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International Center for Leadership in Education. Richard Jones. Further Information http://dickjones.us Or http://www.natpd.com. THE INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION. RIGOR. RELEVANCE. Rigorous and Relevant Learning. Rigor. Relevance. My only skill is taking

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slide2

Further Information

http://dickjones.us

Or

http://www.natpd.com

slide3

THE INTERNATIONAL CENTER

FOR LEADERSHIP IN EDUCATION

RIGOR

RELEVANCE

relevance
Relevance

My only

skill is

taking

tests.

why rigor and relevance

Why Rigor and Relevance?

Changing Nature of Work

Translating Standards into Teaching

Reduce Overcrowded Curriculum

Way to Focus on Student Learning

Tool for School Alignment

Explain What is Important

It is what is on THE test

Increase Student Motivation

slide10
Rigor
  • Relevance
  • All students
characteristics
Characteristics

2. High Expectations

  • Small Learning Communities

3. 9th Grade

4. 12th Grade

5. Data

6. Curriculum

7. Relationships / Reflective Thought

8. Professional Development

9. Leadership

slide14

Assimilation

of knowledge

Thinking Continuum

Acquisition

of knowledge

knowledge taxonomy
Knowledge Taxonomy

1. Awareness

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

basic nutrition

Knowledge Taxonomy

Basic Nutrition

1 Label food by nutritional groups

2 Explain nutritional value of foods

3 Use nutrition guidelines in planning meals

4 Examine success in achieving nutrition goals

5 Develop personal nutrition goals

6 Appraise results of personal eating habits over time

slide18

Action Continuum

Acquisition

of knowledge

Application

of knowledge

application model19
Application Model

1 Knowledge in one discipline

  • Application within discipline
  • Application across disciplines

4 Application to real-world predictable situations

5 Application to real-world unpredictable situations

basic nutrition20

Application Model

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 Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters

slide22

Conducting a scientific experiment

  • Reading a historical novel
  • Basic computation (add, subtract, multiply, divide)
  • Measuring volume of liquids
  • Technical writing
  • Speaking to an audience
  • Determining probability
  • Personal health and wellness
  • Predicting events based on probability
  • Critical viewing skills
  • Collecting and analyzing data
  • Correct grammatical use of language
  • Computer spreadsheet
  • Word processing
  • Poetry
  • Measurement of area
  • Interpersonal communication
  • Physical fitness
  • Nutrition
  • Parenting
  • Citizenship
  • Economics
  • U . S. Geography
  • Scientific classification systems
  • Cellular Biology
  • Writing letters
  • Preparing a personal budget
application model23
Application Model

1 Knowledge in one discipline

  • Application within discipline
  • Application across disciplines

4 Application to real-world predictable situations

5 Application to real-world unpredictable situations

slide24

6

5

4

3

2

1

Rigor/Relevance Framework

Knowledge

Application

1

2

3

4

5

decision tree

Application Model

Decision Tree

International Center for Leadership in Education 1997

decision tree33

Application Model

Decision Tree

Is it Application?

  • If NO

Level 1

International Center for Leadership in Education 1997

decision tree34

Application Model

Decision Tree

Is it Application?

  • If NO

If YES - Is it real world?

  • If NO and one discipline
  • If NO and interdisciplinary

Level 1

Level 2

Level 3

International Center for Leadership in Education 1997

decision tree35

Application Model

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

Level 1

Level 2

Level 3

Level 4

Level 5

International Center for Leadership in Education 1997

slide36

Skills and Knowledge

K

4

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

3

3

5

4

International Center for Leadership in Education 1997

slide37

Skills and Knowledge

A

5

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

4

4

3

4

International Center for Leadership in Education 1997

slide38

Skills and Knowledge

A

K

5

4

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

4

3

4

3

3

5

4

4

International Center for Leadership in Education 1997

skills and knowledge

*

*

*

*

*

Skills and Knowledge

*

6

*

D

C

KNOWLEDGE

*

5

*

4

*

3

2

A

B

1

1

2

3

4

5

A P P L I C A T I O N

slide41

Identify one experience in your class in each quadrant

KNOWLEDGE

Assimilation

Adaptation

D

C

Acquisition

Application

B

A

A P P L I C A T I O N

skill
Skill

Identify, collect or sort pertinent information while reading.

quadrant a
Quadrant A

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

quadrant b
Quadrant B

Locate and read current articles on biotech.

quadrant c
Quadrant C

Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

quadrant d
Quadrant D

Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

rigor relevance framework47
Rigor/Relevance Framework

Knowledge

Application

1. Awareness

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

slide48

Rigor/Relevance Framework

KNOWLEDGE

Assimilation

Adaptation

D

C

Acquisition

Application

B

A

A P P L I C A T I O N

slide49

Rigor/Relevance Framework

6

  • 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.
  • 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.

D

C

5

4

3

  • 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.

2

B

A

1

1

2

3

4

5

slide50

Rigor/Relevance Framework

6

  • 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.
  • 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.

D

C

  • 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.

5

4

3

  • 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.

2

B

A

1

1

2

3

4

5

slide51

Rigor/Relevance Framework

6

  • 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.
  • 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.

D

C

5

4

3

  • 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.

2

B

A

1

1

2

3

4

5

slide52

Rigor/Relevance Framework

6

  • 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.
  • 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.

D

C

5

4

3

  • 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.

2

B

A

1

1

2

3

4

5

slide53

Rigor/Relevance Framework

6

  • 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.

D

C

5

4

3

  • 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.

