1. J. “Moms” Mabley If you always do what you always did, you will always get what you always got.

2. Teaching for Rigor and Relevance Teaching for Rigor and Relevance

3. Rigor

4. My only skill is taking tests.Relevance

5. All Students

6. Rigor/Relevance Framework

7. What are some ways you have used the Rigor/Relevance Framework?

8. Questions or Issues to cover?

9. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

10. 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Taxonomy

11. Application Model

12. 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

13. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

14. 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations KnowledgeApplication Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

15. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

16. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Teacher Work Teacher/Student Roles Student Think Student Think & Work Student Work High Low

17. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Memorize multiplication tables. Mathematics - Elementary Find values in number sentences when represented by unknowns. Develop formula for determining large quantity without counting, e.g. beans in a jar. Collect outside temperatures for several days and make a graph of results. High Low

18. RIGORRIGOR RELEVANCE A B D C 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

19. RIGORRIGOR RELEVANCE A B D C 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

20. RIGORRIGOR RELEVANCE A B D C 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

21. RIGORRIGOR RELEVANCE A B D C 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

22. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Study a geography of a world region by locating demographic and economic data. Social Studies - High School Participate in a Socratic seminar on a policy issue, such as privacy. Analyze a community problem, suggest a solution, and prepare a plan to solve it. Locate and interpret current and historical economic data (e.g., GDP, CPI, employment). High Low

23. RIGORRIGOR RELEVANCE A B D C 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

24. Rigor/Relevance Reflecting on Teaching Activity

25. Rigor/Relevance Challenge

26. StandardQuadrant A Performance Understand rules of grammar, usage, punctuation, and spelling Memorize spelling Words Perform operations with numbers Solve word problems Demonstrate U S geographyLabel States on a map Understand systems of human body Write description of human system R/R Challenge

27. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

28. Rigor/Relevance Linking Standards and Student Work Activity

29. Rigor/Relevance Framework and Assessments

30. Rigor/Relevance Assessment Challenge Activity

31. Rigor/Relevance Framework And Assessment

32. Rigorous and Relevant Instruction Types of Assessment Multiple Choice Constructed Response Extended Response Process Performance Product Performance PortfolioInterview Self Reflection

33. Low High LowHigh Traditional Tests Performance Rigor/Relevance Framework

34. 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

35. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework

36. Determine the level of Rigor and Relevance on state tests. Develop your tests to parallel state tests when preparing for them. Use performance assessment when you want Quadrant D achievement Keep level of assessment consistent with expectation for performance. Let students know assessment in advance R/R and Assessment

37. Instructional Strategies: How to Teach for Rigor and Relevance

38. When to Use Strategy Based on Rigor/RelevanceFrameworkResearch

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

40. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Strategies High Low Compare and Contrast Summarizing Design a Real World Product Teach Others Make, Produce, Perform Role Play

41. Rigor/ Relevance Handbook

42. Planning Instruction

44. Creating a RR Rubric

45. High Rigor/High Relevance Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?

46. High Rigor/High Relevance Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance

47. High Rigor/High Relevance ★ Rigor ★ Relevance ★ Educational Soundness ★ Student Engagement

48. Revise a Lesson

49. Describe lesson you taught, Levels of R/R How would you revise Level of RR Student Work Strategies (including reading) Assessment

50. Quadrant D Lessons

52. Title RR Level Focus Student Learning Performance Task Instructional Focus Standards Scoring Guide Exemplars (optional) Lesson Plan (optional) High Rigor/High Relevance Lessons

56. Writing Performance Tasks A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.

57. Writing Performance Tasks Performance tasks include; student work that will be produced or performed whether group or individual Specific learning context resources students will be provided or have to acquire setting where students will complete the work conditions (often real world) under which the work will be done

58. Writing Performance Tasks Performance tasks usually do not include; Assessment. A performance-based implies but does not specify how the performance will be assessed. Specific direction to the student Specific equipment list Homework or reading assignments

59. Writing Performance Tasks Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action. Specific Context Student Work Conditions

60. Writing a Performance Task Write a performance task for the following essential skill; Gather, summarize and analyze information from a variety of sources.

61. High Rigor/High Relevance Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?

62. High Rigor/High Relevance Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance

63. High Rigor/High Relevance o Rigor o Relevance o Educational Soundness o Student Engagement

64. Developing Rigorous/Relevant Lesson Start with a Focus of unit of instruction or topic. Identify the Learning Brainstorm the Student Work Define the final Student Performance and Level or Rigor/Relevance Create Assessment Build Unit of Instruction Sequence the Learning Steps Formative Assessments Select Strategies Plan procedures List resources

