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Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To.

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Presentation on theme: "Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To."— Presentation transcript:

1 Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you will need to choose your audio mode. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices: Use telephone Use mic & speakers If using mic & speakers make sure your volume is turned up so you can hear If using the telephone Dial: Access Code: Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact (518) All participants are on mute.

2 Webinar Guidelines All participants are on mute during the entire webinar. Presentation portion will be 45 minutes Questions and Answers portion will be 15 minutes To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end of the webinar presentation. We will send you a follow up with the PowerPoint presentation and helpful resources

3 ???? Why Rigor and Relevance ???? Changing Nature of Work - Technology Global Competition - Its a Flat World Conceptual Age - Requires Whole Brain Thinkers Youth Have Changed - Digital Natives Increased Accountability for Learning Multiple Achievement Gaps Overloaded Curriculum Poor Student Engagement Changing Nature of Work - Technology Global Competition - Its a Flat World Conceptual Age - Requires Whole Brain Thinkers Youth Have Changed - Digital Natives Increased Accountability for Learning Multiple Achievement Gaps Overloaded Curriculum Poor Student Engagement

4 4 Quantify Rigor and Relevance

5 5 Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework

6 6 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

7 7 16 RI G O R RELEVANCE AB DC RoutineMemorization Four Quadrants of Learning ComplexAnalytical Challenging Real World Practical Hands On High Low Acquisition A Application B Adaptation D Assimilation C

8 Poll Why are you interested in teaching toward Rigor and Relevance?

9 Poll What are the greatest obstacles to Rigorous and Relevant Learning?

10 10 RIGORRIGORRIGORRIGOR RELEVANCE Rigor/Relevance Framework High HighLow Low TeacherWork StudentThink Student Think & Work StudentWork

11 11 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

12 12 Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Low R/R Quadrant A - Acquisition Learning Create Gold Seal Lesson Use D-Moment Strategies Adapt a Gold Seal Lesson Change Strategies Change Assessments Make Interdisciplinary Add High RR Task Dick Jones, ICLE, 2010

13 Design Gold Seal Lesson - culminate w/ performance Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments Interdisciplinary instruction Integrate academics in CTE and Arts Use D Moments Ways to Increase Rigor/Relevance

14 14 Add High Rigor/Relevance Performance Task

15 15 Focus of Learning Assessment Learning Experiences Student Performance R/R Step 1Step 2Step 3 Step 4 Rigor/Relevance Instructional Planning Steps Plan Teach Backwards Design Approach

16 16 Writing Performance Tasks A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.

17 17 Writing Performance Tasks Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. Students will work independently and use school resources. The letter will take a point of view, include summaries of research, cite sources and recommend action. Student Work Specific Context Conditions

18 18 Writing Performance Tasks Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. Students will work independently and use school resources. The letter will take a point of view, include summaries of research, cite sources and recommend action. Student Work Specific Context Conditions

19 19 Focus of Learning Assessment Learning Experiences Student Performance R/R Step 1Step 2Step 3 Step 4 Rigor/Relevance Instructional Planning Steps Plan Teach Backwards Design Approach

20 20 Create Gold Seal Lesson

21 21 Gold Seal Lessons

22 22 Gold Seal - Template Title Subject/Grade Focus Student Learning Performance Task Overview/Description Teacher Procedures Assessment/Scoring Guide Essential Skills Standards Prepare Student Materials Prepare Student Materials 22

23 23 Steps in Gold Seal Lessons 1. Start with a focus of unit (grade, course, topics, title 2. Identify the Student Learning 3. Brainstorm the Student Work 4. Create Performance Task 5. Create Assessment 6. Build Rest of Lesson 1. Add Procedures to Performance 2. Prepare Student Materials 3. Link to Standards/Essential Skills 1. Start with a focus of unit (grade, course, topics, title 2. Identify the Student Learning 3. Brainstorm the Student Work 4. Create Performance Task 5. Create Assessment 6. Build Rest of Lesson 1. Add Procedures to Performance 2. Prepare Student Materials 3. Link to Standards/Essential Skills 23

24 24 Adapt Gold Seal Lesson

25 Sources of Gold Seal Lessons Publications Original K lessons New K-8 or lessons each Subject specific - 30 lessons Curriculum Matrix - samples Successful Practices Network and growing Gold Seal Lesson Service

26 26 Rigor/Relevance Unit Planning Start with Performance Task and Final Assessment Sequence the Lesson Pre-Assessments Launching Activity Teaching Steps Formative Assessments Reading Strategies Adaptation for Student Needs Resources Daily Lesson Plan 26

27 27 Modifying Assessments

28 28 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Right Answer Did Students Get it Right? Rational Answer Right Questions Right Procedure High Low

29 29 12 Rigorous and Relevant Instruction Types of Assessment Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

30 30 13 Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

31 31 14 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended Response Product Performance Primary Assessments Rigor/Relevance Framework Portfolio Product Performance Interview Self Reflection Process Performance Product Performance Multiple Choice Constructed Response

32 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. Let students know assessment in advance R/R and Assessment Suggestions.....

33 33 Modifying Strategies

34 34 Research When to Use Strategy Based on Rigor/Relevance Framework

35 35 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

36 36 Selection of Strategies Based on Rigor/ Relevance Framework 36

37 37 Selection of Strategies Based on Rigor/ Relevance Framework 37

38 38

39 39 RI G O R RELEVANCE A B D C Rigor/Relevance Framework Strategies High Low Compare and Contrast Summarizing Design a Real World Product Teach Others Make, Produce, Perform Role Play

40 40 Make Interdisciplinary

41 41 Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situationsRelevance From: the International Center for Leadership in Education Rigor and Relevance Framework Interdisciplinary

42 42 Definition Teaching the same skills in different context in courses Teaching related skills across disciplines Joint or connected instruction New instruction including multiple disciplines Interdisciplinary 42

43 43 Teacher collaboration Student engagement Higher level thinking Content mastery Mirrors real world Less fragmented learning Benefits Interdisciplinary 43

44 44 D-Moments

45 Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework. D-Moments

46 Original Ideas Teaching Others Current Events Inquiry Did You Know Google It How Did that Happen Remind Me Program Your Television Can You see it Now? Short Strategies to Take Learning to Quadrant D Storytelling Quiz Show Future Think Summarizing Why Questions Lego Land At Your Service Analyze It Justify Your Position Write to Learn

47 47 Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Low R/R Quadrant A - Acquisition Learning Create Gold Seal Lesson Use D-Moment Strategies Adapt a Gold Seal Lesson Change Strategies Change Assessments Make Interdisciplinary Add High RR Task Dick Jones, ICLE, 2010

48 Poll Where will you start on a path to Rigor and Relevance?

49 49 RI G O R RELEVANCE A B D C Rigor/Relevance Framework High HighLow Low

50 Questions and Answers with Dick Jones This is the end of the presentation portion. Submit questions at this time and stay on to hear the answers. If you are logging off, thank you for attending and we will you with follow- up information. For more information

51 Thank you for attending! (518) | Rigor, Relevance and Relationships Workshops, On-going training, Train-the-trainer Keynoter Speakers Model Schools Conference Resource Kits and Handbooks

52 18 th Annual Model Schools Conference Monday, June 14 - Thursday, June 17 Orlando


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