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LASS Rigor and Relevance Training

LASS Rigor and Relevance Training. Helen M. Branigan. Senior Consultant, ICLE. Jim Miles Senior Associate, ICLE. International Center for Leadership in Education.

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LASS Rigor and Relevance Training

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  1. LASSRigor and RelevanceTraining

  2. Helen M. Branigan Senior Consultant, ICLE Jim Miles Senior Associate, ICLE

  3. International Center for Leadership in Education AGENDAWhy Rigor & Relevance?Defining Rigor & RelevanceThe Rigor & Relevance FrameworkRigor/Relevance in the ClassroomBuilding Relationships to Support Student Learning

  4. “Good is the enemy of great.”Jim Collins

  5. “We don’t have great schools, principally because we have good schools. Greatness is not a function of circumstance. Greatness is largely a matter of conscious choice.”

  6. What should you work on as you move from good to great?

  7. Good is the start of something great!

  8. Why Rigor & Relevance?Preparing Student for the 21st CenturyJim Miles

  9. IMPLICATIONS????

  10. Your Reaction?????

  11. Margaret Mead Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.

  12. Successful School Response

  13. Rigor & RelevantFramework

  14. ICLE Philosophy • Rigor • Relevance • Relationships • All Students

  15. Rigor/Relevance Framework International Center for Leadership in Education, Inc.

  16. THE INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION RIGOR RELEVANCE

  17. Rigor/Relevance Framework 6 Knowledge D C 5 4 3 A B 2 1 Application 1 2 3 4 5

  18. Knowledge Taxonomy

  19. Assimilation of knowledge Thinking Continuum Acquisition of knowledge

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

  21. Knowledge Taxonomy Managing Resources 1 Identify money 2 Explain values 3 Buy something within budget 4 Match expenses to budget 5 Set goals based on budget 6 Evaluate spending habits of spouse

  22. Knowledge Taxonomy Skiing 1 Name equipment 2 Outline steps to ski 3 Ski 4 Examine success 5 Develop steps to improve 6 Appraise results

  23. Knowledge Taxonomy Verb List

  24. Knowledge Taxonomy

  25. Application Model

  26. Action Continuum Acquisition of knowledge Application of knowledge

  27. Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

  28. Application Model Managing Resources 1 Know money values 2 Solve word problems 3 Relate wealth to quality of life 4 Prepare budget 5 Handle lottery winnings

  29. Application Model Map Reading 1 Know map symbols 2 Read and answer questions 3 Read topographic map in science 4 Plan a multi-city road trip 5 Find your way when lost

  30. Application ModelDecision Tree

  31. Student Performance in Application Model

  32. Rigor/Relevance Framework Knowledge Application 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations

  33. Low High Rigor/Relevance Framework Knowledge Application 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations

  34. RIGORMEANSFRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY. EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

  35. A LESSON WITH RIGORASKS STUDENTS TO: EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE SCRUTINIZE DECIDE

  36. RELEVANCEIS THE PURPOSE OF THE LEARNING: ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL WORLD PREDICTABLE REAL WORLD UNPREDICTABLE

  37. A LESSON WITH RELEVANCEASKSSTUDENTS TO: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION.

  38. Rigor/Relevance Framework KNOWLEDGE Assimilation Adaptation D C Acquisition Application B A A P P L I C A T I O N

  39. Skill Identify, collect or sort pertinent information while reading.

  40. Quadrant A Read a science experiment and identify the necessary materials to perform the experiment

  41. Quadrant B Read and followdirections for experiment on DNA extraction

  42. Quadrant C Read and analyze a biotech editorial for scientific accuracy

  43. Quadrant D Using your research, debate a proposal related to genetic engineering with community leaders as judges

  44. Rigor/Relevance Framework Mathematics - Elementary D C Find values in number sentences when represented by unknowns. Develop formula for estimating a large quantity without counting, e.g. beans in a jar. RIGOR High B A Collect outside temperatures for several days and graph the results. Memorize multiplication tables. Low Low High RELEVANCE

  45. Rigor/Relevance Framework Social Studies - High School D C Develop a school policy on First Amendment rights in school setting. Participate in a Socratic seminar on a issue, such as privacy. RIGOR High B A Conduct a student survey on First Amendment rights. Describe provisions of one of the Bill of Rights. . Low Low High RELEVANCE

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

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

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

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