Coincidentally, through creating opportunities for active learning, we are also giving students opportunities for “powerful learning.” This is what Grant Wiggins and Jay McTighe refer to as “Enduring Understandings.” Those things we take with us, and continue to make connections to 10 years down the road. These are learning experiences that are both rigorous and relevant. We call these “D-Quadrant” Lessons or Units.
A: Low level knowledge – not applied to anything “real lifeKnowledge= RigorApplication = RelevanceThird dimension – running through the framework – RELATIONSHIPS-Making personal connections
Newspaper projectDesign an amusement park – each land represents different era of history
Explorer Unit – Treasure ChestCity wide issue: Colorado Springs Government – Strong Mayor –budget –water – take your pick! Design a museum display (start with letter from museum curator)
Judge: Re-enact a famous historic trialCriticize: Write letters to the editor or city council challenging a decisionDevelop: Create a government for your classroom
Technology timeline Contacting elected officials, experts in the field – authentic audience – authentic project (Cathy’s playground)Holocaust - Could history repeat itself?
Some scaffolding is necessary. Research shows that TOO much choice can be overwhelming and result in lower quality work. However –remember your own powerful learning experiences. Choice is an important element.
Museum curator – advertising executive – journalist – mayor – teacher –CLICK PIC AND GO TO 3:20Exhibit – advertisement – magazine article (really submit it!) – laws – lessonMuseum officials – parents/business people – another classroom – city government reps – younger or older classroom
Its not just school for school’s sake. Its something that is meaningful to them –that you’ve helped them make a connection to.
Bump it up to quadrant d social studies
Quadrant D Learning<br />How to engage students through Rigor, Relevance & Relationships<br />Nancy White, 21st Century Learning & Innovation Specialist<br />
Rigor/Relevance Framework®Dr. Bill Daggett, International Center for Leadership in Education<br />
Rigor/Relevance Framework<br />Teacher/Student Roles<br />KNOWLEDGE<br />D<br />C<br />Student<br />Think<br />Student<br />Think & Work<br />B<br />A<br />Teacher<br />Work<br />Student<br />Work<br />A P P L I C A T I O N<br />
Backwards Design<br />Step 1<br />What is it you want students to know and be able to do? <br />Standards – Content<br />21st Century Skills - Process<br />
Backwards Design<br />Step 2<br />How will you know that they know it?<br />Assessments of content and process<br />Learning Activities<br />What’s the Hook?<br />
1. Have a hook<br />How will you capture their attention?<br />How will you connect with their interests?<br />
2. Use the standards & essential questions for inspiration<br />What can an artifact tell or not tell about a time period or event? (7th grade History, Concept 1)<br />What strategies can citizens use most effectively to influence public policy? (HS Civics Standard 4)<br />What types of questions do historians ask about the past? (3rd grade History, Concept 1)<br />
Use knowledge taxonomy verb list (synthesis & evaluation) for inspiration.<br />