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Advanced Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education Session #30.

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Presentation on theme: "Advanced Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education Session #30."— Presentation transcript:

1 Advanced Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education Session #30

2 Agenda Advanced Rigor and Relevance Welcome Closing The RR Framework Instructional Strategies

3 Resources

4

5 Holland Michigan 5

6 My Credentials 6 Director of Content Development International Center for Leadership in Education

7 Relationship Building What Weve Learned With the people sitting near you form a group of 3-5 Share at least three things you have learned at the conference Be ready to share some items from you list with the group. 7

8 Learning Outcomes Give you a deeper understanding of the RR Framework. Give you applications for implementations of the RR Framework using instructional strategies in your educational setting.

9 The International Center for Leadership in Education

10 Daggett System for Effective Instruction Alignment for Student Achievement PG page 7

11 Organizational Leadership Create a shared vision and culture for success; organizational systems aligned to support student achievement. Instructional Leadership Define instructional priorities, using data in a systematic way to drive decision making; ongoing opportunities provided for professional growth. Teaching Convey a deep knowledge of content and be equipped with a set of powerful teaching strategies to drive student achievement. Daggett System for Effective Instruction

12 Next Generation of Assessments Smarter Balanced PARCC assessment

13 Rigor/Relevance Framework ® 13

14 Relationships make Relevance possible Relevance makes Rigor possible Rigor makes the future possible

15 Relationships Make Relevance Possible

16 Relationships Increase feelings of safety, motivation, and risk taking Enhance learning

17 Relationship Building Teachers who take the time to know their students are better able to determine the best methods for capturing their attention, be it subtly weaving in references to hobbies or interests to illustrate the usefulness of a skill or simply stating how the material is applied to the real world - Ray McNulty

18 Which engagement characteristics do your students exhibit consistently in every classroom? What is the culture of your school? Engagement is Critical for Great Relationships THINK PAIR SHARE

19 Positive body language Consistent focus Verbal participation Confidence Sense of fun and excitement Comfort seeking help and getting individual attention Can clearly describe learning Find the work meaningful, relevant, and connected Work on rigorous learning, complex problems, and issues Can explain what high-quality work looks like and how his or her work compares Can set and meet personal goals Engagement Characteristics

20 What are you currently doing to build relationships? Record 3 ways you build relationships. When Linda gives the signal (chimes) Stand up, put your hand up and find someone else to share with- record their ideas. Put your hand up and find a new partner and record their ideas.

21 Rigor/Relevance Framework ® 21

22 Rigor Means Thinking KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION Means Framing Lessons at the High End of the Knowledge Taxonomy.

23 Relevant Real World Application in Unanticipated Situations

24 ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL-WORLD PREDICTABLE REAL-WORLD UNPREDICTABLE Relevance Is the Purpose of Learning

25 What is Relevant to TODAYs Students? K- Born in Born in Born in 1995 (in K 2001) What have you experienced that they have NOT?

26 Rigor/Relevance Framework

27 Are you using the Tools? Verbs by Quadrant Products by Quadrant Questions by Quadrant Application Model Decision Tree

28 28 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

29 29 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

30 Question Stems 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 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? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?

31 Application Model Decision Tree

32 Cross-Reference of Knowledge Taxonomies Blooms Taxonomy Revised Bloom's Taxonomy Webbs Depth of Knowledge Marzanos New Taxonomy of Educational Objectives Low Rigor KnowledgeRemembering Recall Knowledge Retrieval ComprehensionUnderstandingComprehension ApplicationApplyingBasic Application of Skill/Concept High Rigor AnalysisAnalyzingStrategic Thinking Analysis SynthesisKnowledge Utilization EvaluationEvaluatingExtended Thinking Creating

33 Digging Deeper into the R &R Framework The Collaborative Instructional Review Process Instructional Strategies Comparison of Frameworks

34 The Collaborative Instructional Review Process Rubrics

35 35 Examining Rigor

36 36 Examining Relevance

37 37 Examining Learner Engagement

38 Instructional Strategies Beginning Developing DevelopingMeeting Developing Meeting Meeting Exceeding

39 RIGOR Thoughtful Work Beginning to Developing Student work is easy usually only requiring a single correct answer. Use of verb, product & question charts Brainstorming Summarizing

40 Developing to Meeting RIGOR Thoughtful Work Developing to Meeting Student work occasionally requires extended time to complete, stretches student learning, and requires use of prior knowledge. Learning Centers Teacher Questions Artistic Expression

41 RIGOR Thoughtful Work Meeting to Exceeding Student work requires extensive use of prior knowledge, is frequently creative and original and requires students to reflect and revise for improved quality. Problem based learning & Service Learning Summarizing Presentations/Exhibitions

42 RIGOR High-Level Thinking Beginning to Developing Student work requires simple recall of knowledge. Compare and contrast Consensus Seeking Think-pair share

43 Developing to Meeting RIGOR High-Level Thinking Developing to Meeting Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Feedback and Reflection Logical and Independent Thinking Demonstration

