1. Mary B. Austin Elementary Rigor, Relevance, Relationships
Overview
8/6/14
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2. Daggett System for Effective Instruction
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3. Teaching
Build effective instruction based on rigorous and relevant expectations.
Possess and continue to develop content area knowledge and make it relevant to the learner.
Create and implement an effective learning environment that is engaging and aligned to learner needs.
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4. Teaching
Plan and provide learning experiences using effective research-based strategies that are embedded with best practices, including the use of technology.
Use assessment and data to guide and scaffold instruction.
Further content and instructional knowledge through continuous professional learning
that is both enriching and collaborative.
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5. Organizational Leadership
Create a culture of high academic expectations and positive relationships.
Establish a shared vision and communicate to all constituent groups.
Align organizational structures and systems to the vision.
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6. Organizational Leadership
Build leadership capacity through an empowerment model.
Align teacher/leader selection, support, and evaluation.
Support decision making with relevant data systems.
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7. Instructional Leadership
Use research and establish the urgent need for change to promote higher academic expectations and positive relationships.
Develop, implement, and monitor standards-aligned curriculum and assessments.
Integrate literacy and math across all disciplines.
Facilitate data-driven decision making to inform instruction.
Provide opportunities for professional learning, collaboration, and growth focused on high quality instruction and increased student learning.
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8. Instructional Leadership
Use research and establish the urgent need for change to promote higher academic expectations and positive relationships.
Use research and establish the urgent need for change to promote higher academic expectations and positive relationships
Develop, implement, and monitor standards-aligned curriculum and assessments.
Integrate literacy and math across all disciplines.
Facilitate data-driven decision making to inform instruction.
Provide opportunities for professional learning, collaboration, and growth focused on high quality instruction and increased student learning.
Use research and establish the urgent need for change to promote higher academic expectations and positive relationships
Develop, implement, and monitor standards-aligned curriculum and assessments
Integrate literacy and math across all disciplines
Facilitate data-driven decision making to inform instruction
Provide opportunities for professional learning, collaboration, and growth focused on high quality instruction and increased student learning
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9. Purpose
Using the segments of the DSEI to focus the school improvement process on keeping the attention on
the elements that truly transform
teaching, leading, and learning.
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10. Leading a Culture Focused on Rigor, Relevance, and Relationships
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11. Relationships Make Relevance Possible
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12. Hattie’s Research
“Research supports what most of us see as common sense: what goes on between the teacher and each student is central to high‐level learning. Effective teaching is not the end goal, but it is the means to an end: student achievement.”
—Hattie, 2009
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13. Where Are We? Need to Improve Teacher/Student Relationships
Need to Improve Staff Relationships
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14. Building Staff Relationships
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15. Building Student Relationships
PG page 10
Building Student Relationships
Building Student Relationships
Time: 3 minutes
TRAINER TIP: Use this slide if the poll for the previous slide indicated poor relationships between teachers and students.
See Participant Guide page 10 for the Relationship Taxonomy chart shown on this slide. This relationship framework is another way to describe the quality of the learning relationship. The seven levels to this framework range from isolated, or level 0, to mutually beneficial, or level 6. The supports for teacher-student relationships are described in the right-hand column of the chart.
Level 0 is Isolated. Students have little or no friendly connection to their teachers and peers; sometimes this feeling of isolation extends to their parents. These students are truly isolated, with no awareness of support around them.
Level 1 is Known. Students are known by their classmates and teachers. Relations are friendly, with teachers knowing students’ interests, goals, and challenges.
Level 2 is Receptive. Students accept friendly contact with a mix of peers, parents, and teachers in multiple settings. Teachers show and feel genuine interest and concern in their students’ welfare.
Level 3 is Reactive. Teachers, parents, and peers react to students’ requests for help and support but do not necessarily provide it without being asked.
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16. Impact of Strong Relationships
Relationship-Based Teaching
Classroom Rules
Negotiated
Power
Power with respect
Observation of Effectiveness
Students actively engaged
Risk-Taking
Encouraged
Control Mechanism
Positive reinforcement
Primary Teacher Role
Source of encouragement
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17. Relationships Make Relevance Possible
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18. Is the purpose of learning
Relevance
Is the purpose of learning
Knowledge in one discipline
Apply in discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situations
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19. A Relevant Lesson Asks Students To:
use their knowledge to tackle real-world problems that have more than one solution.
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20. Rigor Makes the Future Possible
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21. Rigor/Relevance Framework
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22. Rigor EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION
Means Framing Lessons At The High End Of The Knowledge Taxonomy
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
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23. Rigor/Relevance Framework®
Bloom’s
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
(NOUNS)
Revised Bloom’s
Applying
Creating
Evaluating
Analyzing
Understanding
Remembering
(VERBS)
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24. Rigorous Lessons Ask Students To:
Compose
Create
Design
Invent
Predict
Research
Summarize
Defend
Compare
Justify
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25. 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
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26. Rigor is not… More or harder worksheets AP or honors courses
The higher-level book in reading
More work
More homework
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27. Examining the Level of Knowledge H or L
1. Look up the definition of the word of the day. L
2. Write an explanatory essay about your interest in a particular career. H
3. Discuss the role of the media in a democracy.
4. Make observations of similarities and differences between two search engines.
5. Order fractions from least to greatest on a number line.
6. On a model, label the layers of Earth’s atmosphere.
7. Use the illustrations along with textual details from a text to describe the key idea.
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28. Increasing Rigor and Relevance
Questions to Ask
Actions to Take
Which quadrant does your lesson plan reflect?
Which quadrant did student performance reflect when you delivered the lesson?
What were the factors that determined the quadrant rating, and what will you do as a result?
End all lessons at higher rigor levels (analysis, synthesis, evaluation).
Ask students how learning relates to their lives outside of school.
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29. Web Resources
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30. The Guiding Principles
Fewer
Overcoming the crowded curriculum
Clearer
Students, teachers, parents, and administrators understand expectations
Higher
Raising the bar for ALL students
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31. Next Generation Assessments
SMARTER Balanced PARCC
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32. Exit Ticket
Two to Note—Two notable facts about the Rigor/Relevance Framework
One We Wrote—One question about how rigor and relevance might be increased in your school or district
**Complete this activity as a grade level in the blog.
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