1. International Center for Leadership in Education, Inc. Teaching for Rigor and Relevance

2. Hebrew proverb Do not confine your children to your own learning, for they were born in another time.

3. Logistics

4. Agenda Develop a common focus on preparing students for rigorous and relevant learning Determine how the Rigor/Relevance Framework can be adapted to your unique school community

5. Outcomes  Be able to explain rationale for teaching rigor and relevance  Become familiar with resources to use the Rigor/Relevance Framework  Apply the Rigor/Relevance Framework to various instructional settings, learning experiences and assessments  Develop an action plan to use the Rigor/Relevance Framework

6. ICLE Philosophy Rigor Relevance All Students

7. Rigor

8. Relevance My only skill is taking tests.

9. All Students

10. Small Group Discussion Why Rigor and Relevance?

11. Changing Nature of Work International Comparisons Changing Youth Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation

12. International Center for Leadership in Education, Inc. Rigor/Relevance Framework

13. International Center for Leadership in Education, Inc. Rigor/Relevance Framework p. 2 Handout

14. Knowledge Taxonomy

15. Assimilation of knowledge Acquisition Thinking Continuum

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

17. Managing Resources 1Identify money 2Explain values 3Buy something within budget 4Match expenses to budget 5Set goals based on budget 6Evaluate spending habits of spouse Knowledge Taxonomy

18. Application Model

19. Acquisition of knowledge Application Action Continuum

20. Application Model 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

21. Managing Resources 1Know money values 2Solve word problems 3Relate wealth to quality of life 4Prepare budget 5Handle lottery winnings Application Model

22. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

23. Rigor/Relevant Framework 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 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

24. 1 2 3 4 5 6 12345 Rigor/Relevance Framework

25. 1 2 3 4 5 6 12345 A

26. 1 2 3 4 5 6 12345 A B

27. 1 2 3 4 5 6 12345 A B C

28. 1 2 3 4 5 6 12345 A B D C

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

30. Skill Identify, collect or sort pertinent information while reading.

31. Quadrant A Read a science experiment and identify the necessary materials to perform the experiment.

32. Quadrant B Locate and read current articles on biotech.

33. Quadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

34. Quadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

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

36. Knowledge Taxonomy Verb List (in handbook)

37. Application Model Decision Tree (in handbook)

38. Rigor/Relevance Examples Student Performances pp. 3-4 Handout

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

40. Activity: Pairing Examples from own teaching or choose one of the competencies

41. Conducting a scientific experiment Reading a historical novel Basic computation (add, subtract, multiply, divide) Measuring volume of liquids Technical writing Speaking to an audience Determining probability Personal health and wellness Predicting events based on probability Critical viewing skills Collecting and analyzing data Correct grammatical use of language Computer spreadsheet Word processing Poetry Measurement of area Interpersonal communication Physical fitness Nutrition Parenting Citizenship Economics U. S. Geography Scientific classification systems Cellular Biology Writing letters Preparing a personal budget

42. Pair/Individual Activity What would be the student performance for each quadrant?

43. Planning Instruction

54. Rigor/Relevance Linking Standards and Student Work Activity

55. Examples of Student Work For Real-World Instruction p. 8

56. Data-driven Curriculum Checklist p. 7

57. Writing Performance Tasks

58. Rigor/Relevance Framework And Assessment

59. Types of Assessment  Multiple Choice  Constructed Response  Extended Response  Process Performance  Product Performance  Portfolio  Interview  Self-Reflection Rigorous and Relevant Instruction

60. 1 2 3 4 5 6 12345 Rigor/Relevance Framework Traditional Tests Performance

61. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N Extended ResponseExtended Response Product PerformanceProduct Performance Primary Assessments Rigor/Relevance Framework PortfolioPortfolio Product PerformanceProduct Performance InterviewInterview Self ReflectionSelf Reflection ProcessProcess PerformancePerformance Product PerformanceProduct Performance Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response

62. Pair/Individual Activity Analyzing Test Questions Which Quadrant? p. 11 handout

63. Test Question Worksheet 1.A 2.B 3.B 4.B 5.D 6.C 7.A 8.D 9.B 10.D

64. Development of Test Question

65. R/R and Assessment 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

66. Distinguishing Learning among the Four Quadrants

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

68. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TeacherWork Teacher/Student Roles StudentThinkStudent Think & Work StudentWork High Low

69. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework RightAnswer Did Students Get it Right? RationalAnswerRightQuestions RightProcedure High Low

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

71. RIGORRIGOR RELEVANCE A B D C Rigor/Relevance Framework TimeStrategy Differentiation StudentWorkAlreadyDifferentiated StudentWork High Low

72. Raising the Level of Rigor and Relevance

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

74. 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

75. International Center for Leadership in Education, Inc. Instructional Strategies: How to Teach for Rigor and Relevance

76. ACTIVITY Matching Strategies to R & R Framework p. 14 in handout

77. Strategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Technology Instructional Technology Lecture Lecture Note-taking/Graphic Organizers Note-taking/Graphic Organizers Memorization Memorization Presentations/Exhibitions Presentations/Exhibitions Research Research Problem-based learning Problem-based learning Project Design Project Design Simulation/Role-playing Simulation/Role-playing Socratic Seminar Socratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

78. Research When to Use Strategy Based on Rigor/Relevance Framework

79. Selection of Strategies Based on Rigor/ Relevance Framework

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

81. Brainstorming

82. Cooperative Learning

83. Demonstration

84. Guided Practice Homework Computer-based Drill and Practice Worksheets

85. Inquiry Elements

86. Instructional Technology

87. Lecture

88. Memorization

89. Note-taking/ Graphic Organizers

90. Presentations/ Exhibitions

91. Problem-based Learning

92. Project Design

93. Research

94. Simulation/Role-playing

95. Socratic Seminar

96. Teacher Questions

97. Work-based Learning

98. Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Robert Marzano, 2001

99. Strategies that Work Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers Robert Marzano, 2001

100. 1. Description of lesson you taught – what and how 2. What R/R quadrant(s) 3. What R/R quadrant(s) would you teach it now 4. What assessment would you use and why 5. What instructional strategies would you use now and why? Lesson Reflection

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. Kennesaw Mountain What does rigor and relevance look like in practice?

105. Benefits of Using Rigor and Relevance? Better prepare students for future work Way to focus student learning on priority standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation

106. Ask Me..... “How will I ever use what I’m learning today?”

107. REFLECTION What will you do in your classroom/school as a result of today’s session?

108. ACTION PLAN Activity

109. Center Web Site http://www.LeaderEd.com