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F Meeting 10 24 07 Rrr
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F Meeting 10 24 07 Rrr

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RRR_10/24/07 Faculty Meeting

RRR_10/24/07 Faculty Meeting

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Transcript

  • 1. Essential Question: How do the theories of Rigor, Relevance, and Relationships emerge as practice in the classroom?
  • 2. Last Year’s Products
    • K – Money Unit linked to Class Store
    • 1 – Properties Science Unit – link to writing
    • 2 – Erosion Unit
    • 3 – Simple Machines Extension
    • 4/Art – Modern Issue Using History
    • 5 – Tall Tale Project
    • 6 – Dream House Project
    • PE – Self-Planned Fitness Schedules
    • Music – Performance through COTA
  • 3.  
  • 4. B D C A RIGOR RELEVANCE Rigor/Relevance Framework High High Low Low Relationships Relationships of Little Importance Relationships Essential Relationships Important Relationships Important
  • 5. Relevance Rigor Relationship Rigor, Relevance & Relationship Framework (3-D Model) Grand Junction, Colorado Picture the capacity for student learning as the volume we create within our 3-D model….
  • 6. Relevance (5) Rigor (20) Relationship (5) Rigor, Relevance & Relationship Framework (3-D Model) The capacity for student learning is the volume we created within our 3-D model…. 20 x 5 x 5 = 500 learning units
  • 7. Relevance Relationship Rigor, Relevance & Relationship Framework Rigor High Relevance with Low Rigor & Low Relationship We might push students into the high levels of application without providing them the foundation of core knowledge coupled with the safety to take risks. 20 x 5 x 5 = 500 learning units
  • 8. Relevance Relationship Rigor, Relevance & Relationship Framework Rigor If students do not experience high expectation for learning the content as well as applications for their learning, we may become more like a friend than a facilitator of their learning. Low Rigor and Low Relevance with High Relationship. 20 x 5 x 5 = 500 learning units
  • 9. Relevance (20) Rigor (20) Relationships (20) Rigor, Relevance & Relationship Framework (3-D Model) Grand Junction, Colorado To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand. 20 x 20 x 20 = 8000 learning units
  • 10. RRR as a multiplication sentence
    • Rigor x Relevance x Relationships =
    • 0 x R x R = 0
    • R x 0 x R = 0
    • R x R x 0 = 0
  • 11. Essential Question
    • How do the theories of Rigor, Relevance, and Relationships emerge as practice in the classroom?
  • 12. Two Questions Answered and back by 8:36
    • Groups 4, 5, 6 in Library
    • Groups 7, 1, 2, 3 stay in LGI
    • What did you notice in your observation as it relates to RRR?
    • To what extent do RRR emerge in your own classroom, your own grade?
  • 13. Set your goal:
    • Identify one bullet from Teacher column and one bullet from Student column that you’ll explore for the next three months.