6 Why do we need to get to know the teacher? (Linda) Emotion is the gatekeeper to learningRelationship is a key element in every classroomBuilds trustFind common threads of interestFun
7 Travel Stories With the people sitting near you form a group of 3-5 Create a list of travel adventures you have had getting to the MSC.Be ready to share some items from you list with the group.
8 Goals for the Session My Goals: Your Goals: ~Give you some applications ofbrain information to your career,your students’ lives, and the RRFramework.~Build an understanding of theRR Framework for applicationto your life.
12 What is Rigor and Relevance? With your elbow partner discuss the following:Your definition of rigorYour definition of relevanceThe skills you think 21st Century Learners need to be successful in life
13 Rigor is… Rigor is NOT… Scaffolding thinking More or harder worksheets Planning for thinkingAssessing thinking about contentRecognizing the level of thinking students demonstrateManaging the teaching/ learning level for the desired thinking levelMore or harder worksheetsAP or honors coursesThe higher level book in readingMore workMore homework13
14 RIGOR EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION means framing lessons at the high end of theKnowledge TaxonomyEVALUATIONSYNTHESISANALYSISAPPLICATIONCOMPREHENSIONKNOWLEDGE14
19 RelevantReal World Application inUnanticipated Situations
20 A Relevant Lesson asks Students to… USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION
21 Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations3 Application across disciplines2 Application within discipline1 Knowledge of one discipline course
22 What is Relevant to TODAY’s Students? K- Born in 20076- Born in 200012-Born in 1994 (in K 2000)What have you experiencedthat they have NOT?
24 Rigor/Relevance Framework DStudents apply the information learned to answer the questions or to solve the problemsStudents reflect on the potential use of the new information as a solutionRIGORHighABStudents seek information to answer questions or solve problemsStudents test the relevancy of the information as it relates to the question or problemLowLowHighRELEVANCE
26 Verbs by Quadrant A name label define select identify list recite locaterecordmemorizeBapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrateCanalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminateDevaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude2626
27 Product by Quadrant A definition worksheet list quiz test workbook true-falsereproductionrecitationBscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutlineCessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassificationDevaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention2727
28 Questions By QuadrantC 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 used 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? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?
33 Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge.EvaluationDAdaptationSynthesisAnalysisApplication3Apply knowledge across disciplines4Apply to real- world predictable situation5Apply to real-world unpredictable situation
35 Frontal Lobes – Executive Functions Controls voluntary movement, verbal expression, problem solving, willpower, and mood.This is how we are consciously aware of our thoughts and actions.Not fully mature until mid to late 20s.
36 Quad DNOT ONE ANSWERCritical and Creative Thinking at high levels of Bloom’s Taxonomy (Rigor)Multiple Disciplinary, Real Life (Relevance)
37 Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions.EvaluationSynthesisCAssimilationAnalysisApplication 31Knowledge in one discipline2Apply knowledge in one discipline
38 Critical to learning and memory formation. HippocampusIt helps us remember events in recent past, as well as being responsible for sending new information and experiences to be stored in the cortex in long-term memory.Critical to learning and memory formation.
39 Quad CI GOT IT….I UNDERSTAND And can Think Creatively High Rigor Low Relevance One Subject area
40 Students use acquired knowledge to solve problems, design solutions, and complete work. ApplicationBApplicationComprehensionAwareness3Apply knowledge across disciplines4Apply to real-world predictable situation5Apply to real- world unpredictable situation
41 Some say this is the learning point! And there are millions of them. Synaptic ConnectionThe axon of one neuron communicates with the dendrite of another neuron by releasing neurotransmitters into the synaptic gap.Some say this is the learning point! And there are millions of them.
42 QUAD BI GOT IT….I CAN APPLY IT BUT ONLY IN ONE SUBJECT AREA CONNECTIONS High Relevance Low Rigor
43 Application 3 Comprehension 2 Awareness 1 1 2 Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge.ApplicationAAcquisitionComprehensionAwareness1Knowledge in one discipline2Apply knowledge in one discipline
44 The Neuronal Structure The brain is made up of two types of cells: Glia and Neurons.When fully developed, the human brain’s 100 trillion neuronal connections exceed those of any other creature on earth.
45 JUST THE FACTS Low Rigor Low Relevance QUAD AJUST THE FACTS Low Rigor Low Relevance
46 Rigor/Relevance Framework® SynapseI Got it…I UnderstandFrontal LobeMore than one answerNeuronJust theFactsHippocampusI Got it…I can apply it
47 ReflectionWhat do you know about the RR Framework that you did not know at the beginning of this session?What do you know about the brain that you did not know at the beginning of this session?How will you transfer this knowledge to your own practice?