Rigorous and Relevant Instruction

Rigorous and Relevant Instruction
Humble ISD School Name Date TM & © Scholastic Inc. All rights reserved. 04/23/10

The Brain’s Three Questions
Who are all these people? Where am I? What are we going to do today? Dr. Robert Sylwester

Welcome to Rigorous and Relevant Instruction
Where am I? Welcome to Rigorous and Relevant Instruction

Today’s Goals What am I going to do today?
Deepen understanding of the power of Relationships on Student Learning. Evaluate how various instructional strategies increase the level of rigorous instruction. Develop an Understanding of the Rigor/Relevance Framework and how it will impact Student Achievement. What Am I Going to Do Today? Our Goals for Today are: Deepen understanding of the power of Relationships on Student Learning; Develop an Understanding of the Rigor/Relevance Framework and how it will impact Student Achievement; and Evaluate how various instructional strategies increase the level of rigorous instruction.

Today’s Agenda/Critical Questions
What am I going to do today? Today’s Agenda/Critical Questions Preparing for Rigorous Instruction Rigor Relevance Putting it Together What is the Rigor/Rele-vance Framework? How Do You Use the Framework to Analyze Instruction? How do instructional strategies impact learning? What is next in our learning together? What am I Going to Do Today? To accomplish this, we will talk about rigor, relevance, and how rigor and relevance work together to maximize learning. While doing so, we will address the following four questions: 1.) What is the Rigor/Relevance Framework? 2.) How Do You Use the Framework to Analyze Instruction? 3) How do instructional strategies impact learning? 4.) What is next in our learning together? 5

Who are all of these people?
Kathy Attaway, Ph.D. Director of Professional Learning/South (409) K Teacher- 9 Supervisor of C&I- 2 Principal- 21 Professor- 3 EC Specialist- 2 DPL- 3 6

Get Out! You Too? (Record one item from each category)
Who are all of these people? Get Out! You Too? (Record one item from each category) 1. Animal 2. Device 3. Food 4. Place

Get Out! You, Too! When directed, go to the area of your selected “favorite”. High five others and exclaim, “Get out! You too?” Divide into groups of 3-5. Share with your group why you put yourself here.

Get Out! You Too? 1. Animal

Get Out! You Too? 2. Device

Get Out! You Too? 3. Food

Get Out! You Too? 4. Place

Headline News! Print your first name in large block print on one face of your name tent. On the second face, write a newspaper headline that describes an exciting event that occurred in your life in the last three months. Write Headline Here

Share your news with others at your table.
Headline News! Share your news with others at your table. Long-time Diver Lives to Dive another Day! KATHY

Group Resume Use chart paper to create a resume for your group. .
Include the following information on your resume: Your group name. Total years of experience in education Roles in education (1st grade teacher, department head, etc.) Other employment experience Total number of children List of interests and activities Choose speaker(s) to share your resume with the entire group. .

Rigor/Relevance/Relationships
Relevance makes rigor possible, but only when trusting and respectful relationships among students, teachers, and staff are embedded in instruction. Relationships nurture both rigor and relevance.

Students don’t care to know until they know you care.”
“No significant learning occurs without a significant relationship.” Dr. James P. Comer

“You can’t teach them until you can reach them.” Dr. Kathy Attaway

Relationships Increase feelings of safety, motivation, and risk taking
Enhance learning TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

The Brain as an Information Processor
Experience New Information Perceptual Filter (RAS) Short Term Memory Working Memory Long Term Memory ENVIRONMENT 19 senses Used information Used information Used information Sensory information Unused information Unused information Unused information © 2000 David Sousa – How The Brain Learns

The Reticular Activating System (RAS) is responsible for many cognitive functions related to awareness. The RAS connects the brain stem to the cerebral cortex through various neural paths. The brain stem controls most of the involuntary functions as well as reflexes of the body. The cerebral cortex is the seat of consciousness and thinking abilities. The reticular activating system forms a link between these two different regions. It is a bridge between the upper brain and the lower brain.

What Does the RAS Do? The Reticular Activating System (RAS) has two jobs: Attention-Maker: It makes your thinking brain pay attention to what’s going on in the environment. Attention-Breaker: It stops your thinking brain’s attention to what’s going on in the environment, causing the cerebrum to go on “automatic pilot”.

What Triggers the RAS? When there is a perceived threat, the RAS trigger brain activity to “take the bridge” from the cortex to the limbic system (protective system). You can’t think or store memories in this area. Fight or flight response

What Triggers the RAS? When there is feeling of safety (physically and emotionally), the RAS triggers brain activity in the cerebral cortex. When there is cortical arousal: Problem-solving can occur Optimal level of challenge Learning only occurs at this position

Tools for Building Relationships
Take time to build common ground Take time to create a culture of respect and appreciation for diversity Use structures during instruction that provide opportunities for students to feel a sense of belonging. Greet your students at the door everyday. TJ Mears - ICLE - leadered.com

The Research on Greeting
When teachers greeted students at the door, on-task behavior during the first ten minutes of class increased from 45% to 75%. Journal of Applied Behavior Analysis (2007)

Write-Pair-Share Write down three things you now understand about the importance of building relationships. Share these ideas with an elbow partner.

