1. RIGOR & RELEVANCE NEW TEACHER MEETING SEPTEMBER 21, 2009 NEW TEACHER MEETING SEPTEMBER 21, 2009

2. FAVORITE QUOTE / "I like a teacher who gives you something to take home to think about besides homework."

3. ANOTHER FAVORITE QUOTE "A teacher is one who makes himself progressively unnecessary."

4. "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires." The Quote by which to live:

5. STATISTICS / 74% of children who are poor readers in 3rd grade remain poor readers in 9th grade. / Governor in Indiana determines number of prisons to be built, in part, by number of 2nd graders not reading at grade level. / In California, the number of children who do not make it past 4th grade reading level helps gauge how many prisons to build. / Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not a modestly skilled reader by that time is unlikely to graduate high school. / 74% of children who are poor readers in 3rd grade remain poor readers in 9th grade. / Governor in Indiana determines number of prisons to be built, in part, by number of 2nd graders not reading at grade level. / In California, the number of children who do not make it past 4th grade reading level helps gauge how many prisons to build. / Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not a modestly skilled reader by that time is unlikely to graduate high school.

6. Why Kids Drop Out / Classes were not interesting 47% / Missed too many days 43% / Spent time with people not interested in school 42% / Too much freedom/not enough rules 38% / Was failing in school 35% / Classes were not interesting 47% / Missed too many days 43% / Spent time with people not interested in school 42% / Too much freedom/not enough rules 38% / Was failing in school 35%

7. Why do we need rigor & relevance in our schools? / Changing world / Motivate all students to high achievement / Emphasize essential skills & knowledge / Shift focus from teaching to learning / Reduce overloaded curriculum / Unified perspective & focus / Preparation for state tests / 100% graduation rate / Changing world / Motivate all students to high achievement / Emphasize essential skills & knowledge / Shift focus from teaching to learning / Reduce overloaded curriculum / Unified perspective & focus / Preparation for state tests / 100% graduation rate

8. WHAT IS RIGOR ? / Rigor is learning that engages students in curriculum and activities that are complex and challenging. / Quadrants A, B, C, & D (acquisition, application, assimilation, adaptation) / Levels 1-6 ( awareness, understanding, application, analysis, synthesis, evaluation) / Rigor is learning that engages students in curriculum and activities that are complex and challenging. / Quadrants A, B, C, & D (acquisition, application, assimilation, adaptation) / Levels 1-6 ( awareness, understanding, application, analysis, synthesis, evaluation)

9. WHAT IS COMPLEX ? WHAT IS CHALLENGING ? / A versatile way to define the level of rigor of curriculum, instructional activities, or assessment is the Knowledge Taxonomy Verb List. / Example: Incorporating higher level instructional activities & assessment on our R&R framework. / A versatile way to define the level of rigor of curriculum, instructional activities, or assessment is the Knowledge Taxonomy Verb List. / Example: Incorporating higher level instructional activities & assessment on our R&R framework.

10. COMPLEX & CHALLENGING / Application to real world / Broad / Difficult / Higher order thinking / Problem solving / Application to real world / Broad / Difficult / Higher order thinking / Problem solving / Ambitious / Analytical / Demanding / Diversified / Extending / Motivating / Thought provoking

11. WHAT IS RELEVANCE ? / Student performance expressed as one of five levels (knowledge, apply in one discipline, apply across disciplines, apply in real-world predictable situations, apply to real-world unpredictable situations) / HOW CAN I APPLY WHAT YOU ARE TEACHING ME TO MY LIFE NOW OR IN THE FUTURE? / Student performance expressed as one of five levels (knowledge, apply in one discipline, apply across disciplines, apply in real-world predictable situations, apply to real-world unpredictable situations) / HOW CAN I APPLY WHAT YOU ARE TEACHING ME TO MY LIFE NOW OR IN THE FUTURE?

12. Application Model

13. The Application Model describes putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies action…using that knowledge to solve complex real world problems, create projects, designs & other works to use in real-world situations.

14. What Rigor is and is not… / A culture / A process / An attitude / Challenging / Collaborative / Complex / Continuous / Differentiated / Engaging / Hots / Meaningful / Research based / reflective / A culture / A process / An attitude / Challenging / Collaborative / Complex / Continuous / Differentiated / Engaging / Hots / Meaningful / Research based / reflective / A lesson/board / Busy work / End of unit testing / Isolated / Mundane / Not just for advanced / One size fits all / Passive / Recall / Short answer / Skill-based / Teaching facts only / Top-down

15. TRADITIONAL PLANNING (linear model)

16. Recent research concludes that curriculum, instruction, & assessment are not separate and linear but interrelated.

17. Good learning takes place when there is a dynamic linkage of instruction & assessment. BEGIN WITH THE END IN MIND!

18. Now, let’s plan for rigorous & relevant instruction!!

19. GRAB YOUR CAPE!