65. Learning Experiences AssessmentAssessment State Standards StudentPerformanceStudentPerformance Use Idea to Brainstorm Concepts, Knowledge, Skills and Behaviors Use Idea to Brainstorm Concepts, Knowledge, Skills and Behaviors Brainstorm Concepts or Essential Questions Brainstorm Concepts or Essential Questions Brainstorm Work in Multiple Disciplines Work in Multiple DisciplinesBrainstorm Unit in Course Syllabus Rigor/RelevanceFrameworkRigor/RelevanceFramework Student Work Defining Student Performance

66. Identifying Student Learning

67. Spider Charts for Concepts, or Essential Questions

68. Not All Ideas Are Created Equal Some are Enduring or Key for Learning Over Time Freedom Citizenship Vote

69. Understanding Big Ideas Work with a partner and take a blank piece of paper for a mini web List a topic in the middle What are the 3 to 5 biggest ideas about that topic, use only nouns in the boxes With your partner, please discuss: What is the difference between big, enduring ideas and smaller facts?

70. Big Ideas Are Not Little Facts Look at the Samples Choose the one closest to your grade level Work with a partner With your partner, please discuss: What is the difference between big, enduring ideas and smaller facts? Fairy Tales Hero Happy Ending Problem Lesson Actions

71. Big Ideas

74. Concept Mapping-Try it! 1. Review your content standards for a recent unit you taught in the last couple of months 2. Use nouns 3. Use Pre-planning web like the one on the previous slide 4. What are the big ideas 4-6 (not the steps, but what students needed to know, what they might come back years later and say, “ I’m glad I learned that.”) 5. For each concept, brainstorm how you will know students “got” the concept.

75. Spider Charts for Concepts, Knowledge, Skills and Behaviors

76. Unit idea - Heart as a Pump

81. D Design, construct and test a heart monitor device.

82. Student Learning Concepts Knowledge Skills Behaviors

83. Concepts Big Ideas Statement of Fact Enduring, Lasting Most important for students to learn and retain

84. Concepts - Examples Peer pressure influences decisions Nutrition affects disease Democracy requires educated public Matter is made of molecules Earth has limited natural resources Words have multiple meaning Poetry expresses emotion

85. Knowledge Bits of information Core Facts Terms/Definitions Student will know....

86. Knowledge - Examples Branches of government Key vocabulary Structure of DNA Location of states Signifcant dates in US history Prime numbers

87. Skills Mental process Physical task Process of several steps Student will do....

88. Skills - Examples Read sheet music Measure frequency of sounds waves Play basketball Create a bar chart Design a web page Edit document for grammar and punctuation Keep a journal Give presentation

89. Behaviors Personal traits Work habits Conduct Manner of doing things

90. Behaviors - Examples Work as member of a team Recycle and reduce waste Show good sportsmanship Work safely Punctual Take leadership Show initiative

91. Interdisciplinary

92. Characteristics Unbounded by disciplines Focuses on concepts, big ideas Usually longer High degree of student activity Include student performance Often includes student group work Interdisciplinary Instruction

93. 1. Knowledge is best acquired when learned in context. 2. Increased achievement results from focusing on student interests and aptitudes. 3. Metacognition is essential for continued learning. 4. Relevancy leads to high achievement. 5. High expectations correlate with achievement. Research

94. Interdisciplinary Instruction Contextual Curriculum alignment Academy Interdisciplinary project Immersion Models

95. Knowledge-based Literacy-based Inquiry-based Project-based Interdisciplinary Instruction

96. Knowledge-based Units The Civil War Nature Poetry Nature (Oceans, Mammals, Rainforests) Ecology topic International Cultures History of Technology Industrial Revolution Interdisciplinary Instruction

97. Literacy-based Projects Minerals and Geology: local guidebook Period Literature Exploring Life’s Work: local careers Middle School Survival Guide Computer Technology - Using Local Network Newspaper publishing Interdisciplinary Instruction

98. Inquiry-based Units Best Products- Consumer Reports How can we diversify our community Library or school of the future Genetic code Planning a foreign trip Ideal community Redesigning school Interdisciplinary Instruction

99. Considerations Building a culture of interdisciplinary Model of Instructional Planning Link to Disciplines and Standards Selection of Strategies Developing Skills for Evaluation Interdisciplinary Instruction

101. Raising the Level of Rigor and Relevance

102. RIGORRIGOR RELEVANCE A B D C Increasing Rigor/Relevance High Low

103. Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development Increasing Rigor and Relevance

104. Reading

105. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Reading Reading to acquire meaning Reading to acquire knowledge Reading to learn procedures Reading to acquire meaning and procedures

106. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Identify Main Points in a Text. Raising Rigor and Relevance Compare Main Point of Text to Similar and Different Texts Relate Main Points Real World, Current Situation Negotiate a Collaborative Summary with a Peer High Low

107. Reading in the Content Area Adjusting to Student Reading Levels Pre-reading Activities Vocabulary Strategies Notetaking and Graphic Organizers

108. ICLE Philosophy Rigor Relevance All Students

109. International Center for Leadership in Education, Inc. Richard Jones rdj@nycap.rr.com Senior Consultant 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607