2

B

A

1

1

2

3

4

5

slide61

B

Sample Question

You're locked out of your house and the only open window is on the second floor, 25 feet above the ground. You need to borrow a ladder from one of your neighbors. There's a bush along the edge of the house, so you'll have to place the ladder 10 feet from the house. What length of ladder do you need to reach the window?

r r and assessment

R/R and Assessment

Determine the level of Rigor and Relevance on state tests.

Develop your tests to parallel state tests when preparing for them.

Use performance assessment when you want Quadrant D achievement

Keep level of assessment consistent with expectation for performance.

slide63

Rigor/Relevance Framework

KNOWLEDGE

Assimilation

Adaptation

D

C

Acquisition

Application

B

A

A P P L I C A T I O N

rigorous and relevant instruction

Rigorous and Relevant Instruction

Student Learning

Instruction

Expected

Student

Performance

Actual

Student

Performance

Assessment

Rigor/Relevance

Rigor/Relevance

Student Learning

Feedback

Reflection

benefits of using rigor and relevance

Benefits of Using Rigor and Relevance?

Better prepare students for future work

Way to focus student learning on priority standards

Ensure student achieve standards

Align curriculum, instruction and assessment

Prepare for state tests

Increase student interest and motivation

slide77

Review of LessonsWhat does the teacher expect the students to learn? (standards)What is the intended level of Rigor and Relevance? Which Quadrant?What are the instructional strategies used?Does the lesson meet the teacher’s expectation for student learning?

slide81

Rigor/Relevance Framework

KNOWLEDGE

D

C

B

A

A P P L I C A T I O N

slide83

Rigor/Relevance Framework

KNOWLEDGE

Assimilation

Adaptation

D

C

Acquisition

Application

B

A

A P P L I C A T I O N

research
Research

When to Use Strategy

Based on

Rigor/Relevance

Framework

selecting strategies on rigor relevance
Selecting Strategies on Rigor/Relevance
  • Inquiry
  • Instructional technology
  • Internship
  • Lecture
  • Literature
  • Memorization
  • Note-taking/graphic organizers
  • Presentations/

exhibitions

  • Brainstorming
  • Community service
  • Compare and contrast
  • Cooperative learning
  • Creative arts
  • Demonstration
  • Games
  • Group discussion
  • Guided practice
selecting strategies on rigor relevance87
Selecting Strategies on Rigor/Relevance
  • Simulation/role playing
  • Socratic seminar
  • Teacher questions
  • Total physical response
  • Video
  • Work-based learning
  • Writing
  • Problem-based learning
  • Project design
  • Recognition and rewards
  • Research
  • Review and re-teaching
  • Setting objectives and advance organizers
slide88

Selection of Strategies Based on

Rigor/

Relevance Framework

Page 1

slide89

Selection of Strategies Based on

Rigor/

Relevance Framework

Page 2

slide90

Rigor/Relevance Framework

KNOWLEDGE

Assimilation

Adaptation

D

C

Acquisition

Application

B

A

A P P L I C A T I O N

selecting strategies on rigor relevance91
Selecting Strategies on Rigor/Relevance

Best Strategies for Quadrant A - Acquisition

  • Guided Practice
  • Lecture
  • Memorization
selecting strategies on rigor relevance92
Selecting Strategies on Rigor/Relevance

Best Strategies for Quadrant B - Application

  • Cooperative Learning
  • Demonstration
  • Instructional Technology
  • Problem-based Learning
  • Project Design
  • Simulation/Role Playing
  • Work-based Learning
selecting strategies on rigor relevance93
Selecting Strategies on Rigor/Relevance

Best Strategies for Quadrant C - Assimilation

  • Brainstorming
  • Inquiry
  • Instructional Technology
  • Research
  • Socratic Seminar
  • Teacher Questions
selecting strategies on rigor relevance94
Selecting Strategies on Rigor/Relevance

Best Strategies for Quadrant D - Adaptation

  • Project Design
  • Research
  • Simulation/Role-playing
  • Socratic Seminar
  • Teacher Questions
  • Work-based Learning
  • Brainstorming
  • Cooperative Learning
  • Inquiry
  • Instructional Technology
  • Presentations/ Exhibitions
  • Problem-based Learning
which do you prefer
Activity

Using Outlines

Observing Others in role playing

Picture/Graphics

Working w/ Hands

Discussion

Using Narratives

Participating in role playing

Description/Words

Working w/ Head

Which do you prefer?

OR

C

A

which do you prefer96
Following Directions

Following Others

Precision

Logical

Lists

Working Independently

Creating your own path

Approximation

Creative

Graphic Organizers

Which do you prefer?

OR

S

R

learning styles
Learning Styles

CS Concrete Sequential

AS Abstract Sequential

CR Concrete Random

AR Abstract Random

strategies that work

Strategies that Work

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations

Robert Marzano, 2001

strategies that work100

Strategies that Work

Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Robert Marzano, 2001

determining root causes

DeterminingRoot Causes

International Center for Leadership in Education

slide104

Fishbone Diagram

Student

Absenteeism

slide105

Fishbone Diagram

Student

Absenteeism

slide106

Fishbone Diagram

People

Policies

Student

Absenteeism

Procedures

Public

Physical Plant

slide107

Fishbone Diagram

People

Policies

Student

Absenteeism

Procedures

Public

Physical Plant

slide108

Fishbone Diagram

People

Policies

Policy unclear

No teacher follow-up

No health services

Open campus

Increase in illness

Student

Absenteeism

Parents don’t

support

No rewards

Lack of security

Lack of business

support

Uninteresting

teaching

Limited facilities

Procedures

Public

Physical Plant

slide109

Further Information

http://dickjones.us

Or

http://www.natpd.com