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Advanced Rigor and Relevance

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1 Advanced Rigor and Relevance
Session #30 Advanced Rigor and Relevance Linda L. Jordan Content Development Director International Center for Leadership in Education

2 Advanced Rigor and Relevance
Agenda The RR Framework Welcome Advanced Rigor and Relevance Closing Instructional Strategies

3 Resources Resources Time: 1 minute
If you have personal outcomes related to the content that is not directly addressed today, you may be able to refer to one of these two books for more information. Today’s content is based on these two resources. Using Rigor and Relevance to Create Effective Instruction is a handbook created by ICLE to help teachers learn and apply effective instructional strategies, develop appropriate assessments, initiate peer review, and implement personal improvement and professional development plans. The Daggett System for Effective Instruction, created by ICLE’s founder and chairman Dr. Bill Daggett, shows how to develop instructional effectiveness to improve student achievement, working across the entire educational system—from teachers to instructional leaders and organizational leaders. For more information on these resources, go to The content aligned to our agenda today is included in your Participant Guide. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

4 Resources Resources Time: Under 1 minute
Our work today is based on the International Center for Leadership in Education’s research and experience that you will find described in these three handbooks. I have pulled several pages from these to guide us today. You will find those in your Participant Guide. If after today’s training you would like more information regarding any of the resources from the International Center, go to The first handbook describes the Rigor/Relevance Framework in detail; the two effective instructional strategies handbooks include a list of about 20 strategies each, how they align to the Framework, and samples of each strategy. Some of the strategies modeled today are included in these handbooks. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

5 Holland Michigan

6 My Credentials Director of Content Development
International Center for Leadership in Education

7 Relationship Building What We’ve Learned
With the people sitting near you form a group of 3-5 Share at least three things you have learned at the conference Be ready to share some items from you list with the group.

8 Learning Outcomes Give you a deeper understanding of the RR Framework. Give you applications for implementations of the RR Framework using instructional strategies in your educational setting.

9 The International Center for Leadership in Education

10 Daggett System for Effective Instruction
PG page 7 Daggett System for Effective Instruction Daggett System for Effective Instruction Time: Less than 1 minute TRAINER TIP: This is a transition slide to delve deeper into DSEI. Our system’s approach to rigor, relevance, and relationships is key to effective instruction focused on student achievement and is encompassed in the Daggett System for Effective Instruction, or DSEI for short. The three segments of the system—Organizational Leadership, Instructional Leadership, and Teaching— must all work together toward the goal of increasing student achievement. This graphic demonstrates the system’s approach to the three Rs to increase student achievement. Please turn to Participant Guide page 7 to see the DSEI. We believe that Organizational Leadership and Instructional Leadership must work in collaboration with teachers to support them in their instruction, thus increasing their effectiveness and leading to improved student achievement. Let’s review the three segments. Alignment for Student Achievement TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

11 Organizational Leadership Instructional Leadership
Daggett System for Effective Instruction Organizational Leadership Create a shared vision and culture for success; organizational systems aligned to support student achievement. Instructional Leadership Define instructional priorities, using data in a systematic way to drive decision making; ongoing opportunities provided for professional growth. Teaching Convey a deep knowledge of content and be equipped with a set of powerful teaching strategies to drive student achievement. Daggett System for Effective Instruction Time: 1 minute On Participant Guide page 7 you will find an overview of the DSEI. Organizational and instructional leadership must work together to increase student achievement. Organizational leadership is about creating a shared vision and culture for success. Instructional leadership is about focusing on instructional priorities that are clearly defined using data in a systematic way to drive decision making and to provide opportunities for professional growth. Our being here together today is one way your administrators are supporting your professional growth. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

12 Next Generation of Assessments
Smarter Balanced PARCC Activity: CCSS and NGA Graphic Organizer, cont. Time: 6 minutes TRAINER TIP: If participants do not have Internet access, consider printing details of the two assessments from the websites before the session begins, and have groups complete the activity using the information. The Next Generation Assessments will require students to apply their knowledge to more complex problems that are in the context of real-world situations. This approach aligns nicely to the Rigor/Relevance Framework developed by the International Center. Today students are expected to know, think about, and apply their knowledge. Let’s spend five minutes exploring these two Next Generation Assessment sites. Then you will share one of your findings with an elbow partner using your graphic organizer. Circulate to ensure that participants are able to navigate both sites. After four minutes, allow students to meet with an elbow partner for one minute. Then bring the group together to allow a few participants to share their findings with the whole group. What similarities or differences can you see by reviewing your graphic organizer? Allow a few participants to respond. Which consortium, Smarter Balanced or PARCC, is developing tests for your state? (Responses will vary. Smarter Balanced: Alabama, California, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas, Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North Carolina, North Dakota, Oregon, Pennsylvania, South Carolina, South Dakota, Vermont, Washington, West Virginia, Wisconsin, Wyoming; PARCC: Alabama, Arizona, Arkansas, Colorado, District of Columbia, Florida, Illinois, Indiana, Kentucky, Louisiana, Maryland, Massachusetts, Mississippi, New Jersey, New Mexico, New York, North Dakota, Ohio, Oklahoma, Pennsylvania, Rhode Island, Tennessee.) TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

