Infusing Rigor, Relevance and Relationships in FCS Courses

1. Infusing Rigor, Relevance and Relationships in FCS Courses or �FCS Survival in the NCLB Era�

2. FCS Survival in the NCLB Era Schools pile on English, math classes By Shirley Dang, CONTRA COSTA TIMES (Article Launched:�05/19/2007 03:02:07 AM PDT) The leather sleeves of his varsity jacket resting on the table, seventh-grader Brandon Wilson copied down the vocabulary words with his left hand. Formidable. Cacophony. Impenetrable. He wrote out the pronunciation using a guide ("a, as in pad, bat"), and, with a stubby yellow pencil that had no eraser, he copied the meanings of the words from the New Webster's Student Dictionary. This is one of three language arts classes Brandon takes every day at Adams Middle School in Richmond, and his second with teacher Deborah Brittain. Across the room from the flat-screen computers where they take their quizzes, adjacent to the classroom's diminutive library, three massive metal pots sit on top of the fridge -- the last vestiges of the room's prior purpose: home economics. Brandon flipped the pages of the dictionary. "I wanted to take art or wood shop," Brandon said. "I'll get an elective next year." Under federal pressure to increase scores on English and math tests, many low-achieving schools in the Bay Area and across the country are loading up students with two or even three periods of math and English and abandoning electives such as art, music and shop.

3. Hebrew proverb Do not confine your children to your own learning, for they were born in another time.

4. The Class of 2011 (Beloit College Mindset list) Are too young to remember the space shuttle blowing up. Their lifetime has always included AIDS. Bottle caps have always been screw off and plastic. The CD was introduced the year they were born. They have always had an answering machine They have always had cable. They cannot fathom not having a remote control. Jay Leno has always been on the Tonight Show Popcorn has always been cooked in the microwave. They never took a swim and thought about Jaws. They can't imagine what hard contact lenses are. They don't know who Mork was or where he was from. McDonald's never came in Styrofoam containers. They don't have a clue how to use a typewriter.

5. ??? Why ???Rigor and Relevance

12. Perspectives

13. What will it take?

14. ??? Why ???Rigor and Relevance

15. How People Learn (Bransford et al) Teachers must draw out and work with the pre-existing understandings that their students bring with them. Teachers must teach some subject matter in-depth, providing many different examples in which the same concept is at work and developing a firm foundation of factual knowledge.

16. How People Learn (Bransford et al) The teaching of meta-cognitive skills should be integrated into the curriculum in a variety of subject areas. Attention must be given to what is taught�why it is taught�and what competence or mastery looks like. Formative assessments� are essential� [They] help both teachers and students monitor progress.

17. Changing the Paradigm of Teaching and Learning Engagement in learning Application of knowledge Collaboration among teachers and students

18. 21st Century Skills Communication and Information skills Thinking and Problem- Solving skills Interpersonal and Self-Directional skills Collaboration skills

19. 21st Century Classroom Student-centered Engaging project-based activities Integrated curriculum Multiple resources Problem-solving Interaction with experts Performance-based assessment Virtual Labs Writing workshops Primary resources

20. ??? Why ???Rigor and Relevance

21. Changing Student Cognitive Dispositions and Historical Perspectives Changing Student Demographics Changing Global Competition Changing Workforce Demands and Job Skills Changing Roles of Technology

22. Changes in Iowa Education No Child Left Behind Teacher Quality Senate File 245 � Iowa Model Core Curriculum (HS) Iowa Model Schools Project Senate File 588 � K-12 Core Content Standards

23. Iowa�s Model Core Curriculum Literacy Reading, Writing, Speaking, Listening, Viewing Mathematics Essential Characteristics Skills (NCTM Process Standards) Problem Solving, Communication, Reasoning and Proof, Ability to recognize, make, and apply Connections, and Ability to construct and apply Multiple Representations Content (NCTM Content Standards) Algebra Geometry Statistics and Probability Quantitative Literacy Science Science as Inquiry, Earth and Space, Life Science, and Physical Science

24. Presentation Overview Why Rigor and Relevance The Rigor/Relevance Framework Identifying Levels of Rigor and Relevance Planning Effective FCS Lessons Aligning Strategies

