1. Session 4 Rigor and Relevance Problem-Based Learning
iPad Workshop
Session 4
Rigor and Relevance
Problem-Based Learning

2. Rigor and Relevance
Dr. Willard Daggett, International Center for Leadership in Education
Developed to examine curriculum, instruction and assessment
Based on the two dimensions of higher standards and student achievement.
The Knowledge Taxonomy is a continuum based on the six levels of Bloom’s
The high end labels the more complex ways in which individuals use knowledge (i.e., taking several pieces of knowledge and combining them in logical and creative ways).

3. An Application Model
High end is use of knowledge to solve complex real-world problems and to create unique projects, designs and other works for use in real-world situations

4. Instruction
RIGOR
RELEVANCE

5. Rigor 6. Evaluation 5. Synthesis 4. Analysis 3. Application
New Bloom’s Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge/ Awareness
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

6. When is a Task Rigorous? Students… think deeply about a problem
analyze new situations
interpret and synthesize knowledge
bring ideas together in a new or creative way
develop and justify their own criteria for evaluation
are intellectually challenged

7. Relevance
Knowledge is less connected to realistic situations and has less apparent value beyond school
Knowledge is clearly connected to realistic situations and has value beyond school
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situations

8. When is a Task Relevant? Value beyond school
Addresses an actual problem of contemporary significance
Builds on students’ real-life experiences
Has students communicate knowledge beyond the classroom
Students recognize the connection between classroom knowledge and situations outside the classroom

9. C D A B Adaptation High Rigor – Low Relevance
High Rigor – High Relevance
Adaptation A
Low Rigor – Low Relevance B
Low Rigor – High Relevance

10. Quadrant A
Represents simple recall & basic understanding of knowledge for its own sake.
Students gather and store bits of knowledge and information.
Students are primarily expected to remember or understand this acquired knowledge.
Low Rigor – Low Relevance C D A B 10

11. Quadrant B
Students use acquired knowledge to complete tasks with a connection outside school.
Activities or tasks involve lifelike situations.
Does not require higher order thinking.
Low Rigor – High Relevance C D A B 11

12. Quadrant C
Students are thinking deeply about a problem in the discipline.
Represents more complex thinking but has less clear value outside of school.
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.
High Rigor – Low Relevance C D A B 12

13. Quadrant D
Students are thinking deeply and there is a connection to lifelike situations.
Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High Relevance C D A B 13

14. Student-Teacher Engagement
In the Rigor/Relevance Framework there are different degrees of student engagement.
In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.

15. Students are thinking deeply about teacher-directed questions
Students are thinking deeply about teacher-directed questions. Which quadrant? C D A B A B C D 15

16. Teacher is doing the working and the thinking. Which quadrant?B A B C D 16

17. Students are working on teacher-directed, real-life problems
Students are working on teacher-directed, real-life problems. Which quadrant? C D A B A B C D 17

18. Students are working and thinking. Teacher is working & thinking.
Rigor & Relevance: Student – Teacher Engagement C
Students are working and thinking. D
Teacher is working & thinking. A B R I
GOR
RELEVANCE

19. Strategies for Quadrant A Acquisition
Lecture
Guided Practice
Memorization
Teacher Demonstration
Video
Graphic Organizer-Notes
Instructional Technology-Games

20. Strategies for Quadrant B Application
Cooperative Learning-Group Discussion
Demonstration-Student
Instructional Technology-Games
Project Design
Simulation/Role Playing

21. Strategies for Quadrant C Assimilation
Brainstorming
Group Discussions
Inquiry
Socratic Questioning

22. Strategies for Quadrant D Adaptation
Brainstorming
Cooperative Learning
Inquiry-Research
Presentations/Exhibitions
Problem-Based Learning
Simulation/Role Playing
Socratic Seminar
Internships
Work-Based Learning

30. Web Page

31. Problem-Based Learning
Project-Based Learning
Driving Question or Challenge
Need to Know
Inquiry and Innovation
21st Century Skills
Student Voice and Choice
Feedback and Revision