Establishing a common language
Rigor… Establishing a common language An Intro Slide 28 28

List your ideas on chart paper
THINK PAIR SHARE Essential Question If you walked into a classroom to look for rigorous instruction, what are some things you would expect to see? Activity – Think/Pair/Share – Brainstorming Rigor This is a common activity to engage teachers in discussing prior knowledge. The presenter uses this opportunity to assess teachers current understanding. List your ideas on chart paper 29

Rigor Rigor means framing lessons at the high end of the knowledge taxonomy. 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge Clarifying Understanding. This is not a “Comprehensive List”. Only provides a framework for understanding that RIGOR is about THINKING!

CREATING EVALUATING ANALYZING APPLYING UNDERSTANDING REMEMBERING
New Bloom’s CREATING EVALUATING ANALYZING APPLYING Important Speaking Points: Rigor is defined by the Knowledge Taxonomy AKA Blooms The higher levels of Blooms generates higher levels of RIGOR UNDERSTANDING REMEMBERING 31

Taxonomies of Rigor Clarifying Understanding.
This is not a “Comprehensive List”. Only provides a framework for understanding that RIGOR is about THINKING!

Rigor is… Scaffolding thinking Planning for thinking
Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level Clarifying Understanding. This is not a “Comprehensive List”. Only provides a framework for understanding that RIGOR is about THINKING!

Misconceptions of Rigor
MORE – does not mean more rigorous. DIFFICULT – increased difficulty does not mean increased challenge. RIGID – “all assignments are due by… no exception.” AGE MATTERS – young children naturally take what thy are learning to solve unpredictable problems – make it developmentally appropriate. Dick Jones, Sr. Consultant ICLE

Misconceptions of Rigor
MUST MASTER BASICS FIRST – Any level of learning can be rigorous. It’s all about the design of the learning experience. FOR THE ELITE – To reserve rigorous learning opportunities for the “elite” students while relegating others to lives of memorization and participation in meaningless activities does not meet the demands of 21st century learners. ALL can and should have equal access to rigorous instruction and learning. Dick Jones, Sr. Consultant ICLE

Rigorous Lessons/Tasks
Rigorous Lessons/Tasks ask students to: Examine Produce Classify Deduce Generate Assess When creating lesson plans and student objectives, selecting the proper word from the Knowledge Taxonomy Verb List can help to describe the appropriate performance. Simply start with a verb from the desired level and finish the statement with a specific description of that skill or knowledge area. The Verb List can also be used to evaluate existing lesson plans, assessments, and instructional experiences. Looking for verbs and identifying their level will give a good indication of the level of student performance in that instruction. Create Prioritize Scrutinize Decide

Analyzing Rigor Economics: Managing Resources
Evaluate Evaluate spending habits of spouse Synthesis Set goals based on a budget Analysis Match expenses to budget Application Buy something within a budget Comprehension Explain values Knowledge Identify money

Analyzing Rigor With a partner, read each learning task.
Use your Bloom’s planning tool to help you analyze the level of rigor. On the chart in your packet, write each task in the appropriate row. Compare your thinking with another pair. Handout – Scaling the Rigor

Health: Basic Nutrition
Analyze the Rigor Health: Basic Nutrition Label food by nutritional groups Explain nutritional value of foods Examine success in achieving nutrition goals Use nutrition guidelines in planning meals Appraise results of personal eating habits over time Develop personal nutrition goals 40

Health: Basic Nutrition
Analyze the Rigor Health: Basic Nutrition Evaluation Appraise results of personal eating habits over time Synthesis Develop personal nutrition goals Analysis Examine success in achieving nutrition goals Application Use nutrition guidelines in planning meals Comprehension Explain nutritional value of foods Knowledge Label food by nutritional groups 41

Stand Pair Share Stand up and turn to the person next to you.
Take turns sharing what you know and understand about instructional rigor. Sit down when you are finished sharing.

Analyzing the Rigor Rubric
Read each category of the CIR rubric for rigor. As a group, use chart paper to create a graphic organizer to illustrate this rubric.

