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Rigor and Relevance 101 Building Blocks for Increased Student Achievement Tammy ODonnell

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Presentation on theme: "Rigor and Relevance 101 Building Blocks for Increased Student Achievement Tammy ODonnell"— Presentation transcript:

1 Rigor and Relevance 101 Building Blocks for Increased Student Achievement Tammy ODonnell odonnell3215@earthlink.net

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5 Rigor/Relevance Framework ®

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7 R

8 Assimilation of knowledge Acquisition of knowledge Thinking Continuum

9 Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Pick the Higher Fruit

10 Blooms Taxonomy Awareness Level: (Knowledge) Recall specific information List, arrange, tell, underline, identify, locate Ex: Recite Multiplication Facts

11 Comprehension Level Two Understand or interpret information Define, explain, calculate, reword/restate Explain in your own words the rule for long division.

12 Application Level 3 Apply knowledge and understanding to a new situation Solve, operate, use, handle, apply Use math operations to solve a geometry problem.

13 Analysis Level 4 Separate a complex idea into its components Categorize, simplify, examine, survey, break into parts Compare/contrast two geometric figures by attributes.

14 Synthesis Level 5 Combine knowledge to birth a new idea. Create, build, generate, reorganize Contribute from your intellect! Bring some information that wasnt there before. Design a playhouse with specified area and dimensions.

15 Evaluation Level 6 Choose an alternative in making a decision. Decide, classify, judge, prioritize, rank Determine whether an estimate or a precise answer is needed for a particular real-world problem.

16 Knowledge Levels Roller Skating 1)Identify the equipment 2)Explain safety precautions 3)Roller skate on level ground and then hills 4)Examine skills and weaknesses 5)Develop a plan for improvement 6)Assess someone elses skills

17 Knowledge Levels -- Nutrition 1)Label foods by group 2)Explain nutritional values of foods 3)Eat balanced meals 4)Study success in achieving nutritional goals 5)Generate revised nutritional goals 6)Appraise results of nutritional habits

18 Managing Resources Knowledge Taxonomy 6 Evaluate spending habits of spouse 1 Identify money 2Explain values 5 Set goals based on budget 4Match expenses to budget 3Buy something within budget

19 Rigor (Cognitive Complexity) Thumbs Up for Analysis (4) Synthesis (5) Evaluation (6) Thumbs Down for Knowledge (1) Comprehension (2) Application (3)

20 1) Memorize names of capital cities in the USA. 2) Write a creative story about surviving in the wilderness. 3) Use a balance to predict and determine equivalent values. 4) Observe similarities and differences of fish heads and predict food sources. 5) Measure angles with a protractor. 6) On a model label the layers of Earths atmosphere. 7) Compare the styles of two artists.

21 1) Memorize names of capital cities in the USA. Low 2) Write a creative story, such as surviving in the wilderness. High 3) Use a balance to predict and determine equivalent values. High 4) Observe similarities and differences of fish heads and predict food sources. High 5) Measure angles with a protractor. Low 6) On a model label the layers of Earths atmosphere. Low 7) Compare the styles of two artists.High

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24 Sorting by Knowledge Level On the following screen you will see six knowledge statements (tasks). There will be one task for each of the Blooms Cognitive Levels.

25 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Blooms Knowledge Taxonomy

26 Knowledge Level Statements Compare/contrast two story characters Rank characters in order of good to evil Restate definitions of vocabulary words Use vocabulary words in a written summary Write a new ending for the story Read the story

27 Knowledge Level Solution 1)Read the story 2) Restate definitions of vocabulary words 3) Use vocabulary words in a written summary 4) Compare/contrast two story characters 5) Write a new ending for the story 6) Rank characters in order of good to evil

28 Practice Mark the knowledge level for each of the eight statements on your handout. Gather in groups around someone who has a CPS responder. Enter the choices on the responder (#1 – 8)

29 Before each of the next 8 slides will be a slide showing the distribution of responses from the audience. These will be pie graphs with percentages of responses for each choice.

