1. Designing “Quad D” Key Assignments
CTE TEACH in partnership with the California Department of Education
Welcome to designing quad D key assignments! If you are a mentor for CTE TEACH please stand up.

2. Agenda Welcome & Introductions Why change? Closing What is Quad D?
Design a Quad D assignment
Closing
Why change?
What is Quad D?
Understanding essential elements of Quad D assignments
How a mentor can help!

3. R & D
Rob & Duplicate!

4. Today’s Outcomes
Understand how rigor, relevance and relationships support effective instruction
Build a toolbox of strategies to become a “21st century/Quad D” classroom
Evaluate elements of Quad D key assignment and create one
Take information back to share with others/organization

6. Table Team Resume Using template
Builds student to student relationships
Builds teacher to student relationships
Great to use in beginning of new semester
Intro to teamwork class projects
Helps students recognize strengths & weaknesses of others, find common interests among group, inclusive, draws all students in
Modeling the importance of relationships!

7. What are the problems the world faces today?

9. A New Reality What impact will this changing world have on 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.
What impact will this changing world have on education?
How can schools prepare our youth for these realities?
How do we provide the essential skills and empowerment they need to be contributors in solving important world and community problems?

10. Why Change?

11. Our Students Have Changed

12. What do you Notice?

13. iBrain Documents evolutionary change in wiring of young minds
Previous Generations think “back to front”
Today’s youth thinks “front to back”

14. Who are students today? Digital natives Live in global world
Technology has changed the ways students learn
Students today – Do to Learn
Previous generations – Learn to Do
Example of pool filter – karen google map example

15. Example

16. The education industry thinks technology adds cost; all other industries use technology to drive down costs.

17. But is Education Keeping Up?
Schools designed to teach students AG & Working Class jobs such as manufacturing

18. Creative jobs require 21st century skills such as problem solving and collaboration

19. Ian Jukes Service class jobs are being replaced by technology
Example – What effect will drones have on delivery labor market?
Creative class jobs are facilitated by technology
Example – since 2007, 800,000 app jobs launching 50 Billion apps
“We must teach our students for their futures, not our past”

20. So we have to change! Bottom Line
Our students and world have changed…..
So we have to change!

21. Struggling Students
Ethnic groups are affected at higher percentage rates then these total numbers
Source: Education Week, Children Trends Database:

22. 100 Girls Project
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

23. Missed Income Opportunity to Society?
If all 2011 HS dropouts had graduated….over their lifetime they would have earned....
Nationally – $154 Billion
California – $21 Billion
All 2011 dropouts - estimated lost income
Source: Alliance for Excellent Education 2011

24. High School Dropouts are More Likely To:
Commit crimes
Rely on government assistance programs
Reducing nations ability to compete globally
Source: Alliance for Excellent Education 2011

25. Boring! 750 Students Describe school in one word
Using faux white bored. Describe school in one word

26. Source: Bill & Melinda Gates Foundation
Top 5 Dropout Reasons
Classes were not interesting – 47%
Missed too many days, could not catch up – 43%
Spent time with others not interested in school – 42%
Had too much freedom, not enough rules – 38%
Was failing – 35%
Source: Bill & Melinda Gates Foundation

27. How to Make it More Interesting?
Rigor
Relevance
Relationships!
Relationships
Relevance
Rigor
Candy Exercise before showing reversed order

28. Can’t Have Rigor w/o the First Two!
Students need to have relationships
Teacher to student
Student to student
Students need to “see” the relevance
To their world or you lose them
Improves both long term and short term memory

29. Relationships... Builds trust Promote motivation and risk-taking
Enhance learning
Need to be in place to build the safety and use higher order thinking (rigor)

30. Rules Power Indicators Risk-taking Control Mechanisms Teacher Role
Shift in Teaching
Management-based Teaching
Relationship-based Teaching
Rules
Mandated
Negotiated
Power
Without question
Authority with respect
Indicators
Students are passive and quiet
Students are actively engaged
Risk-taking
Discouraged
Encouraged
Control Mechanisms
Negotiate feed back/punishment
Positive reinforcement/reward
Teacher Role
Disseminate knowledge
Guide learning and give encouragement
Page 250 The Daggett System for Effective Instruction
Ask the participants to think about which column their current practices is in.
Page 250 The Daggett System for Effective Instruction