44 RIGOR High-Level Thinking Meeting to Exceeding Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Socratic Seminar Research Instructional Technology- Independent Learning

45 RIGOR Oral Extended Response Beginning to Developing Students oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts.. Use of simultaneous response strategies Students seated in cooperative groups Play

46 Developing to Meeting RIGOR Oral Extended Response Developing to Meeting Students oral responses demonstrate comprehension by explaining information in their own words, and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups.. Cause and effect Fact and Opinion Cooperative Learning

47 RIGOR Oral Extended Response Meeting to Exceeding Students oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions.. Simulations/Role Play Story Telling Debate

48 RELEVANCE Meaningful Work Beginning to Developing Student work is routine and highly structure, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge... Artistic Expression Games Set a Purpose for Reading

49 Developing to Meeting RELEVANCE Meaningful Work Developing to Meeting Student work is routine and highly structured, reflects knowledge in one discipline, an usually requires the memorization of facts and formulas or an assessment of content knowledge... Manipulatives and Models Digital Media Production Instructional Technology –-Any Time –-Real Time

50 RELEVANCE Meaningful Work Meeting to Exceeding Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance consistent with real-world applications.. Service Learning Worked Based Learning Note-taking/Graphic Organizers

51 RELEVANCE Authentic Resources Beginning to Developing Students rely on the teacher as their primary resource to complete work.. Technology- Teacher & Student Demonstrations Relationships (student experiences)

52 Developing to Meeting RELEVANCE Authentic Resources. Developing to Meeting Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work. Local Museums/Libraries Guest Speakers Manipulatives & Models

53 RELEVANCE Authentic Resources Meeting to Exceeding Students use real-world resources such as manuals, tools, technology, primary sources documents, and/or interviews to complete work... We Surveys Work-based Learning Inquiry

54 RELEVANCE Learning Connections Beginning to Developing Students see learning only as a school requirement unrelated to their future or their outside lives.. Use this today Career Hunt Checking for Understanding

55 Developing to Meeting RELEVANCE Learning Connections. Developing to Meeting Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Simulations Games Student Goal Setting

56 RELEVANCE Learning Connections Meeting to Exceeding Students see connections between what they are learning and their lives, and can make links to real-world applications. Work-based Learning Problem-based Learning Project Design

57 Verbal Participation LEARNER ENGAGEMENT Verbal Participation Beginning to Developing Students rarely share ideas, ask questions, or answer questions. Simultaneous Response Strategies Elbow Partners Talking Objects

58 Verbal Participation Developing to Meeting Students follow classroom procedures but may be reluctant to share ideas, or ask or answer questions. LEARNER ENGAGEMENT Verbal Participation Developing to Meeting Students follow classroom procedures but may be reluctant to share ideas, or ask or answer questions. Discussion Chain Inside/outside Circle Jigsaw

59 Verbal Participation. LEARNER ENGAGEMENT Verbal Participation. Meeting to Exceeding Students are eager to share ideas, and ask and answer questions. Norms established Reflection Debate

60 LEARNER ENGAGEMENT Body Language Beginning to Developing Students exhibit negative body language. Greet at the door Positive Feedback Teacher/Student Proximity

61 Developing to Meeting Students exhibit some negative and some positive body language. LEARNER ENGAGEMENT Body Language Developing to Meeting Students exhibit some negative and some positive body language. Relationship Building Activities SLANT Behavior Meaningful Content

62 LEARNER ENGAGEMENT Body Language Meeting to Exceeding Students exhibit positive body language, and make eye contact with others. Personal Contracts Individual Student Conferences Affective Behaviors Assessed

63 LEARNER ENGAGEMENT Focus Beginning to Developing Students lack focus on t the learning experience. Physical Movement Partner Work Perseverance Taught

64 Developing to Meeting Students are focused on the learning experience with limited distractions. LEARNER ENGAGEMENT Focus Developing to Meeting Students are focused on the learning experience with limited distractions. Cooperative Learning Teaching Others Writing to Learn

65 LEARNER ENGAGEMENT Focus Meeting to Exceeding Students are focused on the learning experience. Interdisciplinary Work Video Student Interest

66 LEARNER ENGAGEMENT Breadth Beginning to Developing Few students are fully engaged in classroom instruction and activity. Partner Work Models and Manipulatives Guided Practice

67 Developing to Meeting Some students are fully engaged in classroom instruction and activity. LEARNER ENGAGEMENT Breadth Developing to Meeting Some students are fully engaged in classroom instruction and activity. Note-taking/Graphic Organizers Summarizing Feedback and Reflection

68 LEARNER ENGAGEMENT Breadth Meeting to Exceeding Nearly all students are fully engaged in classroom instruction and activity. Worked-based Learning Service Learning Instructional Technology- Independent Learning

69 Closing/Reflection Form Groups of 3-5 Discuss the following: –Ah-has –How you will implement your learning –Questions

70 Linda L. Jordan ICLE


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