Rigor- Thoughtful Work
Evidence of Rigor Build effective instruction based on rigorous and relevant expectations. (DSEI Teaching Element #1) Plan and provide learning experiences using effective research-based strategies that are embedded with best practices. (DSEI Teaching Element #4) Thoughtful Work Lesson intentionally prepares students to complete a range of high-quality learning intentions. 1 - Beginning 2 - Emerging 3 - Developed 4 - Well-Developed Student Learning Students demonstrate their learning by completing recall and retell tasks. Most tasks draw on memorization and focus on answering recall-type questions. Students demonstrate their learning by completing tasks that require comprehension. There are opportunities for students to demonstrate mastery through learning tasks that require them to apply knowledge and comprehend content. Students demonstrate their learning by completing tasks that validate their ability to analyze, synthesize, and/or evaluate new instructional content. Tasks include the opportunity for students to respond to content through inquiry and interpretation. Students develop their own learning task that stretches their creativity, originality, design or adaptation. Tasks include the opportunity for students to assess their own learning and move forward where they adapt their knowledge on new activities Instructional Design Learning tasks include one assigned way for students to demonstrate their thinking. Learning tasks include one or more assigned ways for students to demonstrate their thinking. Learning tasks allow students to self-select options to best represent their thinking. Learning tasks extend students’ learning, inspiring them to pursue self-discovery

Rigor- High Level Questioning
Lesson provides opportunities for students to respond to and ask a range of questions that increase in rigor and levels of thinking. 1 - Beginning 2 - Emerging 3 - Developed 4 - Well-Developed Student Learning Students respond to questions that mainly focus on basic recall and retell. Few students ask questions, and most questions asked focus on basic recall or retelling of content. Students respond to questions that demonstrate a comprehension of content. Students have opportunities to ask questions during the lesson and most questions focus on comparing and contrasting information. Students fully explain and justify their thinking when responding to questions that demonstrate different levels of thinking including questions that require analysis, synthesis and evaluation of information. During the lesson, students generate questions about content that demonstrate rigorous independent thinking. Students actively engage in developing rigorous questions to challenge the thinking of their peers. Students are able to respond to rigorous questions generated by peers with little guidance from the teacher. Instructional Design Lesson mainly includes questions at the recall and retell level, and/or not all students are required to respond to each question. Lesson includes questions at a range of levels, but not all students are required to respond to each question. Lesson uses questioning to carefully support students in moving to higher levels of thinking ensuring that all students have an opportunity to respond. Lesson is designed to inspire all students to engage in high-level questioning around the learning task with their teachers and peers.

Rigor- Academic Discussion
Lesson includes opportunities for students to engage in vocabulary-rich academic conversation with adults and peers. 1 - Beginning 2 - Emerging 3 - Developed 4 - Well-Developed Student Learning Student discussion is driven by the teacher and mainly remains at the retell level, mostly using everyday language, with little to no evidence of academic or domain-specific vocabulary. Student discussion focuses on a variety of topics with each student offering his/her own thinking without using ideas from peers. Student discussion, structured by prompts from the teacher, includes a combination of retelling, analysis, and/or stating a claim and defending it with evidence. Students provide explanations or evidence of their thinking and respond to their peers’ comments. Students engage with peers in teacher-guided academic discussions focused on analysis, synthesis, and evaluation of content-driven topics, using academic language to express their thinking regarding the major concepts studied. Students support their ideas with concrete explanations and evidence, paraphrasing as appropriate, and build on or challenge the ideas of others. Students primarily drive the discussion, consistently adding value to the dialogue with their peers and teacher, and respecting the opinion and thoughts of both; the lesson shifts to conversation rather than a Q&A session regarding the major concepts studied. Students are able to stay focused on the activities of inquiry and engage in dialogue, using content-rich vocabulary with their peers. Instructional Design Lesson mostly structures discussion as teacher led, with the majority of interactions as teacher to student. Lesson structures discussion as a mix of teacher led and peer to peer with the teacher facilitating the majority of discussions. Lesson mostly structures discussion as independent peer to peer. The teacher facilitates and redirects the discussion as needed, while evaluating the quality. Lesson is designed to inspire students to independently engage in dialogue and add valuable, academic content around the learning tasks.

Establishing a common language
Relevance Establishing a common language An Intro Slide 47 47

THINK PAIR SHARE Essential Question If you were to see a relevant lesson in action, what are some things you would observe? Activity – Think-Pair-Share – Brainstorming Relevance This is a common activity to engage teachers in discussing prior knowledge. The presenter uses this opportunity to assess teachers current understanding. Stand Pair Share 48

Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations 3 Application across disciplines 2 Application within disciplines 1 Knowledge in discipline

Application Model Knowledge in Discipline Apply in Discipline
Learning Knowledge, Attitude, or Skills Learning how to use a calculator Apply in Discipline Using the knowledge, attitude, or skills within the course curriculum Using the calculator to determine the material costs of a storage shed

Application Model Apply Across Disciplines
Using the knowledge, attitude, or skills in all discipline curriculums Using the knowledge/skills learned in math class to solve a manufacturing problem Apply to Predictable Situations Use information to analyze and solve real world problems with predictable solutions Read a recipe, calculate the ingredients needed to triple the recipe

Application Model Apply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions Plan the transportation and lodging for your family’s vacation to Disney World Plan a luncheon for students being inducted into the business National Honor Society and their parents

Stand Up! Huddle Up! Work with your table team to create an example of an Unpredictable Situation. While sharing with larger group, be prepared to explain and justify your example to the other participants.