31. Adding Relevance to Any Lesson or Unit
Comparing Learning to…
Use the Real World…
Student’s life
Family’s life
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
Internet resources
Video and other media
Scenarios, real life stories
News - periodicals, media
Time: 6 minutes

32. With your elbow partner discuss the following:
What is Rigor
With your elbow partner discuss the following:
Your definition of rigor
The skills you think 21st Century Learners need to be successful in life

33. What is Rigor? Rigor is… Rigor is NOT….. Scaffolding thinking
Planning for thinking
Assessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
More or harder worksheets
AP or honors courses
The higher level book in reading
More work
More homework

34. Source: Partnership for 21st Century Skills
Top 21st Century Skills
Communication & Collaboration
Critical thinking & problem solving
Creativity & innovation
Information, media and technology skills
Productivity & accountability
Leadership & responsibility
Life & career skills
Flexibility & adaptability
Initiative & self-direction
Social & cross-cultural skills
Source: Partnership for 21st Century Skills
Reference document on flash drive.
Source: Partnership for 21st Century Skills

35. Rigor/Relevance Framework®

36. Rigor/Relevance FrameworkD C
High Rigor
&
Application
High Rigor
Low application R I
GOR
High A B
Low Rigor
Low Application
High Application
Low Rigor
Low
Low
High
RELEVANCE 18

37. Rigor/Relevance FrameworkD C
Student
Thinks & Works
Student
Thinks R I
GOR
High A B
Student
Works
Teacher
Works
Low
Low
High
RELEVANCE 18

38. Verbs by Quadrant
Time: 6 minutes
p. 5 Using R/R Handbook

39. Products by Quadrant
A definition worksheet list quiz test workbook true-false reproduction recitation B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention
Time: 6 minutes 39 39

40. Questions By Quadrant
C 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? ________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms?
D 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…? _______________________________________B 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?

41. Today's Students “Do” To LearnC A B

42. Instead of Learning to DoC A B

43. The 21st Century/Quad D Classroom
Creates rigor, relevance & builds relationships
Infuses students with 21st century skills
Inspires critical thinking and problem solving

44. Interpretation with Justification Routine
What Makes You Say That?
Interpretation with Justification Routine
1. What's going on?
2. What do you see that makes you say that?

45. A routine for exploring works of art and other interesting things
I See…I Think…I Wonder
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?

46. I see…I think…I wonder…

47. A routine that sets the stage
Think, Puzzle, Explore
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?

48. Connect, Extend, Challenge
CONNECT: How are the ideas and information presented CONNECTED to what you already
EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions?
CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

49. Future Think Predict what would happen if? What affect on government?
What affect on industry?
Weigh pros & cons
How would this affect
you & your family?

50. I Used to Think…, But Now I think…
A routine for reflecting on how and why our thinking has changed

51. But Change is Hard? Let’s practice! Stand up Everybody cross arms
Which arm on top?
Now bring arms to your side and cross arms again with opposite arm on top.
Is Change hard or is it just “Different”?

52. So Lets Begin! How do we define a key assignment?
One that meets Quad D criteria!

53. Quad D Key Assignment Requires Students To:
Complete an assignment that covers an extended period of time, involves ongoing instruction and research, and uses problem-solving/design process to address assigned project or problem
Uses technology/software/equipment applicable to field

54. Continued Work in teams/individually to develop solutions, requires:
Collaboration
Communication
Creativity
Cultural Understanding
Conduct research and read complex informational text summarizing ideas crucial to assignment
Propose solutions/strategies and can justify
Develop written implementation/action plan with tasks, timeline, costs, etc.
Build/test pro-type or product, repair, evaluate or redo as needed

55. Continued Use high school math skills
Identify/apply scientific or social sciences needed to complete the assignment
Complete final written document and make an oral presentation of their work
See learning and self-reflect on new insights gained

56. Requires Teachers To:
Complete ongoing formative assessments with feedback and a summative written and performance evaluation that assesses both technical and academic skills of the assignment

57. Key Assignment Review Employability
Identify all 11 criteria in assignment
Table discussion
Share out

58. Your Turn! Evaluate key assignment you brought Evaluate one of oursOr
Evaluate one of ours
What’s missing?
What can be tweaked to make it Quad D?

