Designing “Quad D” Key Assignments. CTE TEACH in partnership with the California Department of Education. Agenda. R & D. Rob & Duplicate!. Today’s Outcomes. Understand how rigor, relevance and relationships support effective instruction
CTE TEACH in partnership with the California Department of Education
The world is no longer the safe, stable and
predictable place that it once was and, as a
result, there are ever increasing and incredible
changes on our nation's future horizon.
The education industry thinks technology adds cost; all other industries use technology to drive down costs.
So we have to change!
Source: Education Week, Children Trends Database: 4.28.2013
For every 100 women enrolled in college,
77 men are enrolled.
For every 100 girls diagnosed with a special education disability,
217 boys are diagnosed with a special education disability.
For every 100 girls diagnosed with emotional disturbance,
324 boys are diagnosed with emotional disturbance
For every 100 females ages 15 to 19 that commit suicide,
549 males in the same range commit suicide.
For every 100 women ages 18 to 21 in correctional facilities,
1430 men are in correctional facilities .
-The Boys Initiative, 2004
Page 250 The Daggett System for Effective Instruction
Use the Real World…
Student’s community and friends
Our world, nation, state
World of Work
World of Service
World of Business and Commerce that we interact with
Moral, ethical, political, cultural points of view, and dilemmas
Real world materials
Video and other media
Scenarios, real life stories
News - periodicals, media
Adding Relevance to Any Lesson or Unit
With your elbow partner discuss the following:
Rigor is NOT…..
More or harder worksheets
AP or honors courses
The higher level book in reading
Source: Partnership for 21st Century Skills
Thinks & Works
p. 5 Using R/R Handbook
How are these similar/different?
How is this like…?
What’s another way we could say/explain/express that?
What do you think are some reasons/causes?
Why did…..changes occur?
What is a better solution to…?
How would you defend your position about that?
What did you observe…?
What else can you tell me about…?
What does it mean…?
What can you recall…?
Where did you find that…?
How would you define that in your own terms?
How would you design a…to …?
How would you compose a song about…?
How would you rewrite the ending to the story?
What would be different today, if that event occurred as…?
Can you see a possible solution to…?
How could you teach that to others?
If you had access to all the resources, how would you deal with…?
What new and unusual uses would you create for…?
Would you do that?
Where will you use that knowledge?
How does that relate to your experience?
What observations relate to…?
Where would you locate that information?
Calculate that for…?
How would you illustrate that?
How would you interpret that?
How would you collect that data?
How do you know it works?
Interpretation with Justification Routine
1. What's going on?
2. What do you see that makes you say that?
A routine for exploring works of art and other interesting things
What do you see?
What do you think about that?
What does it make you wonder?
A routine that sets the stage
for deeper inquiry
What do you think you know about this topic?
What questions or puzzles do you have?
How can you explore this topic?
you & your family?
A routine for reflecting on how and why our thinking has changed
Is Change hard or is it just “Different”?
when the 3 R’s are read, remember,
Students must be able to perform at a deeper level of cognition - literally, "depth of knowledge".
Teachers need pragmatic, real-world, achievable strategies and tools to get students there.
Students use competence and knowledge to create and implement solutions
Student thinks, analyzes, problem
solves, creates solutions
Student Thinks/ Works
that will facilitate
What students need to know
person who does the most work.”
(Student Thinks & Works)
(Student Works )
Employment documents, mock interview, written summary, mind maps and presentation will be assessed.
interview video, examples of employment documents
and job descriptions.
Computer screen magnifier for sight
impaired student. Use visual graphics
for EL students and visual learners.
Show Power Point examples of correctly completed applications, cover letters, resumes.
Project Power Point of models of correctly completed applications, cover letters, resumes. Be sure to chunk information into several bits at a time and then check for understanding by asking questions and observing students as they complete their worksheets.
Show a short video or do a skit hat isn't quite perfect on interviewing, communication skills and professional dress.
Ask students where are some good places to look for online job boards and list them. Fill in any gaps where students could look online for jobs in your field.
Arrange and schedule with business professionals to interview students.
Introduce employment docs, interviewing, professional dress & communication.
Demonstrates how to complete each section of employment documents, students will complete each corresponding section.
Applications,, practice interview and dress, identify job boards
Peer evaluation & discussion
Each day students will record and diagram their progress using a mind mapping website.
Portfolio, job selection, justify, summary, present
employer. Have students research employability before teacher presents. Mock interviews went well,
Need to learn strategies to control nervousness.
Students begin a real job search and report back to
class on their experience.
Source: Blended Coaching
Source: Working Smarter, not Harder, by Focusing on Student Work
From the Classroom of: A CTE TEACH Mentor Teacher
Begin with the end in mind
Check thinking levels (pulse)
Plan next steps