11BBC Survey 60% could not locate England on a map 20% believe sun revolves around the Earth60% could not locate England on a map21% could not locate US55% could not name a country that begins with “U”Bill of Rights:1 in 4 could name one1 in 5 named “right to own a pet“
12BBC Survey the Simpsons Family in the South Pacific 50% could name at least two members ofthe Simpsons Family80% knew Fiji is locatedin the South Pacific
13Students will remember learning that is connected to their own lives. Intelligence v RelevanceStudents will remember learning that is connected to their own lives.
14Vision and Implementation “There are no teachers with correct answers, only guides with different areas of expertise and experience that may help along the way.”~ Peter Senge and Fred Kofman, 1995Flip the funnel
15Rigor and Relevance Framework Shifts the Focus fromTeaching to Learning
18Application Model 2. Application within discipline 1. Knowledge of one discipline2. Application within disciplineApplication across disciplines4. Application to real world predictable situations5. Application to real world unpredictable situations
19Rigor/Relevance Framework KnowledgeApplication1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation1. Knowledge of one discipline2. Application within disciplineApplication acrossdisciplines4. Application to real world predictable situations5. Application to real world unpredictable situations
25Collaboration for Best Practices Give teachers time to talk about their craft.Use meeting time to talk about instruction.Share best practices.
26Collaboration Snack and Shares Instructional Strategies by Quadrant Graphic OrganizersDeveloping a RubricAligning Instruction and AssessmentsDesigning Writing Prompts in Content Areas
27Collaboration Principal’s Roundtable Discussions The WorldIs FlatCurrent literatureBrain ResearchLearning StylesGrading Practices9th Grade SuccessStupid in AmericaOut of India
28Collaboration Staff Meetings Faculty Meetings Collaborative Groups Show and TellCollaborative GroupsPlanning Quadrant D Lessons
29Reflective Questions to Provoke Crucial Conversations What do you intend students to learn?What is the level(s) of Rigor and Relevance?How do you know students understood the lesson?What data are you using to determine you are meeting the standards?What can I do as instructional leader to support your efforts?
30What strategies do you use to address Reflective QuestionsWhat strategies do you use to addressindividual learning styles?What was the most successful part ofthe learning experience and why?If you teach this lesson again, howwould you change it?What evidence can you share regardingachievement of standards?How do you know learning has occurred?
33D Quadrant Lesson Creation Standard: Prose and Document LiteracySelect outcome:Be able to synthesize concepts learned in a nonfiction unit.Select product:Publish a newspaper article based on children’s literature
34Required Components Headline By-line Staged photograph Cutline and pull quoteMapContinuation headline, if neededBody ( words)InterviewSite visitArchival research
35Match to verb and strategy ProductsVerbsStrategiesevaluationopinionestimationtrialarticleadaptationdebatenew gameinventionevaluatevalidatejustifyraterefereeinferrankdramatizeargueconcludeinquiryresearchcooperativelearningpresentationproject design
37All articles presented orally, then published in spiral-bound book and given to each student.
38Student Reflection“First of all, I never thought we could get it all together to actually produce a newspaper with all the parts that you wanted. But we did it, and I actually learned a lot. Mostly I learned that I had to pull my load so that we didn’t look like a bunch of slackers compared to the other groups. And I think I know what it might feel like to be a publisher in charge of getting a newspaper to press on time. Definitely not for me!”
41Student Reflection“I once had a teacher who said, ‘If you truly understand a concept, you can find at least 5 different ways to retell the information.’ The children’s book helped me think past the memorization of dry textbook material.”
42Renewal Dr. Daggett meets with students and teachers Responses surprising“I feel a little sorry for my teachertrying to get to D”Teachers 4; students 2.5Clearly not there yetThe challenge
43Answering the Challenge Each teacher will create a D quadrant lessonWork in collaborative groupsPresent lessons at faculty meeting
44Expectations and Resources Work in collaborative groups1.5 hours per monthWorkdaysPeer visitsSnack and SharesRigor and Relevance 101Movie Maker, Podcasts, Garage BandDesigning Rubrics
46expectations and celebrations Turning Point: Training StudentsMake them part ofexpectations and celebrations
47Sustaining High Expectations for Rigor and Relevance
48Sustaining the Work“Singlemindedness”KFC not Baskin Robbins
49Sustaining the Work Collaborative planning Sharing resources, insights,challenges,success
50Collect and analyze data to help guide work Sustaining the WorkCollect and analyze data to help guide work“Measure what matters.”See it through to the end.
51Involve Students in the Conversations about Instruction Talk to the studentsMonthly principal’s lunchEnrollment in AP/Honors classesWhat motivates you in a class?Interpret test data and climate surveysDelta
52Eye-rollers, “BMGs” and Toxic Dumpers Sustaining the WorkConfront Active NegativityEye-rollers, “BMGs” and Toxic DumpersBe creativeHave fun!
53Quadrant D Lessons only thing that matters…. Not one more thing…. A more effective way of doing theonly thing that matters….Engaging students in rigorous and relevant learning!
54Rigor, Relevance and Relationships “This is not what we do,it’s who we are.”Kevin MaholchekClass of 2008
55International Center for Leadership in Education, Inc. 1587 Route 146Rexford, NYPhone (518)Fax (518)-