13 Rigor/Relevance Framework®

14 Relationships make Relevance possible Relevance makes Rigor possible Rigor makes the future possible

15 Relationships Make Relevance Possible
Relationships Make Relevance Possible Time: 1 minute The relationships we have with our students in the classroom are critical for creating an effective learning environment. If we know our students’ interests, activities, and beliefs, we can design instruction that is relevant for learners. We as professionals also benefit from creating strong relationships. This includes relationships with a coach, teacher, or mentor. Keep in mind that the goal is student learning—not assessment or evaluation but improvement and growth. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

16 Relationships Increase feelings of safety, motivation, and risk taking
Enhance learning Relationships Time: 1 minute Remember how I modeled the welcoming outside the classroom at the start of the day? We are striving for behavior that allows for positive connections and relationships with students. As you build relationships, students feel safer. Feeling safe allows students to feel freer to explore, question, and learn. The feeling of safety is a building block of effective learning environments and represented within the Daggett System for Effective Instruction. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

17 Relationship Building
“Teachers who take the time to know their students are better able to determine the best methods for capturing their attention, be it subtly weaving in references to hobbies or interests to illustrate the usefulness of a skill or simply stating how the material is applied to the real world” - Ray McNulty

18 Engagement is Critical for Great Relationships
THINK PAIR SHARE Which engagement characteristics do your students exhibit consistently in every classroom? What is the culture of your school? Engagement is Critical for Great Relationships Time: 4 minutes If I have strong relationships, then my students are more likely to be engaged. What characteristics do your students exhibit consistently that reflect strong relationships and thus engaged learners? For example, a student who is willing to offer an opinion on a topic feels safe and respected to participate and share personal thoughts. Let’s use the think-pair-share routine to discuss this question. First, think about the question on your own. Then pair up with a person at your table and share your ideas. You have one minute. Circulate to listen and assist participants in sharing ideas. Bring the whole group together, and have a few participants share their thoughts. Record on chart paper. Thanks for sharing your great ideas. The next step in recognizing these positive characteristics is giving students feedback on them, so you reinforce that positive behavior. Think about how often you provide that positive feedback to praise students for these behaviors. Let’s look at a list of characteristics we put together that reflect a positive student-teacher relationship. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

19 Engagement Characteristics
Positive body language Consistent focus Verbal participation Confidence Sense of fun and excitement Comfort seeking help and getting individual attention Can clearly describe learning Find the work meaningful, relevant, and connected Work on rigorous learning, complex problems, and issues Can explain what high-quality work looks like and how his or her work compares Can set and meet personal goals Engagement Characteristics Time: 1 minutes Here are some of the engagement characteristics you may have included in your discussions. Learning environments that have a consistent focus, a sense of fun and excitement and where students are encouraged to set personal learning goals are most likely developed through a strong student-teacher relationship. These characteristics can be linked to other skills we’d like to see in, not only students, but our peers as well. Modeling positive relationships can impact these non-academic skills such as kindness, honesty, and integrity. Let’s take a look at a short video of Dr. Bill Daggett, Founder and Chairman of ICLE, who emphasizes this point. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

20 What are you currently doing to build relationships?
Record 3 ways you build relationships. When Linda gives the signal (chimes) Stand up, put your hand up and find someone else to share with- record their ideas. Put your hand up and find a new partner and record their ideas.

21 Rigor/Relevance Framework®

Means Framing Lessons at the High End of the Knowledge Taxonomy. SYNTHESIS ANALYSIS APPLICATION Rigor Means Thinking Time: 3 minutes Let’s take a closer look at the Rigor/Relevance Framework. Remember, it’s based on two dimensions of higher standards and student achievement. Please turn to Participant Guide page 10 to follow along. First, a continuum of knowledge describes the increasingly complex ways in which we think. The Knowledge Taxonomy is based on the six levels of Bloom’s original Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The low end of this continuum involves acquiring knowledge and being able to recall or locate that knowledge. Just as a computer completes a word search in a word processing program, at this level you can scan through thousands of bits of information in the brain to locate that desired knowledge. The high end of the Knowledge Taxonomy labels more complex ways in which you use knowledge. At this level knowledge is fully integrated into your mind, and you can take several pieces of knowledge and combine them in both logical and creative ways. Assimilation of knowledge is a good way to describe this high level of the thinking continuum. COMPREHENSION KNOWLEDGE TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

