RigorRelevance For All Students Pioneer Middle School Common

Rigor/Relevance For All Students Pioneer Middle School Common CORE January, 2013 C D A B 1

What will our students need to: Know Do 2

Common Core Instructional Shifts to Consider ELA • • • Balancing information and literary text Shared literacy across all content areas Staircase of Complexity, each grade level requires a “step” of growth Text-based discussions, students develop habits for making evidentiary arguments in speaking and writing Writing to emphasize use of evidence to inform or make an argument Academic vocabulary, focus on strategically on comprehension of pivotal commonly found words to access more complex text across the content areas “Habits of Mind” Mathematics • Focus on the learning process, knowledge, skills and dispositions that operate in tandem with the academic content standards • Engage students in 21 st Century Skills to build interdisciplinary content expertise • Develop higher order thinking skills that can be applied and adapted to authentic learning, assignments, and assessments. • • • Focus on concepts to develop strong foundational knowledge and transfer skills Develop fluency as a vehicle to deepen understanding and manipulation of more complex mathematical concepts Coherently connects learning within and across grade levels Advance conceptual understanding: “How to get the answer” and access concepts from a number of perspectives Connect mathematical concepts for application to realworld situations Dual intensity; students are practicing and understanding

Depth of Knowledge Taxonomy 1. 2. 3. 4. 5. 6. 4 Remember Understand Apply Analyze Evaluate Create

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

Rigor/Relevance Framework Rigor Thinking /Knowledge 5 4 3 Action/Application 2 Relevance 1 1 6 2 3 4 5 108

Planning for Challenge consider the rigor, relevance, and complexity Bloom’s Taxonomy

Depth of Knowledge (DOK) Level Definition Activities Remember Retrieve knowledge, recognize, recall, locate Know it Reproduce it Tell, list, define, label, memorize match, recite Understand Develop meaning Clarify it, give examples Locate, explain, summarize Apply Use what you have learned Use it Demonstrate, classify, transfer Analyze Examine critically Differentiate it Compare, contrast, deduce Evaluate Determine worth or value based on criteria Judge it Assess, research, test Create Put together in a new way Reorganize it Compose, design, formulate, invent

Levels Knowledge DOK 9 5 4 3 2 1 C D A B 1 2 3 4 5 Application

Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. A Acquisition Application 3 Comprehension 2 Low-level Knowledge Awareness 1 2 Knowledge in one discipline Apply knowledge in one discipline 10 1

A Quadrant Verbs • • • name label define select identify list memorize recite locate record Highlight/Circle all verbs and products which describe a CCSS 11 • • • Products definition worksheet list quiz test workbook true-false reproduction recitation

Students use acquired knowledge to solve problems, design solutions, and complete work. Application 3 B Comprehension Awareness 12 2 Application 1 Low-level Application 3 4 5 Apply knowledge across disciplines Apply to real-world predictable situation Apply to realworld unpredictable situation

B Quadrant Verbs • • • apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate Highlight/Circle all verbs and products which describe your CCSS. 13 Products • • • scrapbook summary interpretation collection annotation explanation solution demonstration outline

Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation C 6 Synthesis 5 Analysis 4 Assimilation High-level Knowledge 1 2 Knowledge in one discipline Apply knowledge in one discipline 14 Application 3

C Quadrant Verbs • • • 15 sequence annotate examine report criticize paraphrase calculate expand summarize classify diagram Highlight/Circle all verbs and products which describe your CCSS. Products essay abstract blueprint inventory report plan chart questionnaire classification diagram discussion collection annotation

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. Evaluation Synthesis 6 D 5 Adaptation Analysis Application 4 High-level Application 3 3 16 4 5 Apply to realknowledge real-world across predictable unpredictable disciplines situation

D Quadrant Verbs • • • evaluate validate justify rate referee infer rank dramatize argue conclude Highlight/Circle all the verbs and products which describe CCSS. 17 Products • • • • evaluation newspaper estimation trial editorial radio program play collage machine adaptation poem debate new game invention

Rigor/Relevance Framework Four Quadrants of Learning C R I G O R High Complex Assimilation Analytical A Low 18 C A Routine Acquisition Memorization Low RELEVANCE D D Challenging Adaptation Real World B B Practical Application Hands On High 14

Group Activity • In groups of 2 identify the verbs and products of one Common Core Standards poster. • Write them on the post-its provided. • Using your notes, categorize which quadrant of learning the CCS verbs and products belong? • Post them on the Rigor/Relevance Quadrant chart you created. • As a group, summarize your findings. Record your findings on your R/R Quadrant chart. Be prepared to have one person report your group’s findings.