30 "I cannot teach anybody anything, I can only make them think." ~ Socrates I cannot teach anybody anything, I can only make them think." ~ Socrates

31 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

32 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C AcquisitionApplication AdaptationAssimilation Rigor/Relevance Framework

33 Acquisition of knowledge Application of knowledge Action Continuum

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35 Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

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37 Application- Level One Within a strand Knowledge remains in the STRAND where it was learned Literature in literature class Numbers to Calculate Only

38 Apply within a Subject Level Two Use the knowledge, attitude, or skills within the course curriculum (subject) Using knowledge/skills in various courses within a career cluster or department Grammar in LiteraturePhysics in Biology Economics in US HistoryAlgebra in Geometry

39 Apply Across Disciplines Level Three Use the knowledge, attitude, or skills in other subject areas Use grammar to prepare a history report. Math in Science

40 Apply to Predictable Situations Level Four Use information to analyze and solve real problems with predictable solutions Present an original song to family and friends. Real-world but no consequences!

41 Real World Unpredictable Situations Level 5 Use information to analyze and solve real problems with unknown solutions or outcomes. Sing in a school talent contest. KEY: Consequences!

42 Relevance Look to the Right if the task is: –Interdisciplinary (3) –Real World Predictable (4) or –Unpredictable (5) Look to the Left if task is: Within one strand (1) or Subject (2)

43 Fine Arts – Write a song for your class play. SS – Research inventions of ancient civilizations. SCI – Construct models of molecules using toothpicks, marshmallows and gumdrops. MA – Find patterns indoors and outdoors. ELA – Create a Bill of Rights for your classroom. PE – Compare the rules of softball and baseball.

44 You Hit the Target!

45 Application Levels –Public Speaking 1)List characteristics of a good speech 2)Give a presentation to your class 3)Prepare a speech to defend your project in another subject/department 4)Present a point of view on an issue at a public meeting 5)As a student representative, respond to questions at a school board meeting

46 Measurement of Area Construction Trades 1) Know formula for area 2) Read a ruler 3) Measure area of the hallway outside the classroom (Math) 4) Calculate price to carpet a room with a known price and quality 5) Price and quality would be subject to customers approval

47 Music 1) Read lines and spaces on the staff 2) Apply vocal techniques and training to help play an instrument 3) Count music with math skills 4) Perform for parents. 5) Perform in a public venue.

48 Application Level Sorting Activity On the following slide you will see five application statements. Each statement represents one of the five application levels Number the five statements in the order they should appear.

49 Application Sorting Statements Relate an event in the play to a current event. Read and comprehend the story. Write a character sketch. Relate events in the story to the historical events of the time. Debate your position on the future of Kate and Williams marriage.

50 Application Sorting Solution Read and comprehend the story. Write a character sketch. Relate events in the story to the historical events of the time. Relate an event in the play to a current event. Debate your position on the future of Kate and Williams marriage.

51 Practice Mark the application level for each of the eight statements on your handout. Gather in groups around someone who has a CPS responder. Enter the choices on the responder (#1 – 8)

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53 Before each of the next 8 slides will be a slide showing the distribution of responses from the audience.

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55 Complete the last column on the practice sheet with the correct quadrant for each of the eight tasks.

56 Using the numbers for Knowledge and Application will be like plotting a point on the coordinate plane as

57 Application Level 1 Knowledge Level 4

58 Quadrant Answers 1) A5) B 2) C6) A 3) D7) B 4)D8) C

59 1 2 3 4 5 6 2345 A B D C Rigor/Relevance Framework Knowledge ApplicationApplication

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

61 0 Rigor R x R x 0 = 0

62 Rigor is… 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 Rigor is not… More or harder worksheets AP or honors courses The higher level book in reading More work More homework

63 1 2 3 4 5 6 12345 A Rigor/Relevance Framework Knowled geKnowled ge Applicatio nApplicatio n D e Plan e!

64 0 Relevance R x 0 x R = 0

65 I never let schooling get in the way of my education. --Mark Twain

66 Compare/Contrast Quadrant A Measure angles Define words Read History Learn Sports Rules Quadrant D Design a zoo! Invent new words Rewrite History Play by the Rules

67 What do the D tasks have in common?

68 They Are Fun!!!

69 Insert Escalator Video Here

70 Congratulations! You have earned the 60-minute R&R degree!

71 Hear more about how to gauge the Rigor and Relevance in your school by attending my session on Collaborative Instructional Review Saturday @ 1:00 p.m., Kona Moku Ballroom C

72 Mahalo! Contact me at: odonnell3215@earthlink.net Tammy ODonnell odonnell3215@earthlink.net


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