59. Design a Key Assignment
Using template

60. Lunch! Be back at 12:30!

61. For Understanding What is a Key Assignment?
What is the Value of Key Assignments?
I want this side of the room to think of one word that describes Quad D Key Assignments.
I want this side of the room to think of one word that describes the value of Key Assignments.
Do Whip Arounds
You also began designing your own key assignments.

62. “Education ceases to be learning when the 3 R’s are read, remember, and regurgitate.”
Here is a thought I want to share with you! Was anyone else besides me taught this way???

63. Mentoring With Today’s 3R’s
Relationships
Relevance
Rigor
The 3 R’s hold true for the Mentor and Teachers relationship.
To build a relationship with your teacher will mean that mentors will need to spend time in person with their teachers.
Workshops, inservices, and PCLs are good ways to deliver information, but to build trust, motivate, promote risk taking

64. Relationships Trust – Confidentiality Professional Friend
Promote motivation and risk-taking
Build a safe rapport
What are some examples of how Mentors can build these types of relationships with their teachers?
Most importantly, you must be available to your teachers and it is important to make it in person.
With class visits, coffee, walk throughs, observations etc. Let them know you are their peer and want to help.

65. Relevance The Why? What’s in it for me, my teaching, my students?
Why would one make the change, take the risk?
This morning Marie gave some pretty good reasons. Can someone give one of those reasons?
Our student have changed due to unsafe world, technology, thinking front to back they do to learn.
Remember Ian Jukes quote “ We must teach our students for their futures, not our past” We cannot live vicariously though our kids or our students,
Bottom line it is a different world and our students have changed!
Just like our students, your teachers are going to wonder what’s in it for me, my teaching and my students. We all do, didn’t you come here today thinking what’s in it for me?

66. Rigor We All Must Use Higher Levels of Thinking
We Must Provide Support (scaffolding) to Help Teachers Advance Their Teaching to Higher Levels of Thinking
Monitor and Assess your Teacher’s Work to Inform Your Mentoring
If we expect our students to use higher levels of thinking we are going to have to use higher levels of thinking in both our teaching and mentoring.

67. The Big Shift
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.
We teachers need to provide our students with opportunities to drill down deeper and use higher levels of thinking. To do this our teachers need practical, realistic strategies to grasp this.

68. Lesson Plan: Begin with the End in Mind
Student thinks, analyzes, problem
solves, creates solutions
Students use competence and knowledge to create and implement solutions
Student Thinks
Student Thinks/ Works
Experiences
that will facilitate
student’s learning
What students need to know
& why
Lesson Planning is now more important than ever. We need to seriously think our lesson through at higher levels of rigor and application by incorporating the Rigor and Relevance Framework into it.
So let’s begin with the end in Mind.
Teacher Works*
Student Works

69. “The person who learns the most is the person who does the most work
“The person who learns the most is the person who does the most work.” Harry Wong

70. Lesson Plan: Begin with the End in Mind
Analyze job descriptions
Synthesize skills and job requirements
Evaluate job offers
ID item to negotiate
Choose employer
Notify employers
Justify choice
Write Summary
Present and Justify
(Student Thinks & Works)
(Student Thinks)
Applications
Cover letters
Resumes
Interviewing
Professional dress
Communication
Resources
Prepare and Tailor documents
Locate Job Boards
ID 2 Employers
Mock Interview
Let’s take a look at the example of the Key assignment and see how it might fall into the Rigor and Relevance Quadrants.
We begin with the end in mind. Which quadrant do you think the end would fall into? Quad D Ok, what do we need to do in order for our students to get to Quad D with this assignment.
What do you think we should do next? Quad B , Quad C and D Remember these may go in different orders. Carol told us that our law enforcment teachers might go back and forth between b and c. Give example on Crime Scene .
(Student Works )
(Teacher Works*)

71. Employment documents, mock interview, written summary, mind maps and presentation will be assessed.
Lesson planning isn’t going away because of there are four quadrants. In fact it is more important than ever! We need to really think our lessons through at higher levels of thinking our selves. So lesson planning is crucial. We now need to be sure we are addressing and considering the quadrants as we plan our lessons. We need to be sure to include opportunities and use strategies that will allow students to use higher levels of thinking in their lessons. It is our job to help our teachers do this.
We still must have an objective – what is that you want your students to know and be able to do by the end of the lesson.
Of course we need to address our course competencies, CCSS, anchor standards and determine how we are going to assess our students so they know & we know if they achieved the lesson objectives. Now we understand that the brain is constantly bombarded with incoming sensory data makes using an anticipatory set to focus on the objective vital ( we must hook em)

72. Resume paper, graphic organizers, computers,
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.
( Housekeeping ) Of course we must plan for the materials and equipment that will be needed to achieve this lesson.

