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4 R Future Relationships, Relevance, Rigor, Respect/Responsibility Preparing the 21 st century student for their role in a Global Economy.

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Presentation on theme: "4 R Future Relationships, Relevance, Rigor, Respect/Responsibility Preparing the 21 st century student for their role in a Global Economy."— Presentation transcript:

1 4 R Future Relationships, Relevance, Rigor, Respect/Responsibility Preparing the 21 st century student for their role in a Global Economy.

2 Relationships, Relevance, Rigor? 1950’s1970’s2000’s RigorRelevanceRelationships RelevanceRelationshipsRelevance RelationshipsRigorRigor

3 Relationships A particular type of connection existing between people related to or having dealings with each other

4 How do I do that? Control the life shaping power of your thoughts and attitudes Assess your current level of optimism Develop the explanatory style of an optimist Eliminate the explanatory style of a pessimist Recognize and dispute pessimistic thoughts Use positive reappraisal to handle problems and disappointments Make hope a habit Practice gratitude and forgiveness Play to your signature strengths Go for the flow ACT the way you want to feel

5 Relationships When you come to school – be “in the moment”. Go at it with your best stuff every day. Tell yourself and your students “This IS important” “You CAN do this” “I WON”T give up on us” If you want to “be somebody” then act like somebody!

6 Relevance Learning in which students apply core knowledge, concepts or skills to solve real world problems. Relevant learning includes: authentic problems, simulations, service learning, connecting concepts to current issues and teaching others.

7 Rigor Rigor refers to the academic rigor, learning in which students demonstrate a thorough, in-depth mastery of challenging tasks. Rigor is the quality of thinking, not the quantity.

8 Relevance/Rigor Rigor without relevance can enable a student to be successful in school but to fail once they no longer have the structure and guidance.

9 Left hemisphere is sequential, logical and analytical. The Left powered the Information age. Still necessary, but no longer sufficient. Right hemisphere is non linear, intuitive and holistic. The Right qualities of inventiveness, empathy, joyfulness and meaning will power the Conceptual age.

10 Relevance/Rigor in the 21 st Century “When I was growing up my parents used to say to me, ‘Tom finish your dinner – people in China and India are starving.’ My advice to [students now] is ‘Finish your homework – people in China and India are starving for your jobs.’” Tom Friedman

11 21 st Century Student Blogs Wikis Tagging Text messaging MySpace Podcasts PDAs Genetic code BTW, SOL U WL problE hav 2 Lern d lingo. othRwIz U wiL hav knO idea wot yor students R sAN 2 1 NothA Bhind yor bak.

12 21 st century Student By the way, sooner or later you will probably have to learn the lingo. Otherwise you will have know idea what your students are saying to one another behind your back

13 Lexile Framework ® for Reading Study Summary of Text Lexile Measures Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

14 On-the Job Lexile Requirements Construction 1,500 1,400 1,300 1,200 1,100 1, Lexile CraftsmanNurseSalesSecretary National Adult Literacy Study 1992 International Center for Leadership in Education 2006

15 Knowledge/RigorKnowledge/Rigor Application / Relevance A B D C Rigor/Relevance Framework

16 Knowledge/RigorKnowledge/Rigor Application / Relevance A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work

17 A B D C Rigor/Relevance Framework Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs.

18 B D C A RIGORRIGOR RELEVANCE Rigor/Relevance Framework High Low Relationships Relationships of Little Importance Relationships Essential Relationships Important Relationships Important

19 Basic Knowledge/Skills English Language (spoken) Reading Comprehension (in English) Writing in English (grammar, spelling, etc.) Mathematics Science Government/Economics Humanities/Arts Foreign Languages History/Geography “Are They Really Ready To Work?” Applied Skills Critical Thinking/Problem Solving Oral Communication Written Communication Teamwork/Collaboration Diversity Information Technology Application Leadership Creativity/Innovation Lifelong Learning/Self Direction Professionalism/Work Ethic Ethics/Social Responsibility

20 The Partnership for 21 st Century Skills Validated that the Public Recognizes the Skills Gap

21 Job Outlook 2002, National Association of Colleges and Employers (NACE)

22 The primary aim of education is not to enable students to do well in school, but to help them do well in the lives they lead outside of school. SKILLS

23 What got us to where we are today, will not get them there tomorrow!


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