RIGOR RELEVANCE RELATIONSHIPS RESULTS November 13 th 2012

RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS November 13 th, 2012 Laura Casdorph

Curve of Change Implementation

A tale of two classes… Class One: This girl is completely floating in the Dead Sea! What is causing her to float? Research the major elements found in the Dead Sea. Design an experiment using water, salt, and an egg. Keep good data! Use the data to explain why she is floating.

A tale of two classes… Class Two: Will adding salt to water make an egg float? 1. 2. 3. 4. 5. 6. 7. 8. Fill a container with 250 m. L of water. Put the egg into the water gently and measure the distance from the bottom of the container to the highest part of the egg in centimeters. Record this height in the data table. Remove the egg and carefully place it back in the container. Add 5 m. L of salt to the water and stir until the salt is dissolved. Gently put the egg into the water and measure the highest point of the egg. Record this height in the data table. Repeat step 4 and 5 using a total of 10, 15, and 20 m. L of salt. Remove the egg and discard the salt solution. Rinse the container and the egg with water. Repeat steps 1 -6 two more times for a total of three trials. Wash hands thoroughly.

Which class… is more rigorous? is more relevant? would you want your child to be in?

My only skill is taking tests.

Define Rigor & Relevance What is your definition of rigor and relevance? Work with your elbow partner to formulate a definition. (Two-minute task) Share your team’s definition.

Rigor & Relevance Defined 8 Definitions: Rigor • is learning in which students demonstrate a thorough indepth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity. Relevance • is learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual.

Rigor/Relevance Framework Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Low Rigor/Knowledge High Adapted from the International Center for Leadership in Education Remember 1 1 Knowledge Apply in Knowledg in one discipline Apply in discipline e in one discipline Relevance/Application Low 2 3 Apply 4 5 Apply to real- Apply to real. Apply across Apply to -world nonreal-world across disciplines situations unpredictable disciplines predictable situations

Visual Representation of the Four Quadrants 10 High Traditional Tasks Performance Based C – ASSIMILATION Rigor Student Thinks A - ACQUISITION Teacher Works Low D – ADAPTATION Student Thinks & Works B – APPLICATION Student Works Relevance High

Quadrant Characteristics Rigor High C – ASSIMILATION D – ADAPTATION Students extend and refine their acquired knowledge to be able to automatically use knowledge to analyze and solve problems. A - ACQUISITION Students gather and store Students have the competence to think in complex ways and to apply acquired knowledge and skills. B – APPLICATION bits of knowledge and information to remember or understand. Low Students use acquired knowledge to solve problems, design solutions, and complete work. High Relevance

Science Examples Rigor High Quadrant C – ASSIMILATION Identify chemicals dissolved in an unknown solution. Quadrant A – ACQUISITION Construct models of molecules using toothpicks, round objects. Quadrant D – ADAPTATION Collect data and make recommendations to address a community environmental problem. Quadrant B – APPLICATION Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. Low High Relevance

Science Examples Ecosystems High Quadrant C - ASSIMILATION Rigor • Research a water related and dry land ecosystem. Create a VENN diagram about how they are the same and how they are different. Quadrant A - ACQUISITION • Describe the different ecosystems (water related and dry land) Quadrant D - ADAPTATION • Research an endangered species (sea turtles) and describe how their ecosystem supports them. Create a campaign to bring awareness to ways we can help the endangered species. Quadrant B - APPLICATION • Low Research an animal and describe its community and population. Describe how the ecosystem supports the life of the researched animal. High Relevance

Science Examples Photosynthesis Rigor High Quadrant C – ASSIMILATION Quadrant D - ADAPTATION Create a science project to demonstrate photosynthesis Design a consumer brochure on light requirements for indoor flowering plants Quadrant A – ACQUISITION Quadrant B - APPLICATION Describe photosynthesis and importance to plants and humans Solve case study problem on location of a greenhouse to maximize sunlight Low High Relevance

Science Examples Biomes Rigor High Quadrant C - ASSIMILATION Quadrant D - ADAPTATION Quadrant A - ACQUISITION Quadrant B - APPLICATION Low High Relevance

Next Generation Science Standards Asking questions for science and defining problems for engineering Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations for science and designing solutions for engineering Engaging in argument from evidence Obtaining, evaluating and communicating information

21 st Century Science

18 TIP : Research and Information Fluency Relevance or Application of Rigor or Knowledge Entry (1) Developing (2 -3) Acquire information using provided resources. Follow teacher direction to complete class assignments. Respond to, but do not extend w Ne f o teacher prompt. N Apply search techniques demonstrated by teacher. Determine accuracy and authority of information sources using provided checklist or digital tool. of N TIO e A L Respond to class IMI wledg S AS Kno assignments that prompt analysis of information. O ITI edge S I QU nowl C A K Knowledge Approaching (4 -5) Construct questions to guide research. Select the most appropriate digital tools and information sources. Assemble and organize information to of N TIO e A address authentic g IC PL wled P o A tasks. Kn Ideal / Target (6 -7) Assemble and synthesize information to address authentic tasks. Use tools to powerfully display and interact with information. N o O I T TA edge P A l AD now K f