73. From the Sage on the Stage to the Guide on the Side!

74. Show Power Point examples of correctly completed applications, cover letters, resumes.
Chunk information into several bits at a time and then check for understanding (question by quadrant and observation) as students complete their documents.
Show a short video or do a skit that isn't quite perfect on interviewing, communication skills and professional dress. 
Students list good places to look for jobs. Teacher fills in any gaps where students could look online for jobs in your field.
Arrange and schedule with business professionals to interview students.
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.
Then we must teach the lesson, keeping in mind the person who does the most work is the person who learns the most. Let students do the work wherever you can.
We still must give information in digestible portions so students can process it and check for understanding before we move on. We need to determine the instructional strategies and techniques to use. (refer to book.) We still must meet the needs of all students so they can learn by differentiating instruction. These are considerations we still must make.
Introduce employment docs, interviewing, professional dress & communication.

75. Students identify appropriate job boards for their field.
Demonstrates how to complete each section of employment documents, students will complete each corresponding section.
Students evaluate each others documents. Teacher will check each section for accuracy and ask and answer questions.
Students evaluate and discuss interview skit or video for communication, interviewing skills and professional dress for your field.
Students identify appropriate job boards for their field.
Students practice professional dress and interviewing with each other.
Teacher monitors each pair of interviewing students and provides feedback.
We learned from brain based learning that information does not gel on initial exposure; it takes time to consolidate and clarify. This is why guided practice is so crucial. Remembering that education is not reading, remembering and regurgitating. We must provides our students with opportunities to practice it.
Applications,, practice interview and dress, identify job boards
Peer evaluation & discussion

76. Each day students will record and diagram their progress using a mind mapping website.
They will synthesize and organize their research information, making connections .
Students will share out any new or interesting discoveries they have made.
Teacher will fill in any missing information.

77. Students create portfolio, containing resume, cover
letter and application.
Students mock interview with business professionals and present portfolio.
Business professional evaluates student’s portfolio, documents, communication skills, and appearance
Using technology students write summary about their experience and justification and present to peers, family and friends
Portfolio, job selection, justify, summary, present

78. Allow students more time to research their
employer. Have students research employability before teacher presents. Mock interviews went well,
do again!
Need to learn strategies to control nervousness.
Students begin a real job search and report back to
class on their experience.
One of the most important things we can share with our teachers is to be sure to reflect on our teaching. I always suggest at the end of the day to reflect on what went well and what needs to be done differently. Also to get feedback from students and their needs. So the next time you teach this lesson you aren’t starting from scratch, instead you have now banked a lesson that will be improved upon time and time again.
This is an opportunity for mentors and administrator to have a conversation with teachers on what worked and what needs to be improved upon and what the next steps are.

79. Coaching and Mentoring
Consult - Provide resources and information
Collaborate – Co-develop ideas
Coach - Support teacher’s thinking, problem solving and goals.
Source: Blended Coaching

80. Student Work Use student work as your starting point
Use data to drive instruction
Discuss solutions to help students learn
Takes the focus off the teacher
Source: Working Smarter, not Harder, by Focusing on Student Work

81. Recipe : Recipe for Success
From the Classroom of: A CTE TEACH Mentor Teacher
Ingredients:
Directions
Relationships
Relevance
Rigor
Consult, Collaborate, Coach
Student Work
Begin with the end in mind
Lesson Planning
Check thinking levels (pulse)
Reflect
Plan next steps

82. Roadshow!
Challenges
Opportunities

83. Thank You! Contacts Marie Perotti – Project Coordinator
Becky Sharp – Peer Coach Leader
Jule Barta – Curriculum Development