A Relevant Lesson asks Students to:
Use Their Knowledge To Tackle Real-world Problems That Have More Than One Solution

A Relevant Lesson answers:
What am I Learning? Why am I learning it? How will I use it? 55

Misconceptions of Relevance
Cool – relevance doesn’t exclusively mean what the students do for “fun” Exclusive– relevance without rigor does not ensure success. About the Teacher—it ‘s not about the teacher making connections, it is about the student connecting the learning to other learning and the real world. 56

Application Model Decision Tree
Is it application? Level 1 Knowledge in one discipline NO YES Level 2 Application in one discipline NO Is more than one discipline involved? Is the application real-world? NO Level 3 Interdisciplinary application YES YES Application Model Decision Tree The Application Model Decision Tree on Digital Handout page 00 is designed to help you decide the correct quadrant for a given lesson. Teachers may use this to easily determine the relevance of existing lessons. Simply choose a lesson or activity and use the flow chart to answer the questions. Note that the levels along the right side correspond to the levels of relevance along the bottom of the Rigor/Relevance Framework. Level 4 Real-world predictable application Is the outcome unpredictable? NO Level 5 Real-world unpredictable application YES TM & © Scholastic Inc. All rights reserved. 4/20/2018

Application Model Managing Resources Handouts - Decision Trees
Knowledge Know money values Application within the discipline Solve word problems Application across disciplines Relate wealth to quality of life Real-world predictable Prepare budget Real-world Unpredictable Handle lottery winnings Handouts - Decision Trees

Scaling the Relevance With a partner, read each learning task.
Use your Decision Trees to analyze the level of application of each task. Record your findings on the chart in your packet. Share your findings with your tablemates Handout: Scaling the Relevance

Application Model Application: Basic Nutrition Basic Nutrition
Rank foods by nutritional value Develop nutritional plan for a health problem affected by food Make cost comparison of foods considering nutritional value Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters Label food by nutrition group Basic Nutrition

Application Model Basic Nutrition
Real-world Unpredictable Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters Real-world predictable Develop nutritional plan for a health problem affected by food Application across disciplines Make cost comparison of foods considering nutritional value Application within the discipline Rank foods by nutritional value Knowledge Label food by nutrition groups

Move Pair Share Stand up and move to another person you see across the room from you. Take turns sharing what you know and understand about instructional relevance. Sit down when you are finished sharing.

Analyzing the Relevance Rubric
Read each category of the CIR rubric for relevance. As a group, discuss which words in each box are essential to understanding what is needed for that level of relevance. Highlight those words on your large rubric. Continue for each aspect of relevance.

Relevance- Meaningful Work
Evidence of Relevance Build effective instruction based on rigorous and relevant expectations. (DSEI Teaching Element #1) Possess and continue to develop content area knowledge to make it relevant to the learner (DSEI Teaching Element #3) Plan and provide learning experiences using effective research-based strategies that are embedded with best practices. (DSEI Teaching Element #4) Meaningful Work Lesson requires students to complete relevant, real-world tasks that connect to tasks typically completed in related careers. 1 - Beginning 2 - Emerging 3 - Developed 4 – Well-Developed Student Learning Student work is procedural and structured, reflecting a basic understanding of information learned during the lesson/unit. Student work focuses on class-specific content, with an emphasis on building skills, developing comprehension, or other foundational skills. Students think critically about content and apply information learned to address a specific task. Student work demonstrates originality. Student work requires application of knowledge learned during the lesson/unit. Students think critically about content and apply information learned to address a range of cross-disciplinary tasks. Student work demonstrates creativity and originality. Student work requires real-world predictable and/or unpredictable application that has a direct connection to a career in the related field of study. Students think and act critically to curate content and apply information learned to address a range of cross-disciplinary tasks which are both creative and original. Student work requires the ability to select, organize and present content through relevant products with multiple solutions. Instructional Design Lesson provides students an opportunity to demonstrate foundational understanding of content. Lesson provides students an opportunity to complete a specific task that requires application of knowledge. Lesson provides students an opportunity to select from a range of real-world, relevant tasks, using critical thinking about new learning to complete the task. Lesson inspires students with an opportunity to think critically about new learning to create their own real-world, relevant tasks.

