If you always do what you always did

If you always do what you always did, you will always get what you always got. J. “Moms” Mabley

Teaching for Rigor and Relevance

Rigor

Relevance My only skill is taking tests.

All Students

Rigor/Relevance Framework

What are some ways you have used the Rigor/Relevance Framework?

Questions or Issues to cover?

Rigor/Relevance Framework K N O W L E D G E C D A B APPLICATION

Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge

Application Model

Application Model 1 Knowledge of one discipline 2 Application within discipline 3 Application across disciplines 4 Application to real-world predictable situations 5 Application to real-world unpredictable situations

Rigor/Relevance Framework 6 Knowledge 5 4 3 2 Application 1 1 2 3 4 5

Rigor/Relevance Framework Knowledge 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Application 1. 2. 3. 4. Knowledge of one discipline Application within discipline Application across disciplines Application to real world predictable situations 5. Application to real world unpredictable situations

Rigor/Relevance Framework K N O W L E D G E C D A B APPLICATION

Rigor/Relevance Framework Teacher/Student Roles C R I G O R High A Low Student Think Teacher Work Low D Student Think & Work B RELEVANCE Student Work High

Rigor/Relevance Framework Mathematics - Elementary C R I G O R High Find values in number sentences when represented by unknowns. Develop formula for determining large quantity without counting, e. g. beans in a jar. B A Low D Memorize multiplication tables. Collect outside temperatures for several days and make a graph of results. Low High RELEVANCE

Rigor/Relevance Framework Social Studies - Elementary C R I G O R High D Contrast citizens’ responsibilities under different forms of government. B A Low Read story about survival and brainstorm strategies for surviving a disaster (e. g. , snowstorm, tornado). Memorize names, locations and capital cities of U. S. states. Describe geographic and climatic characteristics of the local community. Low High RELEVANCE

Rigor/Relevance Framework English - Middle Level C R I G O R High D Analyze commercials for fact and opinion. B A Low Write directions for assembling a product or carrying out a procedure. Locate information in technical writing. Assemble a product following written directions. Low High RELEVANCE

Rigor/Relevance Framework Science - Middle Level C R I G O R High D Identify chemicals dissolved in an unknown solution. B A Low Collect data and make recommendations to address a community environmental problem. Construct models of molecules using toothpicks, round objects. Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. Low High RELEVANCE

Rigor/Relevance Framework Health Education C R I G O R High Analyze advertisements that target youth. A Low D Describe the effects of drugs on the human body. Role play conflict resolution situations. B Demonstrategies to reduce spread of germs. Low High RELEVANCE

Rigor/Relevance Framework Social Studies - High School C R I G O R High Participate in a Socratic seminar on a policy issue, such as privacy. Analyze a community problem, suggest a solution, and prepare a plan to solve it. B A Low D Study a geography of a world region by locating demographic and economic data. Locate and interpret current and historical economic data (e. g. , GDP, CPI, employment). Low High RELEVANCE

Rigor/Relevance Framework Business - Information Tech. C R I G O R High D Compare features of web development software. B A Low Create a full web site for a local business. Demonstrate web development software functions. Design web page. Low High RELEVANCE

Activity Rigor/Relevance Reflecting on Teaching

Rigor/Relevance Framework K N O W L E D G E C D A B APPLICATION

Rigor/Relevance Framework and Assessments

Activity Rigor/Relevance Assessment Challenge

Rigorous and Relevant Instruction Types of Assessment Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

Rigor/Relevance Framework High Traditional Tests Performance Low High

Primary Assessments Rigor/Relevance Framework K N O W L E D G E Extended Response Product Performance Portfolio Product Performance Interview Self Reflection Multiple Choice Constructed Response Process Performance Product Performance APPLICATION

Rigor/Relevance Framework K N O W L E D G E C D A B APPLICATION

Instructional Strategies: How to Teach for Rigor and Relevance

Research When to Use Strategy Based on Rigor/Relevance Framework

Rigor/Relevance Framework K N O W L E D G E C Problems D Projects Activities A B APPLICATION

Rigor/Relevance Framework Strategies D C R I G O R High Compare and Contrast Summarizing Design a Real World Product Teach Others B A Make, Produce, Perform Role Play Low RELEVANCE High

Planning Instruction

Creating a RR Rubric

High Rigor/High Relevance Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?

High Rigor/High Relevance Create 4 -5 criteria to use in evaluating lessons for high rigor/high relevance

High Rigor/High Relevance ★Rigor ★Relevance ★Educational Soundness ★Student Engagement

Revise a Lesson

Revise a Lesson Describe lesson you taught, • Levels of R/R • How would you revise • Level of RR • Student Work • Strategies (including reading) • Assessment

Quadrant D Lessons

High Rigor/High Relevance Lessons Title RR Level Focus Student Learning Performance Task Instructional Focus Standards Scoring Guide Exemplars (optional) Lesson Plan (optional)

Writing Performance Tasks A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.

Writing Performance Tasks Performance tasks include; • student work that will be produced or performed • whether group or individual • Specific learning context • resources students will be provided or have to acquire • setting where students will complete the work • conditions (often real world) under which the work will be done

Writing Performance Tasks Performance tasks usually do not include; • Assessment. A performance-based implies but does not specify how the performance will be assessed. • Specific direction to the student • Specific equipment list • Homework or reading assignments

Writing Performance Tasks Student Work Students will write a letter to the editor Specific Context of the local newspaper, on the topic of the environment with a specific Conditions reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.

Writing a Performance Task Write a performance task for the following essential skill; Gather, summarize and analyze information from a variety of sources.

High Rigor/High Relevance Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?