32. Excerpts from Edutopia
Creating schools for the 21st Century requires less time looking in the rearview mirror and more vision anticipating the road ahead.
Teaching has been an activity undertaken behind closed doors between moderately consenting participants.
Technology enables students, teachers, and administrators to reach out beyond the school building.
Innovative classrooms are not defined by fixed places but by their spirit of curiosity and collaboration among students, teachers, and others in a true learning community.
When today’s students leave the confines of the classroom, they must be prepared for an information-based society. The old school model of the Industrial Age is no longer valid.
Today’s workplace needs people who can solve problems, collaborate, and communicate well with others. No one knows what the future will bring. Our children need to have “mental flexibility.”
Alvin Toffler wrote that the greatest skill in the next century will be the ability to learn, unlearn, and relearn.
Lee Shulman, president of the Carnegie Foundation for the Advancement of Teaching, has observed, “Teaching has been an activity undertaken behind closed doors between moderately consenting participants.” Technology enables students, teachers, and administrators to reach out beyond the school building. It brings to the students access to sources of knowledge and experts, be it first person accounts to movies of the Civil War found on the Library of Congress’ “American Memory” collection to online chats with astronauts from NASA.
Project-based learning and technology bring a new relevance to the learning at hand.
By using technology and bringing real-life context to the curriculum, students are encouraged to become independent workers, critical thinkers, and life-long learners.
Teachers can communicate with administrators, exchange ideas with other teachers, and communicate with parents, all the while breaking down invisible barriers created by the isolation of the classroom.
Innovative classrooms break down the walls of boredom and apathy. They engage and motivate students to take an active part in their learning. Students become collaborative members of the teaching, sharing, and learning process.

33. Problem/Inquiry Based Learning
An inquiry process that resolves questions, curiosities, doubts, and uncertainties about complex phenomena in life.
A problem is any doubt, difficulty or uncertainty that invites or needs some kind of resolution.
We want students to become deeply involved in a quest for knowledge.

34. What is Problem-Based Learning?
PBL is curriculum-fueled and standards-based.
PBL asks a question or poses a problem that ALL students can consider and find answers. Concrete, hands-on experiences come together during problem-based learning.
PBL allows students to investigate issues and topics in real-world problems.
PBL fosters abstract, intellectual tasks to explore complex issues.
Problem-based learning is truly learning in action. It engages students so that they are no longer passive receptacles of information, but active pursuers of knowledge.
As educators, we need to address the content standards that are required for our students. We must always keep in mind these standards when designing a lesson.
We must ask ourselves what types of activities support the standards because the content standards provide the foundation of knowledge to build upon.
Too often in the past, the lesson was direct instruction with the teacher delivering the content via lecture. With project-based learning the inquiry process lends itself to collaborative projects.
With project-based learning the teacher or the students pose a guiding question:
What happens at night?
What do nocturnal animals do while we’re sleeping?
What is cystic fibrosis and how is it caused? [This was a question asked by second graders who had a classmate born with cystic fibrosis.]
What would happen if our class formed a business with a real product and started selling stock?
What does a high school look like in the year 2050? [This was a question posed by Eeva Reeder to her high school geometry students.]
Field trips, experiments, model building, posters, and the creation of multimedia presentations are all viable activities within project-based learning.
By creating bridges between subjects, students view knowledge holistically, rather than looking at isolated facts.
Project-based learning promotes understanding, which is true knowledge. Students explore, make judgments, interpret, and synthesize information in meaningful ways.

35. Transformation
The teacher cultivates a rich learning environment, where blending choice of technology tools with student-initiated investigations, discussions, compositions, or projects, across any content area, is promoted.

36. How Does Problem-Based Learning Work?
Question
Plan
Schedule
Monitor
Assess
Evaluate
Problem-based learning, as with all lessons, requires much preparation and planning.
When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed.
Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.
Next, what time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
Students will need to be given direction for managing their time, a definite life skill.
Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills?
The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.

37. Problem-based learning, as with all lessons, requires much preparation and planning.
When designing the project and the student question that will launch the project, it is essential that you have in mind exactly which content standards will be addressed.
Once these standards are in mind, then devise a plan that will integrate as many subjects as possible and appropriate into the project.
Have in mind what materials and resources will be accessible to the students to assist them.

38. Consider the time allotment will be given to the project
Consider the time allotment will be given to the project. Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
Students will need to be given direction for managing their time, a definite life skill.
Finally, have a means for assessing your students’ completion of the project. Did the students master the content? Were they able to apply their new knowledge and skills?
The question that launches your project-based learning lesson must be one that engages the students. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.

39. Question Start with the Essential Question.
Take a real-world topic and begin an in-depth investigation.
Make sure it is relevant to your students.
The question that launches your learning lesson must be engaging to the students.
It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.
Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community?
Make it a one that students can feel that they are making an impact by answering the question or solving the problem.
The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.

