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The 3 Rs IGOR ELEVENCE ELATIONSHIPS. Three Dimensional Framework Developed by the International Center for Leadership in Education in 1997 Purpose of.

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Presentation on theme: "The 3 Rs IGOR ELEVENCE ELATIONSHIPS. Three Dimensional Framework Developed by the International Center for Leadership in Education in 1997 Purpose of."— Presentation transcript:

1 The 3 Rs IGOR ELEVENCE ELATIONSHIPS

2 Three Dimensional Framework Developed by the International Center for Leadership in Education in 1997 Purpose of framework is to enable students: –To be life long learners –Effective decision makers –Critical thinkers –Problem solvers –Teach students what to do when they dont know what to do!

3 Relevance Rigor Relationship Rigor, Relevance & Relationship Framework To maximize a students learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand. International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.

4 So lets look at the three different dimensions of the model…

5 The First Dimension Knowledge……Rigor…

6 1.Awareness 2. Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy These are a continuum based on the six levels of Blooms Taxonomy which describes the increasingly complex ways in which we think.

7 Blooms Taxonomy

8 Blooms vs. Anderson (Noun to verb transition) Knowledge: select, write, list, find,… –Revision: Remember Comprehension; propose, submit, –Revision: Understand Application; relate, solve, utilize,….. –Revision: Applying Analysis; deduce, dissect, survey, sift,… –Revision: Analyzing Synthesis; generate, conceive, construct,.. –Revision: Evaluating Evaluation; classify, reject, criticize,….. –Revision: Creating

9 The Second Dimension Application……..Relevance Application……..Relevance

10 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 The application model is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.

11 Group Activity Turn to page 10 in your handout and in the space provided at the bottom of the page after the Public Speaking exercise, select one of the following topics and write it next to the word Subject -then complete the application model exercise; –Baking a cake –Wrestling –Calligraphy Once completed use the Think Pair Share learning strategy to review your choices.

12 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007

13 Quadrants of Learning CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Blooms Application International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007

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15 Quadrant Descriptors Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations

16 RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low Application AssimilatingAdaptation Acquisition International Center for Leadership in Education: Model Schools Conference; Washington DC. June 30, 2007

17 RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework ID conflicts and issues in a scene. Romeo and Juliet Write a letter to Romeo on how to deal with conflict. Design brochure on dealing with family crises. Act out a scene High Low International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

18 KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007.

19 Increasing Rigor and Relevance 1.Build strong respectful relationships 2.Use technology to engage students 3.Use variety of engaging teaching strategies 4.Action research 5.Develop challenging assignments 6.Differentiate instruction 7.Read in the content area 8.Interdisciplinary Instruction 9.Ongoing professional development

20 The Third Dimension…. Relationships……..

21 Building new relationships involves risk taking….and we all need a little help with that!!!!

22 B D C A RIGORRIGOR RELEVANCE Rigor/Relevance Framework High Low Relationships Relationships of Little Importance Relationships Essential Relationships Important Relationships Important International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

23 In The Classroom Classroom Mgt. Relationship Building Rules Power Effectiveness Risk Taking Control Teacher Role Voice Mandated Without Question Passive and Quiet Discouraged Negative Punishment Absolute Attention Public Pronouncements Negotiated With Respect Engaged Encouraged Positive Reinforcement Source of Encouragement Private Conversations

24 My Voice Student and Staff QuestionStudentsStaffQuestion School is a welcoming and friendly place 5378 Students respect teachers 2691 Students respect me Teachers respect students 3799 I respect students Teachers have fun at school 2881 I have fun at school Teachers encourage me to make decisions 5798 I encourage students to make decisions ? ? ? ? ? ? ? ? ? ?

25 Strategies for Building Relationships Make it a school wide focus Collect and analyze data Listen to the students Apply the elements of good coaching and advising to classroom Model good relationships

26 Relevance (5) Rigor (20) Relationship (5) Rigor, Relevance & Relationship Framework (3-D Model) The capacity for student learning is the volume we created within our 3-D model…. 20 x 5 x 5 = 500 learning units International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

27 Relevance Rigor Relationship Rigor, Relevance & Relationship Framework High Rigor with Low Relevance & Low Relationships We might ask students to learn the rigorous content without the meaning of application or the support of relationship….. International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

28 Relevance Relationship Rigor, Relevance & Relationship Framework Rigor High Relevance with Low Rigor & Low Relationship We might push students into the high levels of application without providing them the foundation of core knowledge coupled with the safety to take risks. International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

29 Relevance Relationship Rigor, Relevance & Relationship Framework Rigor If students do not experience high expectation for learning the content as well as applications for their learning, we may become more like a friend than a facilitator of their learning. Low Rigor and Low Relevance with High Relationship. International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

30 Relevance Rigor Relationship Rigor, Relevance & Relationship Framework To maximize a students learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand. International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.

31 R x R x R = LCWRS Relationships X Relevance X Rigor = Life, College, Work Ready Students International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

32 Resources www.modelschoolconference.com/handouts.htmlwww.modelschoolconference.com/handouts.html. Retrieved on Wednesday August 29, 2007. www.modelschoolconference.com/handouts.html


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