels of Bloom’s Taxonomy from most to least complex: Evaluation Synthesis Analysis Application Comprehension Awareness

7. Second Continuum for Focus Action Continuum Acquisition of Knowledge Application of Knowledge

8. Defining Relevance: Example Relevance refers to learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual. Work ranges from routine to complex at any school grade and in any subject. Created through authentic problems, simulation, connecting concepts to current issues. Example of Relevance in Performance Level 1—Knowledge in One Discipline Label foods by nutritional group Level 2—Application in One Discipline Rank foods by nutritional value Level 3—Interdisciplinary Application Make cost comparisons of different foods considering nutritional value. Level 4—Real-world Predictable Situations Develop a nutritional plan for a person with a health problem affected by food intake Level 5—Real-World Unpredictable Situations Devise a sound nutritional plan for a group of 3- year-olds who are picky eaters.

9. Action Continuum Cont. Created by Dr. Willard R Daggett that has 5 levels that describe how knowledge is put to use from most to least. Apply to real-world unpredictable situations Apply to real-world predictable situations Apply across disciplines Apply in discipline Knowledge in one discipline

10. Application Model The Application Model describes putting Knowledge to use. Low end is knowledge acquired for its own sake, high end signifies action—the use of that knowledge to solve complex real-world problems Complex, Unpredictable, real- world problem solving Apollo 13 http://youtu.be/NAzbmgCZ2Fw http://youtu.be/NAzbmgCZ2Fw

11. Rigor/Relevance Framework C Assimilation D Adaptation A Acquisition B Application 654321654321 1 2 3 4 5 KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY APPLICATION MODEL Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real- world unpredictable situations

12. Rigor/Relevance Framework A Acquisition 654321654321 1 2 3 4 5 KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY APPLICATION MODEL Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real- world unpredictable situations

13. Quadrant A Acquisition: Students gather and store bits of knowledge and information Students are primarily expected to remember or understand this acquired knowledge Simple recall Basic understanding of knowledge for its own sake Example: The Earth is round, Shakespeare wrote Hamlet.

14. Rigor/Relevance Framework C Assimilation 654321654321 1 2 3 4 5 KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY APPLICATION MODEL Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real- world unpredictable situations

15. Quadrant C Assimilation: Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create unique solutions More complex thinking, but still knowledge for its own sake Embraces higher levels of knowledge such as knowing how the U.S. Political System works and analyzing the benefits and challenges of the cultural diversity of this nation vs. other nations.

16. Rigor/Relevance Framework B Application 654321654321 1 2 3 4 5 KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY APPLICATION MODEL Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real- world unpredictable situations

17. Quadrant B Application: Students use acquired knowledge to solve problems, design solutions, and complete work. Highest level is to apply appropriate knowledge to new and unpredictable situations Action High degrees of application. Knowing how to use math skills to make purchases and count change

18. Rigor/Relevance Framework D Adaptation 654321654321 1 2 3 4 5 KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY APPLICATION MODEL Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real- world unpredictable situations

19. Quadrant D Adaptation: Students have the competence to think in complex ways and also apply knowledge and skills they have acquired 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. Ability to access information in wide-area network systems Ability to gather knowledge from a variety of sources to solve complex problem in the workplace

20.  The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine what we teach in schools, how we teach it, and how we decide if students have learned the material.  A Quadrant D lesson is one that falls into the “D” Quadrant of the Rigor/Relevance Framework tool as shown below. What is a Quadrant D Lesson?

21. Example Verbs by Thinking Level Level 1- Knowledge  Arrange  Check  Choose  Find  List  Label  Locate  Calculate  Convert  Define  Explain  Infer  Propose  Interpret Level 2 - Comprehension  Manipulate  Use  Solve  Utilize  Operate  Maintain  Relate Level 3 - Application

22. Example Verbs by Thinking Level Level 4-  Audit  Dissect  Divide  Examine  Study  Test  Inspect  Build  Compile  Compose  Create  Develop  Produce  Form Level 5 -  Criticize  Determine  Judge  Rate  Assess  Decide  Rule On Level 6 -

27. Is the lesson I am teaching for application? o Acquiring knowledge to complete work to apply to something  Is the lesson real world? o Application is the same as it would be for adults in a job o Standards for performance are the same for adult roles Is there only one “right way” or can the end product be unique or unpredictable? o Are there multiple variables that will affect the product? o Is the outcome unpredictable or potentially different every time? o Are there unknown factors such as (environment, people, time)? Three Most Important Qualities of a Quadrant D Lesson

28. RIGORRIGOR RELEVANCE A B C Rigor/Relevance Framework High Low Mathematics – Middle School Find and measure the sides of a right triangle using Pythagorean Theorem. Measure the sides and angles of a right triangle using the Pythagorean Theorem and trigonometric ratios. Determine the height of the tallest structures in Brownsburg using a protractor and write a persuasive paper making recommendations for the placement of tornado sirens to be sent to the Town Council. Go to the cafetorium, check to see that the tables are “square” through the measurements.

29. RIGORRIGOR RELEVANCE A B C Rigor/Relevance Framework High Low Social Studies - Middle School Make a map showing the growth of the U.S. from 1783 to 1914. Participate in a Socratic seminar on a issue, such as urban sprawl. Analyze and debate the role of government in population control such as China’ one child policy. Research the growth of another country and relate to U.S. growth.

30. RIGORRIGOR RELEVANCE A B C Rigor/Relevance Framework High Low Science - Middle School Construct models of molecules using toothpicks, marsh- mallows, and gumdrops. Research and produce a news program on healthy foods. Research and collect data and form recommendations for a dietary plan for someone with diabetes or heart disease. Conduct experiments to measure calories in foods.

31. RIGORRIGOR RELEVANCE A B C Rigor/Relevance Framework High Low English - Middle School View movies that show human emotions and behaviors. Analyze commercials for word choice that elicits emotion. Research, write, and produce a persuasive commercial with the purpose of convincing the school administration to add new elective classes. Write captions for cartoons depicting the emotions pride and fear.

32. RIGORRIGOR RELEVANCE A B C High Low Business - Info. Tech Demonstrate web development software functions. Compare features of web development software. Create a full web site for a local business. Design web page. Rigor/Relevance Framework

33. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Works Teacher/Student Roles Student Thinks Student Works

34. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Controlled Influence Teacher Directed Externally Directed

35. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

36. Quadrant D lessons prepare students for life beyond school. They prepare students for the work force and to be the leaders of tomorrow in the 21 st Century. Why should I care about Quadrant D lessons?

37. Learning & Innovation Skills Creativity & Innovation Critical Thinking & Problem- solving Communication & Collaboration Information, Media & Technology Skills Information Literacy Media Literacy ICT Literacy (Information Communication Technology) Life & Career Skills Flexibility & Adaptability Initiative & Self-direction Social & Cross-cultural Skills Productivity & Accountability Leadership & Responsibility 21 st Century Skills www.21stcenturyskills.org BCSC 21 Century Skills Focus Global Awareness Civic Literacy Technology Literacy

38. An Example of Each Quadrant Here is an example involving technical reading and writing Quadrant A Recall definitions of various technical terms Quadrant B Follow written directions to install new software on the computer Quadrant C Compare and contrast several technical documents to evaluate purpose, audience, and clarity. Quadrant D Write procedures for installing and troubleshooting new software.