Relevance - Authentic Resources
Lesson includes a range of sources of information and requires students to use information from sources with relevant, real-world tasks. 1 - Beginning 2 - Emerging 3 - Developed 4 – Well-Developed Student Learning Students mainly engage with one source of information for the lesson and/or unit. Students use one source to complete tasks focused on making simple connections to content. Students engage with one primary source of information for the lesson and/or unit, and use secondary resources to support it. Students use one or more sources to complete real-world tasks focused on making simple connections to content. Students engage with multiple sources of information both primary and secondary, during a lesson/unit. Students use multiple sources of information to complete real-world tasks involving comparisons, analysis, argument, and research. Students engage with multiple sources of information, both primary and secondary, during a lesson/unit, including multi-format resources. Students select and use a variety of resources to solve predictable or unpredictable real-world scenarios. Instructional Design Lesson relies on one source of information. The unit/lesson is organized around the structure of the content-specific text. Lesson is structured around an essential understanding/ question, uses primary and secondary sources, and includes opportunities for students to connect content to a content-specific text and an additional resource. Lesson is structured around an essential understanding/ question and relies on multiple authentic texts and resources to conduct comparisons, analysis, argument, research, and other relevant, real-world tasks. Lesson is structured around an essential understanding/ question and relies on students to select multiple authentic texts and resources to engage in real-world problem-solving.

Relevance – Learning Connections
Lesson includes a variety of opportunities for students to make connections between what they are learning and real-world applications. 1 - Beginning 2 - Emerging 3 - Developed 4 – Well-Developed Student Learning Students seldom have the opportunity to engage in content that has explicit connection to real-world application. Some students may attempt to make connections between content learned and real-world application, but these connections are volunteered rather than included as part of the lesson. Students occasionally engage in content that has explicit connection to real-world application. Some students begin to articulate the connections between content learned and real-world application. Students engage in content that has explicit connections to real-world applications. Students clearly articulate the connections between content learned and real-world application. Students discover opportunities to apply content to their lives as well as real-world application. Students independently make thoughtful connections between content learned to real-world unpredictable situations. Instructional Design Lesson provides appropriate content, but without explicit connections to real-world application. Lesson provides some opportunities to connect content learned to real-world application. Lesson provides multiple explicit opportunities for students to connect content learned to real-world applications. Lesson inspires students to create their own opportunities to connect content learned to their lives, as well as real-world applications.

Putting it All Together

Rigor/Relevance Framework
Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities. Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well. 68

R&R Framework ... A Useful Tool to Evaluate
Curriculum Instruction Assessment Activities

Quadrant A—Acquisition
Gathering and storing bits of information in order to understand and remember lower levels of thinking Example: Recall definitions of various science terms. Quadrant A—Acquisition Time: Under 1 minute TRAINER TIP: Depending on the audience, the following slides may be used as a review of the Rigor/Relevance Framework. Skip to Slide 30 if this review is not necessary. Have participants choose learning partners from other tables for the activities in this review section. Let’s take a moment to review the Rigor/Relevance Framework. This slide shows aspects of Quadrant A, with its lower levels of application and rigor. The white box on the red field is an example of a typical Quadrant A question. Questions like this elicit low levels of thinking. The definition of acquisition of knowledge is gathering and storing bits of information in order to understand and remember. The learning is essential—science students need to be able to define essential vocabulary—but it involves lower levels of application and does not cross into other disciplines. Click through the layers of the slide to reveal the different features of Quadrant A. lower levels of application TM & © Scholastic Inc. All rights reserved. 04/23/10

Quadrant B—Application
Using knowledge to solve problems and complete work lower levels of thinking Example: Follow written directions to conduct an experiment Quadrant B—Acquisition Time: Under 1 minute Quadrant B, as you’ll recall, involves increased relevance and application. Here you see a low rigor/high relevance question that you might hear asked in your classrooms. Generally, students operating in Quadrant B are not thinking critically but are solving real-world predictable or unpredictable situations. At a minimum there’s an interdisciplinary connection. Click through the layers of the slide to reveal the different features of Quadrant B. higher levels of application TM & © Scholastic Inc. All rights reserved. 04/23/10

Quadrant C—Assimilation
Using high levels of knowledge to analyze problems and create solutions high levels of thinking Example: Analyze data to prove or disprove a theory Quadrant C—Assimilation Quadrant C moves up in rigor, from lower to higher levels of thinking. In these classrooms, students use high levels of knowledge to analyze and create solutions. They compare and contrast ideas but do not yet apply the skilsl to an interdisciplinary or real-world situation. Click through the layers of the slide to reveal the different features of Quadrant C. lower levels of application TM & © Scholastic Inc. All rights reserved. 04/23/10