25. The Rigor & Relevance Framework

26. Taxonomy of Educational Objectives Cognitive Domain � B. Bloom, 1956 Affective Domain � Krathwohl & Bloom, 1964 Psychomotor Domain � Reynolds, 1965 Revision: Anderson & Krathwohl, 2001 Revision: Marzano, 2007

28. Bloom�s Taxonomy

29. Bloom�s Taxonomy

30. Bloom�s Taxonomy

31. Cognitive Domain Revised

32. New Knowledge Taxonomy

33. Managing Resources

34. Basic Nutrition

36. Daggett�s Action 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

37. Managing Resources 1 Know money values 2 Solve exchange-rate money problems 3 Relate wealth to quality of life 4 Prepare budget 5 Handle lottery winnings

38. Basic Nutrition 1 Label food by nutrition groups 2 Rank foods by nutritional value 3 Make cost comparison of foods considering nutritional value 4 Develop nutritional plan for a health problem affected by food 5 Assess nutritional value in diets developed for patients in hospitals

39. Quadrant D represents the ability to access information in wide-area network systems and gather knowledge from a variety of sources to solve a complex problem in the workplace.Quadrant D represents the ability to access information in wide-area network systems and gather knowledge from a variety of sources to solve a complex problem in the workplace.

40. Quadrant A represents simple recall and basic understanding of knowledge for its own sake.Quadrant A represents simple recall and basic understanding of knowledge for its own sake.

41. Quadrant A represents simple recall and basic understanding of knowledge for its own sake.Quadrant A represents simple recall and basic understanding of knowledge for its own sake.

42. Quadrant A represents simple recall and basic understanding of knowledge for its own sake.Quadrant A represents simple recall and basic understanding of knowledge for its own sake.

43. Quadrant A represents simple recall and basic understanding of knowledge for its own sake.Quadrant A represents simple recall and basic understanding of knowledge for its own sake.

44. Quadrant D represents the ability to access information in wide-area network systems and gather knowledge from a variety of sources to solve a complex problem in the workplace.Quadrant D represents the ability to access information in wide-area network systems and gather knowledge from a variety of sources to solve a complex problem in the workplace.

57. Activity

58. Knowledge Taxonomy Tool: Verb List

59. Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance

60. Action Model Tool: Decision Tree

61. 1. �Is it Application?� If NO 2. If YES, �Is it real world?� If NO and one discipline If NO and interdisciplinary 3. If YES, �Is it unpredictable?� If NO If YES

62. Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance

63. Planning Effective FCS Lessons

64. �Teaching is only as good as the learning that takes place.�

66. Define the instructional unit Identify Model Core Content Areas & Skills Choose levels of expected knowledge and application Identify what mastery looks like (design the assessment) Determine what will the student do Planning Effective Lessons

67. Model Core in FCS Gold Seal Lessons Language Arts Writing and Speaking, Communicating, Reading, and Listening (Interview) Mathematics Content: Numbers and Operations, Measurement, and Geometry Process: Problem-solving, Mathematical Reasoning, and Tools and Technology Science Process: Inquiry Content: Earth and Space, Life Science and Physical Science

69. Rigorous & Relevant Lessons

70. Sequencing Learning Launching Activity Teacher Procedure Student Work Extending the Learning

71. Planning Rigorous and Relevant FCS Lessons

72. Aligning Strategies

76. Benefits of Using the Rigor and Relevance Framework in Planning Instruction

78. Presentation Resources �Rising above the Gathering Storm� PPT Judy Jeffrey, Iowa Department of Education, ELI training presentation, Aug. 2006 �Rigor and Relevance Framework� PPT slides, The International Center for Leadership in Education, Model Schools Conference, June 2006 �Rigor and Relevance� Professional Development Sessions for North AEA 9 Consortium Schools, 2006-07 School Year Gold Seal FCS Lesson ? Mary Kuhlman, Fort Dodge Senior High School, Fort Dodge IA Investigating Child Care Options, Marta Brooks, Pleasant Valley High School, Pleasant Valley IA