23 Relevant Real World Application in Unanticipated Situations

24 Is the Purpose of Learning
Relevance Is the Purpose of Learning ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY Relevance is the Purpose of Learning Time: 1 minute We view relevance as moving along a continuum from the acquisition of knowledge to its application. This first occurs in a single discipline, then across disciplines, and finally in real-world situations, both predictable and unpredictable. You can find the information on relevance on Participant Guide page 13. For example, Johnny learns that an object or group may be divided into three equal parts. He applies that in math class to solve problems involving fractions. In English class he discovers that he can refer to the first of three acts of a play as the first third of the play. At home he may divide a snack among his siblings by dividing it into thirds. After the third inning at a ball game, Johnny can estimate the time when the game might end by extrapolating from the time taken up by the first third of the game. REAL-WORLD PREDICTABLE REAL-WORLD UNPREDICTABLE TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

25 What is Relevant to TODAY’s Students?
K- Born in 2008 6- Born in 2001 12-Born in 1995 (in K 2001) What have you experienced that they have NOT?

26 Rigor/Relevance Framework
Time: 1 minute One useful way to think about the quadrants on the Rigor/Relevance Framework is to consider who is doing the thinking and the work. When the teacher is doing most of the work, students are engaging in low-rigor, low-relevance activities. When students are working and thinking, they are engaging in high rigor, high relevance activities. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

27 Are you using the Tools? Verbs by Quadrant Products by Quadrant Questions by Quadrant Application Model Decision Tree

28 Verbs by Quadrant A name label define select identify list recite
locate record memorize B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude 28 28

29 Product by Quadrant A definition worksheet list quiz test workbook
true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention 29 29

30 Question Stems by Quadrant
C How are these similar/different? How is this like…? What’s another way we could say/explain/express that? What do you think are some reasons/causes that…? Why did…..changes occur? What is a better solution to…? How would you defend your position about that? A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms? D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual uses would you create for…? B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works? Question Stems by Quadrant Time: 6 minutes The final tool we will explore is the Teacher Question Stems by Quadrant list. This tool is good for reflecting on the types of questions you are asking your students. These can be helpful when planning your processing opportunities during a lesson. They can also be used to create an exit ticket or to frame a routine such as think-pair-share. See Participant Guide page 22, and let’s practice using these questions. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

31 Application Model Decision Tree
Time: 1 minute The Application Model Decision Tree from Participant Guide page 20 is designed to help you decide the level of relevance. If you have existing lessons or assessments, you can easily determine where they fit in terms of their relevance. To use the model, simply choose a lesson or activity, and use the flowchart to answer the questions shown. Note that the levels along the right side correspond to the levels of relevance along the bottom of the Rigor/Relevance Framework. Let’s use the Decision Tree to help categorize the following tasks. TM ® & © International Center for Leadership in Education Inc. All rights reserved. 2/1/2013

32 Cross-Reference of Knowledge Taxonomies
Bloom’s Taxonomy Revised Bloom's Taxonomy Webb’s Depth of Knowledge Marzano’s New Taxonomy of Educational Objectives Low Rigor Knowledge Remembering Recall Knowledge Retrieval Comprehension Understanding Application Applying Basic Application of Skill/Concept High Rigor Analysis Analyzing Strategic Thinking Synthesis Knowledge Utilization Evaluation Evaluating Extended Thinking Creating

33 Digging Deeper into the R &R Framework
The Collaborative Instructional Review Process Instructional Strategies Comparison of Frameworks

34 The Collaborative Instructional Review Process Rubrics

35 Examining Rigor 35

36 Examining Relevance 36

37 Examining Learner Engagement

38 Instructional Strategies
Beginning Developing Developing Meeting Meeting Exceeding

39 RIGOR Thoughtful Work Beginning to Developing Student work is easy usually only requiring a single correct answer. Use of verb, product & question charts Brainstorming Summarizing

40 RIGOR Thoughtful Work Developing to Meeting Student work occasionally requires extended time to complete, stretches student learning, and requires use of prior knowledge. Learning Centers Teacher Questions Artistic Expression

41 RIGOR Thoughtful Work Meeting to Exceeding Student work requires extensive use of prior knowledge, is frequently creative and original and requires students to reflect and revise for improved quality. Problem based learning & Service Learning Summarizing Presentations/Exhibitions

42 RIGOR High-Level Thinking Beginning to Developing Student work requires simple recall of knowledge.
Compare and contrast Consensus Seeking Think-pair share

43 RIGOR High-Level Thinking Developing to Meeting Student work requires explanation and understanding of knowledge and/or limited application. Students occasionally use higher order thinking skills. Feedback and Reflection Logical and Independent Thinking Demonstration

44 RIGOR High-Level Thinking Meeting to Exceeding Students demonstrate higher order thinking skills, such as evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it. Socratic Seminar Research Instructional Technology- Independent Learning