40. Questions
The question that launches your learning lesson must be engaging to the students.
It is greater than the task at hand. It will pose a problem or a situation that the students can tackle knowing that there is no ONE answer or solution.
Base your question on a situation or topic that is authentic. What is happening in your classroom? In your community?
Make it a one that students can feel that they are making an impact by answering the question or solving the problem.
The question should be a “NOW” question -- a question that has meaning for the students in their lives at this moment in time.

41. Plan
Plan which content standards will be addressed while answering the question.
Involve students in the questioning, planning, and project-building process.
Teacher and students brainstorm activities that support the inquiry.
Problem-based learning, as with all lessons, requires much preparation and planning.
When designing the project/inquiry and the student question that will launch the project, have in mind exactly which content standards will be addressed through your inquiry and project development.
Students feel ownership of the project when they have an active role in the decision making for the activities.
Devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.
For a sample of concept mapping software, visit the Inspiration Web site at

42. Planning Considerations
Problem-based learning, as with all lessons, requires much preparation and planning.
When designing the project/inquiry and the student question that will launch the project, have in mind exactly which content standards will be addressed through your inquiry and project development.
Students feel ownership of the project when they have an active role in the decision making for the activities.
Devise a plan that will integrate as many subjects as possible and appropriate into the project. Have in mind what materials and resources will be accessible to the students to assist them.

43. Schedule
Teacher and students design a timeline for project components.
Set benchmarks.
Keep it simple and age-appropriate.
What time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
Give students direction for managing their time. Teach them how to schedule their tasks. Remind them of the timeline. Help them to set deadlines.
The “big question” acts as the catalyst. Initiate projects that will let all students meet with success. Allow students to go in new directions, but guide them. Help them stay on course: the path to knowledge.

44. Schedule Considerations
What time allotment will be given to the project? Will this project be conducted during the entire school day or during dedicated blocks of time? How many days will be devoted to the project?
Give students direction for managing their time. Teach them how to schedule their tasks. Remind them of the timeline. Help them to set deadlines.
The “big question” acts as the catalyst. Initiate projects that will let all students meet with success. Allow students to go in new directions, but guide them. Help them stay on course: the path to knowledge.

45. Monitor Facilitate the process. Mentor the process. Utilize rubrics.
Teach the students how to work collaboratively. Designate fluid roles for group members. Have students chose their primary roles but assume responsibility and inter-activity for all group roles. Provide resources. Provide guidance.
Create team rubrics:
Team rubrics state the expectations of each team member. Watch the group dynamics. How well are the members participating? How engaged are they in the process?
Create project rubrics:
What is required for project completion? What is the final product: a word-processed document? A multimedia presentation? An oral report? A poster? A combination of products? What does a good report/multimedia presentation/poster/product look like? Make the requirements clear to the students so that all can meet with success.

46. Monitoring
Teach the students how to work collaboratively. Designate fluid roles for group members. Have students chose their primary roles but assume responsibility and inter-activity for all group roles. Provide resources. Provide guidance.
Create team rubrics:
Team rubrics state the expectations of each team member. Watch the group dynamics. How well are the members participating? How engaged are they in the process?
Create project rubrics:
What is required for project completion? What is the final product: a word-processed document? A multimedia presentation? An oral report? A poster? A combination of products? What does a good report/multimedia presentation/poster/product look like? Make the requirements clear to the students so that all can meet with success.

47. Assess Make the assessment authentic.
Know authentic assessment will require more time and effort from the teacher.
Vary the types of assessments used.
The scoring of traditional testing, such as true-false or multiple choice, is much easier and less time consuming than the scoring of authentic assessment.
These tests only show the estimated knowledge of the student once you factor in the element of the student’s guessing at answers.
Types of authentic assessment are:
Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge.
Essays: students are asked to analyze and synthesize their new knowledge and then write about it.
Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge.
Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge.
Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge.
Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.

48. Types of Authentic Assessment
Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge.
Essays: students are asked to analyze and synthesize their new knowledge and then write about it.
Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge.
Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge.
Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge.
Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.

49. Evaluate Take time to reflect individually and as a group.
Share feelings and experiences.
Discuss what worked well.
Discuss what needs change.
Share ideas that will lead to new inquiries, thus new projects.
In the busy schedule of the school day, there is often little time for reflection. Yet, reflection is a very important part of the learning process.
How do we expect our students to be able to synthesize their new knowledge if they are not given time to reflect upon what they have discovered?
Too often, we teachers do not allow ourselves the time to reflect, as well.
Set a time that is designated for reflection upon the daily activities. Allow for individual reflection, such as journaling, as well as group reflection and discussion.

