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All you ever wanted to know and MORE!. At the end of our session, I can...  Evaluate the concept of “Living in Quad D”  Rate my classroom rigor and.

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Presentation on theme: "All you ever wanted to know and MORE!. At the end of our session, I can...  Evaluate the concept of “Living in Quad D”  Rate my classroom rigor and."— Presentation transcript:

1 All you ever wanted to know and MORE!

2 At the end of our session, I can...  Evaluate the concept of “Living in Quad D”  Rate my classroom rigor and relevance using Framework criteria  Formulate a plan to teach students in Quad D

3  Question 1 – Who is Bill Daggett? A.Homeless person recently interviewed on the streets of downtown Nashville by Channel 4 News B.The current host of Saturday Night Live C.Creator of the Rigor/Relevance Framework & recognized around the world for leadership in education D.The lawyer in the movie “True Grit”

4  C. Creator of the Application Model and Rigor/Relevance Framework & recognized round the world for leadership in education

5  Question 2 – What is the Rigor/Relevance Framework? A.Something Jerry Venson’s class uses to make sure their buildings don’t fall down B.An educational tool based on the two dimensions of higher standards and student achievement C.Part of the new Teacher Evaluation made up by your principal D.Never heard of it

6  B. An educational tool based on the two dimensions of higher standards and student achievement

7 The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level.

8  Question 3– Match the following examples involving technical reading & writing with the correct quadrant. 1.Compare & contrast several technical documents to evaluate purpose, audience, & clarity. 2.Recall definitions of various technical terms. 3.Write procedures for installing & troubleshooting new software. 4.Follow written directions to install new software on a computer. Quadrant A Quadrant B Quadrant C Quadrant D

9  Quadrant C – Compare & Contrast Quadrant A – Recall definitions Quadrant D – Write procedures Quadrant B – Follow written directions

10 A C T I O N

11 RIGORRIGOR RELEVANCE A (Acquisition) B (Application) D (Adaptation) C (Assimilation) Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work High Low

12  Teachers expend energy to create and assess learning activities—providing lesson content, creating worksheets, and grading student work. In this scenario the student becomes a passive learner. Quadrant A (Acquisition) The Focus is on… Teacher Work

13  Typical Student Activities: Games Guided Practice Lecture Memorization Test Preparation Create Graphic of Word/Concept Quadrant A The Focus is on… Teacher Work Quadrant A (Acquisition) The Focus is on… Teacher Work

14  This work involves more real-world tasks than Quadrant A and generally takes more time for students to complete. Quadrant B (Application) The Focus is on… the Student Doing Real Work Quadrant B (Application) The Focus is on… the Student Doing Real Work

15  Typical Student Activities: Cooperative Learning Demonstrations Technology – Real Time (e-pals) Learning Centers Physical Movement Problem Based Learning Project Design Play Video Quadrant B (Application) The Focus is on… the Student Doing Real Work Quadrant B (Application) The Focus is on… the Student Doing Real Work

16  Students think to analyze, compare, create, and evaluate. Traditionally, this has been the level of learning typical of a high school graduate. Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways

17  Typical Student Activities: Compare/Contrast Manipulatives/Models Summarizing Brainstorm Create Word Puzzles Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways

18  Roles have shifted from teacher- centered instruction to student- centered learning. “D” requires students to thoroughly understand the standard as well as understand and conceptualize relevant applications. Quadrant D (Adaptation) The Focus is on… the Student Thinking and Working Quadrant D (Adaptation) The Focus is on… the Student Thinking and Working

19 Artistic Expression Brainstorming Cooperative Learning Feedback/Reflection Inquiry Technology (any time/independent learning) Project Design Presentations/Exhibits Problem-based learning Research Role play/Simulation Socratic Seminar Storytelling Teacher Questions Writing to Learn Create a Brochure Typical Student Activities: Quadrant D (Adaptation) The Focus is on… the Student Thinking and Working

20

21 RIGORRIGOR RELEVANCE A (Acquisition) B (Application) D (Adaptation) C (Assimilation) Rigor/Relevance Framework Memorize names, locations and capital cities of U.S. states. Social Studies - Elementary Contrast citizens’ responsibilities under different forms of government. Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado). Describe geographic and climatic characteristics of the local community. High Low

22 RIGORRIGOR RELEVANCE A (Acquisition) B (Application) D (Adaptation) C (Assimilation) Rigor/Relevance Framework Demonstrate web development software functions. Business - Information Tech. Compare features of web development software. Create a full web site for a local business. Design web page. High Low

23 RIGORRIGOR RELEVANCE A (Acquisition) B (Application) D (Adaptation) C (Assimilation) Rigor/Relevance Framework Locate information in technical writing. English - Middle Level Analyze commercials for fact and opinion. Write directions for assembling a product or carrying out a procedure. Assemble a product following written directions. High Low

24 RIGORRIGOR RELEVANCE A (Acquisition) B (Application) D (Adaptation) C (Assimilation) Rigor/Relevance Framework Describe the effects of drugs on the human body. Health Education Analyze advertisements that target youth. Role play conflict resolution situations. Demonstrate strategies to reduce spread of germs. High Low

25 RIGORRIGOR RELEVANCE A (Acquisition) B (Application) D (Adaptation) C (Assimilation) Rigor/Relevance Framework Construct models of molecules using toothpicks, round objects. Science - Middle Level Identify chemicals dissolved in an unknown solution. Collect data and make recommendations to address a community environmental problem. Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. High Low

26 Sponsored by FLICC 26 Research-based Best Practices Categories of Instructional Strategies That Affect Student Achievement Percentile Gain Identifying similarities and differences, using metaphors and analogies 45 Summarizing and notetaking34 Reinforcing effort and providing recognition29 Homework and practice28 Nonlinguistic representations27 Cooperative learning27 Setting objectives and providing feedback23 Generating and testing hypotheses23 Questions, cues and advance organizers22 Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works,

27 A (Acquisition) DefinitionQuiz Worksheet Workbook Test True-false RecitationList ReproductionExplanation B (Application) ScrapbookAnnotation SummaryExplanation SolutionInterpretation CollectionDemonstration Outline Notes SurveySkit C (Assimilation) EssayPlan InvestigationReport QuestionnaireChart Inventory Abstract BlueprintExhibit ClassificationJournal D (Adaptation) Evaluation New Game NewspaperMachine EstimationInvention TrialDebate EditorialPoem PlayAdaptation CollageVideo Student Product List BYQUADRANTBYQUADRANT

28 Student Work Is the work meaningful and challenging? Are all students actively engaged? Do students have a clear understanding of what constitutes outstanding work? Do students show commitment to and enthusiasm for their work?

29 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

30 My only skill is taking tests.

31 At the end of our session, I can...  Evaluate the concept of “Living in Quad D”  Rate my classroom rigor and relevance using Framework criteria  Formulate a plan to teach students in Quad D

32 “A” Sheet Assimilation Acquisition Adaptation Application


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