1. LBUSD Professional Learning Community Meeting Working Smarter by Working Together: Quadrant D and Brain Research

2. Alignment of HS Goals to HSI 2008 - 2009 High School GoalsHigh School Reform Initiative Goal 1: Prepare all students to succeed in postsecondary education and careers. Goal 1: Improve student achievement in all content areas (including CTE/ ROP courses) Goal 2: Provide intensive interventions to ensure academic success for all students. Goal 2: Close the achievement gap by accelerating the learning of the lowest performing students. Goal 3: Enroll and support students in a coherent sequence of rigorous courses to succeed in postsecondary education and/or careers. Goal 3: Create a school culture and climate that supports increased student achievement (including 4 year plan for each student)

3. Dr. Willard Dagget International Center for Leadership in Education Why is it critical that we utilize the Rigor, Relevance, and Relationship Framework?

4. “We go where the smart people are. Now our business operations are two-thirds in the U.S. and one-third overseas. But that ratio will flip over the next ten years.” “We go where the smart people are. Now our business operations are two-thirds in the U.S. and one-third overseas. But that ratio will flip over the next ten years.” — Intel Corporation Spokesman Howard High

5. 1900 Workplace Demands Highly skilled Low skilled Avg. age to enter work force Avg. age to leave work force 14 47 Life expectancy 47

6. 1980 Workplace Demands Highly skilled Low skilled Semi skilled Avg. age to enter work force Avg. age to leave work force Life expectancy 18 65 78

7. 2010 Workplace Demands Highly skilled Low skilled Avg. age to enter the workplace21 Number of times to change jobs 5-8 Est. Life expectancy in 2100 107 to 124!

8. Paul D. Nussbaum, Ph.D. Senior Advisor, International Center for Leadership in Education Your Brain and Rigor & Relevance Paul D. Nussbaum, Ph.D.

9. " A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity." - Albert Einstein

10. Basics of Your Brain Your Cortex (Conscious Level Activity) Paul D. Nussbaum, Ph.D.

11. Your Subcortex (Subconscious Level Activity- rote, procedural, skill- based) Paul D. Nussbaum, Ph.D.

12. New learning grows dendrites which builds our “brain reserve”-- the foundation of brain health Your Brain Cell (Neuron)

14. Human Brain Research Paul D. Nussbaum, Ph.D.

15. Your Hippocampus Paul D. Nussbaum, Ph.D.

16. Section II Brain and Rigor & Relevance and Relationships

17. 1.Awareness 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Knowledge Taxonomy Knowledge Taxonomy

18. 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

19. Levels CDCDABABCDCDABAB 1 2 3 4 5 4 5 6 3 2 1 Bloom’s Application

20. Sight Hearing A Input to Brain C

21. Sight Connections / Pathways Hearing C Association Area B

22. Sight Connections / Pathways Prefrontal Cortex Hearing C Association Area B D

23. Sight Connections / Pathways Prefrontal Cortex Hearing Association Area C B

24. Sight Connections / Pathways Prefrontal Cortex Hearing Association Area One Pathway

25. Sight Connections / Pathways Prefrontal Cortex Hearing Association Area Unpredictable Applications C A D B

26. How does the brain learn? The brain seeks to make patterns of meaning, so authentic and lasting learning must be: The brain seeks to make patterns of meaning, so authentic and lasting learning must be: Creative (frontal lobe activity)Creative (frontal lobe activity) UsefulUseful Emotionally appropriateEmotionally appropriate Emotions are the gatekeepers to learning and understanding Emotions are the gatekeepers to learning and understanding Attention, learning, and memory are driven by emotion Attention, learning, and memory are driven by emotion

27. Brain Research and Quadrant D Number of senses engaged Type of ActivityLevel of Retention 19Real WorldHigh 13Immersion (recreate real world) 9Hands-on real thing 4Hands-on representation 32nd Hand (Observation) 2Symbolic (sign)Low

28. R. Rivlin and K. Gravelle, Deciphering Your Senses Sight Hearing Touch Taste Smell Balance-Movement Vestibular Temperature Pain Eidetic Imagery Magnetic Infrared Ultraviolet Ionic Vomeronasal Proximal Electrical Barometric Geogravimetric Visible Light Vibrations in Air Tactile Contact Chemical Molecular Olfactory Molecular Kinesthetic Geotropic Repetitious Movement Molecular Motion Nociception Neuroelectrical Image Retention Ferromagnetic Orientation Long Electromagnetic Waves Short Electromagnetic Waves Airborne Ionic Charge Pheromonic Sensing Physical Closeness Surface Charge Atmospheric Pressure Sensing Mass Differences Our “19” Senses

29. Acquisition of knowledge Application Action Continuum

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

31. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework High Low Business - Information Technology Demonstrate web development software functions. Compare features of web development software. Create a full web site for a local business. Design web page.

32. 1 2 3 4 5 6 12345 A B D C Rigor/Relevance Framework 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. 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.

33. 1 2 3 4 5 6 12345 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.

34. 1 2 3 4 5 6 12345 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. 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. 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.

35. 1 2 3 4 5 6 12345 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. 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. 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.

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

37. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework Who does the work? Teacher Works StudentThinks Student Thinks and Works StudentWorks High Low

38. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherControlled Control TeacherDirectedStudentControlled ExternallyControlled High Low

39. DecisionFrameworkDecisionFramework Staff Involvement A B D C Leadership Matrix Dominant Leadership Disruptive Leadership Adaptive Leadership Nurturing Leadership Anticipation TeamIndividual Preservation