50. Differences Between Project Based and Problem Based Learning
In Project based learning, the students define the purpose for creating an end product.
In Problem based learning, the students are presented with a problem to solve.
In Project based learning, the students present their conclusion and there is an end product.
In Problem based learning, when the students present their conclusion, there may or may not be an end product.

51. An education company has asked for your help to create an activity with the following materials. 20 pieces of paper, 4 paper clips, 10 inches of tape and a tennis ball. The activity should include 21st Century Skills and other content areas. Work in groups of 3 to 5. You have 20 minutes to complete and present
your group results.
This is a Problem Based Learning activity

52. You have been given 20 pieces of paper, 4 paper clips and 10 inches of tape.
Your group is to build the highest paper tower possible that will support a tennis ball for 10 seconds when placed on top. The structure is to be free standing and cannot touch any other object that would aid in support. The tape is also not to be used to attach the tower to any other object. One final objective for your group is to make connections to STEM content areas relating to this activity. You have 20 minutes to complete.
This is project based

53. Session 5 Why Technology? How? Your Unit
iPad Workshop
Session 5
Why Technology?
How?
Your Unit

54. Why Technology?

63. Turn and Talk

65. Today Students must be…. Students…..
Be active processors of information
Be skilled problem solvers
Be effective communicators
Network
See school as largely irrelevant
Want control of what they do
Have short attention spans
Learn via human and technical networks

66. How Are Your Students Different Today?
Turn and Talk

67. How Has Your Teaching Changed To Meet This Different Student’s Needs?
Turn and Talk

70. Does This Sound Like Any Of Your Students?

75. We need to be using technology, including Web 2
We need to be using technology, including Web 2.0 tools to connect our classrooms with the rest of the world…..

76. Top Web 2.0 Tools Poll Everywhere Animoto LibriVox Twitter Dropbox
WordPress/Blogger
Diigo
Conceptboard
Cacoo
Prezi
This list changes regularly!
Keep up with Edudemic

88. Technology’s Four Roles In Student Achievement
First, effective technology uses have been found to increase the ability of students to achieve. If you want higher test scores, focus technology uses on higher thinking tasks.
Bernajean Porter

89. Technology’s Four Roles In Student Achievement
Second, technology can support traditional student assessment in four ways
online grade books used to increase communication with students and parents in real time
test banks that support teachers in customizing for individual needs
electronic tests that provide immediate feedback loops of formative diagnosis that redirect learning tasks
student information systems for continuous tracking and communicating student achievements.

90. Technology’s Four Roles In Student Achievement
Third, technology also extends our ability to evaluate the growth and development of student abilities over time
using video reports for showing rather than telling about student successes
using electronic K-12 portfolios for revealing formative progress
creating digital student resumes for showcasing exemplar work
engaging students along the way in organizing and reflecting on their own progress.

91. Technology’s Four Roles In Student Achievement
Fourth, technology expands student’s ability to demonstrate what they know and are able to do.
Student work produced with technology can be used to:
measure impact
organize staff development
increase lesson design skills
extend evaluation processes
support students in becoming knowledge producers rather than consumers.
students were found to perform significantly better when composing essay tests on computers rather than using paper - pen. (Wellesley Public Schools/Boston College, 2000)

92. Transforming Uses of Technology
Technology and learning uses are initiated by students as well as by teachers, creating innovative learning tasks that would be impossible without technology
Expanding teacher and student roles, and developing skills in collaboration, self-directed learning, complex thinking, communication, and the use of electronic information

93. Transforming Uses of Technology
Technology is used to transform school culture. When describing what is happening, teachers are telling "new stories with new tools."

94. Transforming Uses of Technology
Typical activities include: • using technologies as complex learning and thinking tools • students in different schools using telecommunications to gather, process, and report on a common project • students working together to solve real-world problems with real-world technology tools • students using groupware that facilitates collaborative writing, brainstorming, or other technology-based group activities • students have opportunities to construct and demonstrate their learning beyond standardized tests through performance-based assessments and other alternatives

96. Technology Integration Matrix
Grades 3-5, Entry, Collaborative:
Middle School, Collaborative, Adaptation
Grades 3-5 Entry, Authentic,
Grades 3-5, Goal Directed, Transformation
MS, Goal Directed, Transformation
MS Goal Directed, Transformation
MS Authentic, Entry

97. Your Unit Think About It Share What content areas are you considering?
What specific units are you considering?
Share
Are there colleagues who have similar interests?
You may create a “group unit” if you wish

98. Planning Protocol