Quadrant D—Adaptation
Thinking in complex ways and applying thinking to find solutions to unpredictable problems high levels of thinking Example: Design your own experiment to collect data to solve a real-world problem Quadrant D—Adaptation Quadrant D is the goal—increased relevance and rigor to prepare students for college and their future careers. This quadrant is a real-world application of higher-level thinking. A common misconception about Quadrant D teaching and learning is that it needs to culminate in an event or project; one of the best ways to implement Quadrant D learning is by using instructional strategies throughout a lesson. Using an effective quickwrite prompt, for example, is one way to increase rigor and relevance. Asking students how they can apply what they have learned during the class period to their life outside of school is another simple way of making this happen. We at the International Center have worked with schools that require some element of writing in every class each day. Other schools require all lessons to end five minutes early so students spend the last five minutes reflecting on what they have learned. Let’s look closer at Quadrant D. Click through the layers of the slide to reveal the different features of Quadrant D. Let’s spend some time talking about a collaborative approach to implementing a culture of high expectations focused on rigor and relevance. high levels of application TM & © Scholastic Inc. All rights reserved. 04/23/10

Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities. Facilitator: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well. The Rigor/Relevance Framework is a fresh approach to looking at curriculum standards and assessment. It is based on traditional elements of education, yet encourages movement to the application of knowledge instead of maintain an exclusive focus on the acquisition of knowledge. The framework is easy to understand. With its simple, straightforward structure, it can serve as a bridge between the school and the community. It offers a common language with which to express the notion of a more rigorous and relevant curriculum and encompasses much of what parents, business leaders, and community members want students to learn. The framework is versatile; it can be used in the development of instruction and assessment. Like wise, teachers can use it to measure their progress in adding rigor and relevance to instruction and to select appropriate instructional strategies to meet learner needs and higher achievement goals.

Quadrants??? Calculate volume of simple three- dimensional shapes.
Determine the largest rectangular area for a fixed perimeter. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Calculate percentages of advertising in a newspaper.

D high C Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Determine the largest rectangular area for a fixed perimeter A B Calculate volume of simple three-dimensional shapes Calculate percentages of advertising in a newspaper low RELEVANCE low high

Quadrants??? Given a set of shapes, identify symmetries
Find shapes/things around you that have symmetry Create an animation using Flash that shows symmetry Modify algebraic expressions to create symmetry when graphed.

B D C Given a set of shapes, identify symmetries Modify algebraic expressions to create symmetry when graphed. Create an animation using Flash that shows symmetry Find shapes/things around you that have symmetry RELEVANCE high low Math Middle Level - Geometry: Identify rotational symmetry and distinguish between types of symmetry

Quadrants??? Design a weight training program for a person who is paraplegic. Describe correct procedure for performing weight training exercise. Regularly follow weight training regimen Contrast exercises by impacts on specific muscle groups.

B D C Describe correct procedure for performing weight training exercise. Contrast exercises by impacts on specific muscle groups. Design a weight training program for a paraplegic. Regularly follow weight training regimen RELEVANCE high low Physical Education - Achieve and maintain a health-enhancing level of physical fitness.

Quadrants??? Analyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Identify nations involved and reasons for WWII. Interview local WWII veterans and describe impacts from their perspective.

B D C Identify nations involved and reasons for WWII. Analyze documents and summarize reasons for US opposition to entering WWII Summarize global impacts of WWII and project impacts of Iraq war Interview local WWII veterans and describe impacts from their perspective. RELEVANCE high low History - Understand the causes and global consequences of World War II.

83

Review Working together as a team, create a Rigor/Relevance framework on your team chart paper. Make sure to label both axis and each of the quadrants (A, B, C, D). Activity – Activities in a Bag This is a culminating activity for understanding. Have teachers work collaboratively and NOT use notes. Once Completed, show the the actual RR Framework for discussion. Activities in a Bag OPTIONS FOR PRESENTING: Place items on following slides in a bag for each table Design activities from existing lesson at SBISD Large chart paper and sticky notes 84

Analyzing Learning Tasks
The person with the longest hair will distribute tasks from envelope to each group member. Discuss in which quadrant your task fits with a partner. Place your task in that quadrant. Explain to your group why you think your task belongs in that quadrant. When complete, evaluate your chart. Answers to follow!

Quadrant A Memorize the names of planets in the solar system.
Demonstrate phases of the moon. Match pictures of insects with their names. Make a model of the layers of the Earth’s atmosphere.

Quadrant B Develop a food list for a space trip.
Create a class book about the animal and plant life in local rivers. Take photographs of insects to describe characteristics and behaviors. Study examples of paper airplanes and then create one.

Quadrant C Make diagrams of animal life cycles.
Classify a group of similar objects and create your own classification key. Research characteristics and habits of insects. Write a story describing the movement of water through municipal systems.

Quadrant D Design a plan for a zoo that meets the needs of a variety of animal species. Set up an experiment to test life length of batteries. Research and write a field guide for identifying local trees. Build a simple device to accomplish a task using string, tape and rubber bands.

