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Beyond the Basics of Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education.

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Presentation on theme: "Beyond the Basics of Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education."— Presentation transcript:

1 Beyond the Basics of Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education

2 Agenda Beyond the Basics of Rigor and Relevance Welcome Closing College & Career Ready…The Real Life Application The 4 Quadrants

3 Holland Michigan 3

4 My Credentials Professor Hope College Doctoral Candidate Director of Content Development International Center for Leadership in Education 4

5 Lindas Family

6 What Weve Learned With the people sitting near you form a group of 3-5 Share at least three things you have learned from being at MSC. Be ready to share some items from you list with the group. 6

7 Why do we need to get to know the teacher? (Linda) Emotion is the gatekeeper to learning Relationship is a key element in every classroom Builds trust Find common threads of interest Fun

8 Thats Me! I can now found my way around the Gaylord Hotel I have learned at least three new things that I cant wait to implement when I get home. I have met at least three new people since arriving at MSC. I visited an Orlando attraction during my visit.

9 Goals for the Session My Goals: Your Goals: ~Give you a deeper understanding of the RR Framework. ~Give you applications for implementations of the RR Framework in your educational Setting.

10 Teaching Organizational Leadership Instructional Leadership Student Achievement

11 Rigor and Relevance Relationships Content Teaching How students learn

12 Rigor/Relevance Framework ® 12

13 3 Apply knowledge across disciplines 4 Apply to real- world predictable situation 5 Apply to real-world unpredictable situation Application 3 Analysis 4 Synthesis 5 Evaluation 6 D Adaptation Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. 13

14 14 RIGOR means framing lessons at the high end of the Knowledge Taxonomy KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

15 15 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

16 16 Rigorous Lessons ask Students to: EXAMINEPRODUCE CLASSIFYDEDUCE GENERATEASSESS CREATE PRIORITIZE SCRUTINIZE DECIDE

17 Relevant Real World Application in Unanticipated Situations

18 18 A Relevant Lesson asks Students to … USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

19 19 Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations 3 Application across disciplines 2 Application within discipline 1 Knowledge of one discipline course

20 Rigor/Relevance Framework ® 20

21 21 Verbs by Quadrant A name label define select identify list recite locate record memorize B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude

22 22 Product 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

23 Questions By Quadrant C How are these similar/different? How is this like…? Whats another way we could say/explain/express that? What do you think are some reasons/causes that…? 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 used 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?

24 24 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Students seek information to answer questions or solve problems High Low Students reflect on the potential use of the new information as a solution Students test the relevancy of the information as it relates to the question or problem Students apply the information learned to answer the questions or to solve the problems

25 25 RIGORRIGOR RELEVANCE AB D C Rigor/Relevance Framework Acquisition of knowledge / skills Motivation Creativity – Innovation Problem Solving High Low Rigor Critical Thinking Relevancy Validation

26 AB D C Rigor/Relevance Framework Assimilation ApplicationKnows Understands

27 27 Rigorous Lessons ask Students to: EXAMINEPRODUCE CLASSIFYDEDUCE GENERATEASSESS CREATE PRIORITIZE SCRUTINIZE DECIDE

28 28 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

29 ROAD CONSTRUCTION AHEAD Service Learning

30 The Metaphor Road Construction

31 Road Work Ahead Building Roads To The Future ! College and Career Ready Students

32 A Call to Action What roads need to be built in your community?

33 Intelligence as a Function of Experience Real Life Applications Doing activates the brain Students vividly recall their Service Learning experiences Quad D… High Rigor, High Relevance

34 The Body & Brain are an Inseparable Partnership for Learning Key in the vivid memories is the passion students feel about their projects Student builders & drivers

35 The Brain as a Pattern Seeker and Meaning Maker Students begin to see the connections between curriculum and the real world.

36 Developing Programs to Use what we Understand These projects provide a vehicle and reason to use the concepts and skills they are learning Multiple usage long-term memory

37 Meaningful Content Application of concepts, knowledge and skills in real-world ways. Quad D- application in unanticipated situations.

38 SERVICE LEARNING A teaching strategy that enriches learning by engaging participants in meaningful service to their schools or communities through careful integration with established curricula. Learn by doing!

39 SERVICE LEARNING vs. VOLUNTEERISM Volunteerism To fill a need with your time. Service Learning To fill a need with your time using your curriculum.

40 FOUR STAGES OF SERVICE LEARNING The Student Builder & Future Driver 1. Preparation 2. Projection Design/ Implementation/Evaluation 3. Reflection 4. Celebration

41 I. Preparation Getting Permits/Buying the Land Identifying and analyzing issues and the CCSS Choosing a project Learning skills needed to perform the service Planning the service project

42 I. Preparation Fly Away Home By Eve Bunting Illustrated by Ronald Himler

43 II. Project Design/ Implementation/Evaluation Bulldozing/Building the Highway Build the highway. Perform the service. Evaluate the project.

44 III. Reflection Inspecting the Work Regularly scheduled throughout the service project. Group and Individual. CCSS: Literacy Focus NGT: Justify your work

45 IV. Celebration The New Highway Opens Celebrate students contributions.

46 DRIVING THE HIGHWAY Seeing Service Learning in Action ChildTeach Kids Healing Kids

47 Service Learning Project Ideas Nursing Homes Soup Kitchens Homeless Shelters Home for Abused Women & Children Military Service Families Food/Clothing Drives Parks

48 Action Plans Social or Political Issue ScienceSocial Studies Language Arts Math 4 Elements: Preparation, Design & Implementation, Reflection, Celebration

49 Sample Action Plan Soup Kitchen Science Nutrition Body Systems Social Studies Needs and Wants Urban vs. Rural Language Arts Books: Stone Soup, Hunger Games Math Fractions: Recipes Cost of feeding a family per day 4 Elements: Preparation, Design & Implementation, Reflection, Celebration

50 Sample Action Plan Ballot Issue Science Environmental Impact Study Social Studies What part of the state does this impact and why? Language Arts Informational Reading Persuasive Writing Math Economy: Costs 4 Elements: Preparation, Design & Implementation, Reflection, Celebration

51 Write your own Action Plan Write an action plan for implementing Quad D & Service Learning Be ready to share your ideas with others.

52 Resources National Youth Service Day Learn and Serve America National Service-Learning Clearinghouse United Way (211)

53

54 Quote: We live in a world in which we need to share responsibility. Its easy to say Its not my child, not my community, not my world, not my problem. Then there are those who see the need and respond. I consider those people my heroes. -Fred Rogers

55 Linda L. Jordan ICLE


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