All participants are on mute. www.LeaderEd.com Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To hear this webinar you will need to choose your audio mode. Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices: Use telephone Use mic & speakers If using mic & speakers make sure your volume is turned up so you can hear If using the telephone Dial:  916-233-3087 Access Code: 162-276-689 Audio PIN: unique PIN shown in audio control panel on screen Technical difficulties? Contact (518) 399-2776. All participants are on mute.

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???? Why Rigor and Relevance ???? Changing Nature of Work - Technology Global Competition - It’s a Flat World Conceptual Age - Requires Whole Brain Thinkers Youth Have Changed - Digital Natives Increased Accountability for Learning Multiple Achievement Gaps Overloaded Curriculum Poor Student Engagement

Quantify Rigor and Relevance

Rigor Rigor and Relevance Framework Relevance Assimilation C Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations Relevance From: the International Center for Leadership in Education

Rigor/Relevance Framework D C High RIGOR A B Low Low High RELEVANCE

Four Quadrants of Learning Assimilation C Adaptation D C D Complex Analytical Challenging Real World High RIGOR Acquisition A Application B A B Routine Memorization Practical Hands On Low Low High 16 RELEVANCE

Poll Why are you interested in teaching toward Rigor and Relevance?

Poll What are the greatest obstacles to Rigorous and Relevant Learning?

Rigor/Relevance Framework Student Think & Work Student Think High RIGOR Teacher Work Student Work Low Low High RELEVANCE

Rigor/Relevance Framework D C High RIGOR A B Low Low High RELEVANCE

Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Change Strategies Change Assessments Add High RR Task Create Gold Seal Lesson Adapt a Gold Seal Lesson Make Interdisciplinary Use D-Moment Strategies Low R/R Quadrant A - Acquisition Learning Dick Jones, ICLE, 2010

Ways to Increase Rigor/Relevance Design Gold Seal Lesson - culminate w/ performance Modify existing lesson - add high RR performance - adapt Gold Seal Lessons change strategies change assessments Interdisciplinary instruction Integrate academics in CTE and Arts Use “D” Moments

Add High Rigor/Relevance Performance Task

Rigor/Relevance Instructional Backwards Design Approach Planning Steps Backwards Design Approach Plan Step 1 Step 2 Step 3 Step 4 Focus of Learning Student Performance Learning Experiences Assessment R/R Teach

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.

Writing Performance Tasks Student Work 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. Students will work independently and use school resources. The letter will take a point of view, include summaries of research, cite sources and recommend action. Specific Context Conditions

Writing Performance Tasks Student Work 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. Students will work independently and use school resources. The letter will take a point of view, include summaries of research, cite sources and recommend action. Specific Context Conditions

Rigor/Relevance Instructional Backwards Design Approach Planning Steps Backwards Design Approach Plan Step 1 Step 2 Step 3 Step 4 Focus of Learning Student Performance Learning Experiences Assessment R/R Teach

Create Gold Seal Lesson

Gold Seal Lessons

Overview/Description Teacher Procedures Assessment/Scoring Guide Gold Seal - Template Title Subject/Grade Focus Student Learning Performance Task Overview/Description Teacher Procedures Assessment/Scoring Guide Essential Skills Standards Prepare Student Materials 22

Steps in Gold Seal Lessons Start with a focus of unit (grade, course, topics, title Identify the Student Learning Brainstorm the Student Work Create Performance Task Create Assessment Build Rest of Lesson Add Procedures to Performance Prepare Student Materials Link to Standards/Essential Skills 23

Adapt Gold Seal Lesson

Sources of Gold Seal Lessons Publications Original K-12 - 360 lessons New K-8 or 9-12 120 lessons each Subject specific - 30 lessons Curriculum Matrix - samples Successful Practices Network http://www.successfulpractices.org 1800 and growing Gold Seal Lesson Service http://www.successfulpracticesgsl.org

Rigor/Relevance Unit Planning Start with Performance Task and Final Assessment Sequence the Lesson Pre-Assessments Launching Activity Teaching Steps Formative Assessments Reading Strategies Adaptation for Student Needs Resources Daily Lesson Plan 26

Modifying Assessments

D C B A Rational Answer Right Questions Right Answer Right Procedure Rigor/Relevance Framework Did Students Get it Right? D C Rational Answer Right Questions High RIGOR B A Right Answer Right Procedure Low Low High www.leadered.com RELEVANCE

Rigorous and Relevant Instruction Types of Assessment Rigorous and Relevant Instruction Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection 12

Rigor/Relevance Framework High Traditional Tests Performance Low Low High 13

Rigor/Relevance Framework Primary Assessments Rigor/Relevance Framework KNOWLEDGE Portfolio Product Performance Interview Self Reflection Extended Response Product Performance Process Performance Product Performance Multiple Choice Constructed Response A P P L I C A T I O N 14

R/R and Assessment Suggestions..... 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 www.leadered.com

Modifying Strategies

Research When to Use Strategy Based on Rigor/Relevance Framework

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

Selection of Strategies Based on Rigor/ Relevance Framework 36

Selection of Strategies Based on Rigor/ Relevance Framework 37

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

Make Interdisciplinary

Rigor Rigor and Relevance Framework Relevance Assimilation C Evaluation 6 Assimilation C Adaptation D Synthesis 5 Analysis 4 Application 3 Acquisition A Application B Comprehension 2 Knowledge/ 1 Awareness Interdisciplinary Rigor 1 Knowledge in one discipline 2 Apply knowledge in one discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real-world predictable situations 5 Apply knowledge to real-world unpredictable situations Relevance From: the International Center for Leadership in Education

Interdisciplinary Definition Teaching the same skills in different context in courses Teaching related skills across disciplines Joint or connected instruction New instruction including multiple disciplines 42

Interdisciplinary Benefits Teacher collaboration Student engagement Higher level thinking Content mastery Mirrors real world Less fragmented learning 43

D-Moments

D-Moments Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

D - Moments Short Strategies to Take Learning to Quadrant D Original Ideas Teaching Others Current Events Inquiry Did You Know Google It How Did that Happen Remind Me Program Your Television Can You see it Now? Storytelling Quiz Show Future Think Summarizing Why Questions Lego Land At Your Service Analyze It Justify Your Position Write to Learn

Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Change Strategies Change Assessments Add High RR Task Create Gold Seal Lesson Adapt a Gold Seal Lesson Make Interdisciplinary Use D-Moment Strategies Low R/R Quadrant A - Acquisition Learning Dick Jones, ICLE, 2010

Poll Where will you start on a path to Rigor and Relevance?

Rigor/Relevance Framework D C High RIGOR A B Low Low High RELEVANCE

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