Analyzing the Learner Engagement Rubric
Read each category of the CIR rubric for learner engagement. As a group, recreate the rubric on chart paper, creating a non-linguistic representation to illustrate each box on the rubric.

Learner Engagement – Active Participation
Evidence of Learner Engagement Create and implement an effective learner environment that is engaging and aligned to learner needs. (DSEI Teaching Element #2) Use assessment and data to guide and differentiate instruction. (DSEI Teaching Element #5) Active Participation Lesson is designed to maximize engagement of all students throughout the duration of the lesson. 1 - Beginning 2 - Emerging 3 - Developed 4 – Well-Developed Student Learning Limited student engagement, with the exception of hand-raising. Some students are off-task or have disengaged from the lesson and are not redirected. Lesson is teacher-led and students progress through new learning with some challenges with productivity. Most students remain focused and on-task during the lesson. Students answer questions when asked, but not all students have the opportunity to actively respond. Lesson is led by the teacher, and students productively progress through new learning. All students remain on-task, responding to frequent opportunities for active engagement throughout the lesson. Lesson is led by both teacher and students, and students productively progress through new learning. All students remain on-task and proactively engaged throughout the lesson. Students take ownership of learning new content, actively seeking ways to improve their own performance. Instructional Design Lesson relies mainly on direct instruction with few opportunities for student engagement through application. Lesson relies on one or two strategies designed to engage students, with the lesson focused more on direct instruction than on student engagement through application. Lesson provides multiple strategies designed to maximize student engagement and contribution is monitored to ensure full participation. Lesson achieves a focus on student-centered engagement where the students monitor and adjust their own participation.

Learner Engagement – Learning Environment
Classroom environment is centered on a culture of respect and commitment to learning. 1 - Beginning 2 - Emerging 3 - Developed 4 – Well-Developed Student Learning Students rely on peers or teacher for answers to questions. There is a lack of evidence of students being required to persevere in responding to rigorous tasks or questions. Students demonstrate a lack of respect for peers, teacher, and/or learning environment. Students exhibit some evidence that they are beginning to take risks and persevere in learning rigorous content. Students demonstrate respect for the learning environment, but challenges exist in demonstrating respect for peers. Students are encouraged to take risks and persevere through productive struggle. Students are praised for demonstrating commitment to learning. Students demonstrate respect for peers, teacher, and the learning environment. Students are encouraged to take risks and persevere through productive struggle. Students are provided with effective feedback to guide them in their learning. Instructional Design Classroom learning procedures and routines are inconsistently communicated and/or implemented. Classroom learning procedures and routines are visible, but are not consistently implemented. Clear classroom learning procedures and routines are visible and are consistently implemented. Classroom learning procedures and routines are clearly established, but remain flexible and fluid to adapt to the learning task as needed.

Learner Engagement - Formative Processes and Tools
Lesson is tailored to meet the needs of all students, including using results from formative tools and processes to plan for differentiated instruction. 1 - Beginning 2 - Emerging 3 - Developed 4 – Well-Developed Student Learning Lesson includes few instances of formative assessment to evaluate students’ mastery of content. Assessment results indicate that student growth is minimal. Students are partnered or grouped, but all students receive the same lesson content, process, and product. Students demonstrate mastery of content by engaging in formative assessments that allow for reciprocal feedback. Assessment results indicate that student growth is progressing. Students are partnered or grouped and receive some opportunities for differentiated learning based on adjusting content, process, and/or product. Students demonstrate mastery of content by completing a variety of formative assessments that allow for reciprocal feedback. Assessment results indicate that students are meeting expectations. Students are strategically partnered or grouped based on data. Lesson content, process, and/or product is clearly differentiated to support varying and specific student needs. Students demonstrate mastery of content through opportunities to self-reflect, set learning goals, and share responsibility for their learning. Assessment results indicate that students are exceeding expected outcomes. Instructional Design Results from formative processes and tools are used to monitor progress. Results from formative processes and tools are used to plan and implement aspects of differentiated instruction and monitor progress. Results from formative processes and tools are used to strategically adjust instructional pacing, plan differentiated instruction, and monitor progress. Results from formative processes and tools, along with effective feedback, are used to immediately adjust instructional pacing, plan differentiated instruction, and monitor progress.

Instructional Strategies
Tools for Teachers to Engage Students 94 94

Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional Technology Lecture Note-taking/Graphic Organizers Memorization Presentations/Exhibitions Research Problem-based learning Project Design Simulation/Role-playing Socratic Seminar Teacher Questions Work-based Learning 95 95

Writing to Learn Artistic Expression Compare and Contrast Digital Media Production Feedback and Reflection Instructional Technology- Any Time Games Learning Centers Logical and Independent Thinking Manipulatives and Models Physical Movement Play Service Learning Storytelling Summarizing Teaching Others Test Preparation Video 96 96

Teacher Questioning 6. Evaluation 5. Synthesis 4. Analysis
3. Application 2. Comprehension 1. Knowledge 97 97

Quality Questions… …have an instructional purpose …focus on important content …facilitate thinking on a variety of levels …communicate clearly what is being asked.