High Rigor/High Relevance Create 4 -5 criteria to use in evaluating lessons for high rigor/high relevance

High Rigor/High Relevance o Rigor o Relevance o Educational Soundness o Student Engagement

Developing Rigorous/Relevant Lesson • Start with a Focus of unit of instruction or topic. • Identify the Learning • Brainstorm the Student Work • Define the final Student Performance and Level or Rigor/Relevance • Create Assessment • Build Unit of Instruction • Sequence the Learning Steps • Formative Assessments • Select Strategies • Plan procedures • List resources

Defining Student Performance Brainstorm Concepts or Essential Questions Brainstorm Work in Multiple Disciplines Use Idea to Brainstorm Concepts, Knowledge, Skills Unit in Course Syllabus State Standards and Behaviors Rigor/Relevance Framework Student Performance Assessment Learning Experiences Student Work

Identifying Student Learning

Spider Charts for Concepts, or Essential Questions

Not All Ideas Are Created Equal • Freedom Some are Enduring or Key for Learning Over Time Citizenship Vote

Understanding Big Ideas • Work with a partner and take a blank piece of paper for a mini web • List a topic in the middle • What are the 3 to 5 biggest ideas about that topic, use only nouns in the boxes • With your partner, please discuss: What is the difference between big, enduring ideas and smaller facts?

Big Ideas

Big Ideas

Concept Mapping-Try it! 1. Review your content standards for a recent unit you taught in the last couple of months 2. Use nouns 3. Use Pre-planning web like the on the previous slide 4. What are the big ideas 4 -6 (not the steps, but what students needed to know, what they might come back years later and say, “ I’m glad I learned that. ”) 5. For each concept, brainstorm how you will know students “got” the concept.

Spider Charts for Concepts, Knowledge, Skills and Behaviors

Unit idea - Heart as a Pump

Unit idea - Heart as a Pump

Unit idea - Heart as a Pump

Unit idea - Heart as a Pump

Unit idea - Heart as a Pump

Unit idea - Heart as a Pump Design, construct and test a heart monitor device. D

Student Learning Concepts Knowledge Skills Behaviors

Concepts • Big Ideas • Statement of Fact • Enduring, Lasting • Most important for students to learn and retain

Concepts - Examples • Peer pressure influences decisions • Nutrition affects disease • Democracy requires educated public • Matter is made of molecules • Earth has limited natural resources • Words have multiple meaning • Poetry expresses emotion

Knowledge • Bits of information • Core Facts • Terms/Definitions • Student will know. .

Knowledge - Examples • Branches of government • Key vocabulary • Structure of DNA • Location of states • Signifcant dates in US history • Prime numbers

Skills • Mental process • Physical task • Process of several steps • Student will do. .

Skills - Examples • Read sheet music • Measure frequency of sounds waves • Play basketball • Create a bar chart • Design a web page • Edit document for grammar and punctuation • Keep a journal • Give presentation

Behaviors • Personal traits • Work habits • Conduct • Manner of doing things

Behaviors - Examples • Work as member of a team • Recycle and reduce waste • Show good sportsmanship • Work safely • Punctual • Take leadership • Show initiative

Interdisciplinary

Interdisciplinary Instruction Characteristics • Unbounded by disciplines • Focuses on concepts, big ideas • Usually longer • High degree of student activity • Include student performance • Often includes student group work

Interdisciplinary Instruction Research 1. Knowledge is best acquired when learned in context. 2. Increased achievement results from focusing on student interests and aptitudes. 3. Metacognition is essential for continued learning. 4. Relevancy leads to high achievement. 5. High expectations correlate with achievement.

Interdisciplinary Instruction Models • Contextual • Curriculum alignment • Academy • Interdisciplinary project • Immersion

Interdisciplinary Instruction • Knowledge-based • Literacy-based • Inquiry-based • Project-based

Interdisciplinary Instruction Knowledge-based Units • The Civil War • Nature Poetry • Nature (Oceans, Mammals, Rainforests) • Ecology topic • International Cultures • History of Technology • Industrial Revolution

Interdisciplinary Instruction Literacy-based Projects • Minerals and Geology: local guidebook • Period Literature • Exploring Life’s Work: local careers • Middle School Survival Guide • Computer Technology - Using Local Network • Newspaper publishing

Interdisciplinary Instruction Inquiry-based Units • Best Products- Consumer Reports • How can we diversify our community • Library or school of the future • Genetic code • Planning a foreign trip • Ideal community • Redesigning school

Interdisciplinary Instruction Considerations • Building a culture of interdisciplinary • Model of Instructional Planning • Link to Disciplines and Standards • Selection of Strategies • Developing Skills for Evaluation

Raising the Level of Rigor and Relevance

Increasing Rigor/Relevance R I G O R High Low C D A B Low RELEVANCE High

Increasing Rigor and Relevance Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development

Reading

Rigor/Relevance Framework Reading K N O W L E D G E D C Reading to acquire meaning A Reading to acquire knowledge Reading to acquire meaning and procedures B Reading to learn procedures APPLICATION

Rigor/Relevance Framework Raising Rigor and Relevance CCompare Main R I G O R High Point of Text to Similar and Different Texts Relate Main Points Real World, Current Situation B Negotiate a A Low D Identify Main Points in a Text. Low Collaborative Summary with a Peer RELEVANCE High

Reading in the Content Area Adjusting to Student Reading Levels Pre-reading Activities Vocabulary Strategies Notetaking and Graphic Organizers

ICLE Philosophy Rigor Relevance All Students

International Center for Leadership in Education, Inc. Richard Jones rdj@nycap. rr. com Senior Consultant 1587 Route 146 Rexford, NY 12148 Phone (518) 399 -2776 Fax (518) 399 -7607