45 RIGOR Oral Extended Response Beginning to Developing Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or recital of facts. . Use of simultaneous response strategies Students seated in cooperative groups Play

46 RIGOR Oral Extended Response Developing to Meeting Students’ oral responses demonstrate comprehension by explaining information in their own words, and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups. . Cause and effect Fact and Opinion Cooperative Learning

47 RIGOR Oral Extended Response Meeting to Exceeding Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions. . Simulations/Role Play Story Telling Debate

48 RELEVANCE Meaningful Work Beginning to Developing Student work is routine and highly structure, reflects knowledge in one discipline, and usually requires the memorization of facts and formulas or an assessment of content knowledge. . . Artistic Expression Games Set a Purpose for Reading

49 RELEVANCE Meaningful Work Developing to Meeting Student work is routine and highly structured, reflects knowledge in one discipline, an usually requires the memorization of facts and formulas or an assessment of content knowledge. . . Manipulatives and Models Digital Media Production Instructional Technology -Any Time -Real Time

50 RELEVANCE Meaningful Work Meeting to Exceeding Student has choices for work that is challenging, often original, reflects application of knowledge, and requires performance consistent with real-world applications. . Service Learning Worked Based Learning Note-taking/Graphic Organizers

51 RELEVANCE Authentic Resources Beginning to Developing Students rely on the teacher as their primary resource to complete work. . Technology- Teacher & Student Demonstrations Relationships (student experiences)

52 RELEVANCE Authentic Resources
RELEVANCE Authentic Resources .Developing to Meeting Students use and rely on the teacher as their primary resource but also use textbooks, references, and secondary reading material to complete work. Local Museums/Libraries Guest Speakers Manipulatives & Models

53 RELEVANCE Authentic Resources Meeting to Exceeding Students use real-world resources such as manuals, tools, technology, primary sources documents, and/or interviews to complete work. . . We Surveys Work-based Learning Inquiry

54 RELEVANCE Learning Connections Beginning to Developing Students see learning only as a school requirement unrelated to their future or their outside lives. . Use this today Career Hunt Checking for Understanding

55 RELEVANCE Learning Connections
RELEVANCE Learning Connections. Developing to Meeting Students begin to see connections between their learning and their lives as it relates to personal examples and applications to solve problems. Simulations Games Student Goal Setting

56 RELEVANCE Learning Connections Meeting to Exceeding Students see connections between what they are learning and their lives, and can make links to real-world applications. Work-based Learning Problem-based Learning Project Design

57 LEARNER ENGAGEMENT Verbal Participation Beginning to Developing Students rarely share ideas, ask questions, or answer questions. Simultaneous Response Strategies Elbow Partners Talking Objects

58 LEARNER ENGAGEMENT Verbal Participation Developing to Meeting Students follow classroom procedures but may be reluctant to share ideas, or ask or answer questions. Discussion Chain Inside/outside Circle Jigsaw

59 LEARNER ENGAGEMENT Verbal Participation
LEARNER ENGAGEMENT Verbal Participation. Meeting to Exceeding Students are eager to share ideas, and ask and answer questions. Norms established Reflection Debate

60 LEARNER ENGAGEMENT Body Language Beginning to Developing Students exhibit negative body language.
Greet at the door Positive Feedback Teacher/Student Proximity

61 LEARNER ENGAGEMENT Body Language Developing to Meeting Students exhibit some negative and some positive body language. Relationship Building Activities SLANT Behavior Meaningful Content

62 LEARNER ENGAGEMENT Body Language Meeting to Exceeding Students exhibit positive body language, and make eye contact with others. Personal Contracts Individual Student Conferences Affective Behaviors Assessed

63 LEARNER ENGAGEMENT Focus Beginning to Developing Students lack focus on t the learning experience.
Physical Movement Partner Work Perseverance Taught

64 LEARNER ENGAGEMENT Focus Developing to Meeting Students are focused on the learning experience with limited distractions. Cooperative Learning Teaching Others Writing to Learn

65 LEARNER ENGAGEMENT Focus Meeting to Exceeding Students are focused on the learning experience.
Interdisciplinary Work Video Student Interest

66 LEARNER ENGAGEMENT Breadth Beginning to Developing Few students are fully engaged in classroom instruction and activity. Partner Work Models and Manipulatives Guided Practice

67 LEARNER ENGAGEMENT Breadth Developing to Meeting Some students are fully engaged in classroom instruction and activity. Note-taking/Graphic Organizers Summarizing Feedback and Reflection

68 LEARNER ENGAGEMENT Breadth Meeting to Exceeding Nearly all students are fully engaged in classroom instruction and activity. Worked-based Learning Service Learning Instructional Technology- Independent Learning

69 Closing/Reflection Form Groups of 3-5 Discuss the following: Ah-ha’s
How you will implement your learning Questions

70 Linda L. Jordan ICLE

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