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Bump it up to quadrant d social studies
The document discusses engaging students through a rigor, relevance, and relationships framework developed by Dr. Bill Daggett. It outlines a backwards design process for teachers to determine desired learning outcomes and assessment methods, emphasizing the use of essential questions to inspire curiosity and real-life applications of knowledge. Furthermore, it encourages student exploration and authentic learning experiences that connect classroom learning to real-world contexts.
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Bump it up to quadrant d social studies
- 1. Quadrant D LearningHowto engage students through Rigor, Relevance & RelationshipsNancy White, 21st Century Learning & Innovation Specialist
- 2. Rigor/Relevance Framework®Dr. BillDaggett, International Center for Leadership in Education
- 3.
- 4. Rigor/Relevance FrameworkTeacher/Student RolesKNOWLEDGEDCStudentThinkStudentThink& WorkBATeacherWorkStudentWorkA P P L I C A T I O N
- 5. Backwards DesignStep 1Whatis it you want students to know and be able to do? Standards – Content21st Century Skills - Process
- 6. Backwards DesignStep 2Howwill you know that they know it?Assessments of content and processLearning ActivitiesWhat’s the Hook?
- 7. 1. Have ahookHow will you capture their attention?How will you connect with their interests?
- 8. 2. Use thestandards & essential questions for inspirationWhat can an artifact tell or not tell about a time period or event? (7th grade History, Concept 1)What strategies can citizens use most effectively to influence public policy? (HS Civics Standard 4)What types of questions do historians ask about the past? (3rd grade History, Concept 1)
- 9. Use knowledge taxonomyverb list (synthesis & evaluation) for inspiration.
- 11. 4. Frame theessential question to inspire curiosityWhy do things become obsolete?How can I have influence?Why is it important to remember the past?
- 12. 5. Allow studentsroom for explorationChoice in topicChoice in processChoice in final product
- 14. 6. Real-Life Element:Authentic LearningStudents in a real-life roleCreate a real-life productShare with real-life audience
- 15. 7. Share workbeyond the classroom
- 16. 8. Make itso students won’t need to ask:But why do I have to know this?
- 17. Nancy White21st CenturyLearning & Innovation SpecialistAcademy School District 20nancy.white@asd20.orghttp://twitter.com/NancyW
Editor's Notes
- #3 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.
- #4 A: Low level knowledge – not applied to anything “real lifeKnowledge= RigorApplication = RelevanceThird dimension – running through the framework – RELATIONSHIPS-Making personal connections
- #8 Newspaper projectDesign an amusement park – each land represents different era of history
- #9 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)
- #10 Judge: Re-enact a famous historic trialCriticize: Write letters to the editor or city council challenging a decisionDevelop: Create a government for your classroom
- #12 Technology timeline Contacting elected officials, experts in the field – authentic audience – authentic project (Cathy’s playground)Holocaust - Could history repeat itself?
- #14 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.
- #15 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
- #17 Its not just school for school’s sake. Its something that is meaningful to them –that you’ve helped them make a connection to.