19 TIP: Communication & Collaboration Relevance or Application of Rigor or Knowledge Developing (2 -3) Approaching (45) Entry (1) Work in small groups toward a common product without collaborating. e f N o N TIO dge I S I e QU nowl C A K w Work in teacherselected groups with defined roles to accomplish class assignments. Use digital tools to communicate to complete class assignments. of N TIO e A L I dg SIM owle S A Kn Establish group norms, form teams, and organize roles to address an authentic task. Use appropriate digital tools to facilitate collaboration. f N o O I AT ge C I PL wled P o A Kn Ideal / Target (67) Select appropriate digital tools to communicate and collaborate with peers and experts, regardless of time zone or physical distances. Reflect on their roles as ION of T TA edge communicators P A l AD now and collaborators K and set goals for future growth.

20 TIP: Critical Thinking & Problem Solving Relevance or Application of Rigor or Knowledge Entry (1) Respond to, but do not justify their answers to teacher-initiated questions. Work on class assignments through recollection of knowledge. w Ne f o ON ge I T I d UIS owle Q AC Kn Knowledge Developing (2 -3) Approaching (45) Ideal / Target (67) Respond to higher order questions. Elaborate on critical thinking or problem solving practices when prompted. Apply digital tools to think critically and solve N of TIO e A problems in class L IMI wledg S assignments. AS Kno Select the most appropriate digital tools, as well as questioning, critical thinking and problem solving strategies to solve authentic tasks. Reflect on their roles as critical thinkers and/or of N TIO e A problems solvers g T AP wled D o A and set goals for Kn future growth. Generate and respond to purposeful questions. Justify decisionmaking and/or problem-solving practices. Apply digital tools to think critically and solve open- of N TIO e A ended authentic g IC PL wled P o A tasks that require Kn higher order

TIP: Creativity & Innovation Relevance or Application of Knowledge Developing (2 -3) Approaching (4 - Ideal / Target (65) 7) Rigor or Knowledge 21 Entry (1) Respond to teacher direction to complete class assignments. Work on standard products following teacher direction. w Ne f o ON ge I T I d UIS owle Q AC Kn Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products. Question, summarize and make predictions on existing N of TIO e knowledge using A L IMI wledg S provided digital AS Kno tools. Analyze trends and make predictions that inspire new solutions to authentic tasks. Create meaningful, original work within the assignment parameters. of N TIO e A g IC PL wled P o A Kn Synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters. Choose strategic risks that support innovation. of ION T e A PT ledg A Reflect on the AD now K creative/innovative process and set goals for future

Rigor/Relevance Framework Adapted from the International Center for Leadership in Education Rigor/Knowledge High Low Bloom ’s Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Critical Thinking & Problem Solving Creativity & Innovation 22 - Research & Information Fluency - Communication & Collaboration Quadrant C – ASSIMILATION (TIP Level 2 -3 Developing) Quadrant D – ADAPTATION (TIP Level 6 -7 Ideal/Target) Quadrant A – ACQUISITION (TIP Level 1 Entry) Quadrant B – APPLICATION (TIP Level 4 -5 Approaching) Remember 1 1 Knowledge in one discipline 2 Apply in discipline 3 Apply across disciplines 4 5 Apply to realworld predictable situations Apply to real-world unpredictable situations Low Relevance/Application of High

Rigor/Relevance Framework Adapted from the International Center for Leadership in Education Low Rigor/Knowledge High 23 Bloom ’s Create 6 Evaluate 5 Analyze 4 Apply 3 Understand 2 Remember 1 Quadrant C – ASSIMILATION (TIP Level 2 -3 Developing) • Brainstorming • Inquiry • Research • Socratic Seminar • Quality Teacher Questions Quadrant D – ADAPTATION (TIP Level 6 -7 Ideal/Target) • Presentations/Exhibitions • Project Design • Instructional Technology • Ask own questions, research answers Quadrant A – ACQUISITION (TIP Level 1 Entry) • Guided Practice • Lecture • Memorization Quadrant B – APPLICATION (TIP Level 4 -5 Approaching) • Cooperative Learning • Demonstration • Simulation/Role Playing • Work-based learning 1 Knowledge in one discipline 2 Apply in discipline 3 Apply across disciplines 4 5 Apply to realworld predictable situations Apply to real-world unpredictable situations Low Relevance/Application of High

Relevance Model Decision Flow Chart Is it Yes ? application Is the application real world? No Knowledge in one discipline No Is more than one school subject involved? Yes Is the outcome unpredictable ? Yes Level 1 No Level 2 Apply within discipline Level 3 Apply across disciplines Level 4 No Apply to real-world predictable situations Level 5 Apply to real-world unpredictable situations

Egg Experiment Rigor High Quadrant C - ASSIMILATION Quadrant D - ADAPTATION Quadrant A - ACQUISITION Quadrant B - APPLICATION Low High Relevance

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