Rigor and Relevance for ALL Students. " A society's competitive advantage will come not from how well its schools teach the multiplication and periodic

Rigor and Relevance

for ALL Students

"A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity."

- Albert Einstein- Albert Einstein

Thinking Critically Problem Solving Creativity Communicating and Collaborating Making use of knowledge Taking charge of financial, health,

and civic responsibility

21st Century Skills

Made to Stickby Chip and Dan Heath

Made to Stickby Chip and Dan Heath

Six Principles

•Simplicity•Unexpectedness•Concreteness•Credibility•Emotions•Stories

But HOW we teachis just as important

as HOW MUCHwe teach

First…We must close the

“Engagement Gap”Before we can close the

Achievement Gap!

The Rigor/Relevance

Framework Is critical

For 21st Century Students

Brain Researchis providing new support…

Activating Learning

Learning takes place when multiple neurons fire from numerous places in the brain, and these new memories can be retrieved over a period of time.

Learning must be connected and relevant to be remembered.

We only remember things that have meaning for us. The Brain Responding to

Visual Stimuli

Image courtesy of R. Clay Reid

Use it or lose it,because…

Neurons that fire together,wire together!

You want your neural networks to look like a maple tree…

Not a palm tree!

Sight

Connections / Pathways

Prefrontal Cortex

Hearing

Association Area

From Theory to Practice

The Rigor and Relevance

Framework

Theory to PracticeFocus on instruction through RR

• Work with ICLE • Instructional Strategies Handbook• Common vocabulary • Collaboration for best practices

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Basic NutritionBasic Nutrition

Knowledge Taxonomy

6 Appraise results of personal eating habits over time

5 Develop personal nutrition goals

4 Examine success in achieving nutrition goals

3 Use nutrition guidelines in planning meals

2 Explain nutritional value of foods

1 Label food by nutritional groups

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Application Model

1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods

considering nutritional value4 Develop nutritional plan for a

health problem affected by food5 Devise a sound nutritional plan for

a group of 3 year-olds who are “picky” eaters

Is it Application?Is it Application?◆If NO If NO

If YES - Is it real world?If YES - Is it real world?◆If NO and one disciplineIf NO and one discipline◆If NO and interdisciplinaryIf NO and interdisciplinary

If YES - Is it unpredictable?If YES - Is it unpredictable?◆If NO If NO ◆If YES If YES

Application ModelApplication Model

Level 1

Level 2

Level 3

Level 4

Level 5

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s


RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Count by 5s to 100Count by 5s to 100

EasyEasy

Compare Compare captialism and captialism and

socialismsocialismWrite a letter to the Write a letter to the

editoreditor

Make change as Make change as cashier without cashier without working registerworking register

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


Describe function Describe function of gasof gas

spectrophotometerspectrophotometer

DifficultDifficult

Solve quadratic Solve quadratic equationsequations

Determine cost efficent Determine cost efficent heating for new home heating for new home

designdesign

Troubleshoot Troubleshoot lawnmower that lawnmower that

doesn’t startdoesn’t start

High

HighLow

Low

OK. OK. In which quadrantIn which quadrantdoes this belong?does this belong?

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

KNOWLEDGE


AA BB

DDCC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

KNOWLEDGE


AA BB

DDCC


• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

KNOWLEDGE


AA BB

DDCC


• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

KNOWLEDGE


AA BB

DDCC


• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• Obtain historical data about local

weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework• Obtain historical data about local weather

to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

Rigor/ RelevanceHandbook

Learning Power Tools for Learning Power Tools for 21st Century Learners21st Century Learners

Conversing & SharingConversing & Sharing Searching & ExploringSearching & Exploring Collecting & OrganizingCollecting & Organizing Modeling & SimulatingModeling & Simulating Creating & Creating & ConstructingConstructing

From: National Research Council, Edited by Bransford, Brown and Cocking

Changing Literacy for the 21st Century…

Increasing demands of non-prose text such as websites, iPods, cell phones, charts, maps, graphs, photos, composite devices, etc.

Changes in texts, newspapers, work documents

The need for Quantitative Literacy

Tools that Work for Highly Visual 21st Century Learners

Video clips – before, during and after learning

Environmental Impacting – unit by unit

Use of technology

Use of color coding, text coding, and cueing

What else would you add?

"A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity."

- Albert Einstein- Albert Einstein

Rigor and RelevanceHelp us Solve

The Right Problem…

Karen WilkinsPhone (518) 399-2776 x 206Fax (518) 399-7607E-mail – [email protected] – www.LeaderEd.com PowerPoints http://www.leadered.com/keynoterPP.shtml

Jim WarfordInternational Center for

Leadership in Education, Inc.

http://www.leadered.com/

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Rigor and Relevance for ALL Students. " A society's competitive advantage will come not from how well its schools teach the multiplication and periodic