Recitation Questions…
Factual Questions Ask students to recall facts, provide definitions, or demonstrate comprehension Usually involve the teacher in every interchange Have one right answer. Ask students to speak in short, factual responses and usually do not require higher-level thinking.

Recitation Questions are used for…
Reviewing for a test To check for student understanding of a passage To check for understanding of homework To assess what students know about a topic To cue students on important content To encourage students to talk To provide opportunities for drill and practice Teachers pose an average of 50 recitation questions during a class period.

Discussion Questions…
Interpretive or Evaluative Questions Interpretive questions have more than one answer, but still must be supported by evidence Evaluative questions ask for an opinion or viewpoint, so there is no wrong answer, but require knowledge and understanding Discussion questions are open-ended.

Discussion Questions are used to…
Allow students to “think out loud” Encourage students to hear and respect a variety of viewpoints Facilitate students to make connections that will help them store information in long-term memory Create opportunities for students to transfer learning to different contexts or situations. True discussion questions are only asked four to eight percent of the time.

Fishbowl Discussion Divide your students into groups of six to eight.
One group is the discussion group and sits in a circle with an empty chair added. The other group is the observation group and sits outside of the circle. As the discussion group discusses a prepared question, the observation group takes notes on what they have learned. Observation group members may occupy the empty chair and join the discussion to ask questions or receive clarification. Observation group takes turns sharing what they learned from “listening in” on the discussion. Adapted from Quality Questioning by Walsh and Sattes, pg. 70, 71

Scaffolding Questioning
How could you help others prepare for a hurricane? What is the difference between a hurricane and a typhoon? How does a hurricane remind you of last month’s tornado? What is a hurricane?

A simultaneous response technique allows all students to think about and respond to a question at the same time.

Technique Teacher poses a question. Think time is provided.
Teacher implements a simultaneous response technique. Students respond. Teacher corrects, clarifies, or expands.

Simultaneous Response Techniques
Think Pair Share Write Pair Share Group Huddle Numbered Heads Together Individual White Boards

Create Questions Create questions for each quadrant about the Rigor Relevance Framework. Jot down simultaneous response strategies you could use for each. Discuss the order you would ask them and why.

Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition Guided Practice Lecture Test Preparation Memorization Demonstration- Teacher Video Literature Graphic Organizer- Notes Instructional Technology- Real Time Manipulatives and Models Learning Centers 109

Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application Cooperative Learning- Group Discussion Demonstration- Student Instructional Technology- Games Problem-based Learning Project Design Simulation/Role Playing Work-based Learning Video Physical Movement Instructional Technology- Real Time Learning Centers Storytelling Teaching Others Service Learning 110

Collaboration Group Work
Working together toward a common goal Working together toward a common goal Using a structure that provides: Positive Interdependence Individual Accountability Equal Participation Simultaneous Interaction

Work on these math problems with a partner.
Not this… Work on these math problems with a partner.

This… Reciprocal Teaching
Student A will teach problem #1 to Student B while Student B coaches and gives feedback. Student B will repeat this process with problem #2. 1. (37-12) + ( ) 2. ( ) – ( )

Read the passage together and discuss the questions.
Not this… Read the passage together and discuss the questions.

This: Group Roles Use the following roles to read and discuss the text. Reader: Read the text aloud to the group. Photo Analyzer: Use the photos and the captions to explain more about what was read. Discussion Leader: Ask the question “According to the text how do volcanoes change the earth?” Make sure everyone in the group has a chance to answer. Synthesizer: Write an answer to the question that everyone in the group agrees on. All group members need to be prepared to share your answer and explain your thinking to the class.

Group Huddle Stand up and lean in.
Starting with the person with the shortest hair, share any new understandings or insights about cooperative learning.

Feedback and Reflection
The Key to Retention of Learning

Feedback Immediate Specific Essential during guided practice

Ideas for Reflection Numbered Heads Together Exit Tickets
Statements of Insight Learning Logs

Stand Up, Hand Up, Pair Up On a post it, write two things you have learned about using instructional strategies to increase rigor. At the signal, stand up, put your hand up, find a partner NOT at your table and give him/her a high five. Listen actively to one another as you share your first idea. When you finish, put your hand up and find a second partner with his or her hand up and give a high five and share your second idea. Return to your seat when you’ve finished.

THANK YOU! Humble ISD Training for Rigorous and Relevant Instruction June 16-18, 2015 Kathy Attaway, Director of Professional Learning Karen Bayer, ICLE Consultant

Rigorous and Relevant Instruction

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