Rigor and relevance ppt

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Rigor and relevance ppt

  1. 1. 2005 Model Schools2005 Model Schools ConferenceConference Pre-conferencePre-conference Teaching for RigorTeaching for Rigor and Relevanceand Relevance
  2. 2. J. “Moms” Mabley If you always do what you always did, you will always get what you always got.
  3. 3. Helen Branigan Richard D. Jones International Center for Leadership in Education
  4. 4. Personality
  5. 5. Rigorous andRigorous and RelevantRelevant LearningLearning
  6. 6. RigorRigor
  7. 7. 7
  8. 8. All StudentsAll Students
  9. 9. AgendaAgenda • Why Rigor and Relevance • Data-driven Decisions • Applying Rigor/Relevance Framework • Planning Instruction • Connection w/ Assessment • Increasing Rigor/Relevance • Instructional Strategies • Action Plans
  10. 10. HowHow • Information • Tools • Activities to apply, reflect, discuss
  11. 11. ??? Why ?????? Why ??? Rigorous andRigorous and RelevantRelevant LearningLearning
  12. 12. Changing Nature of WorkChanging Nature of Work International ComparisonsInternational Comparisons Changing YouthChanging Youth Focus on on LearningFocus on on Learning Not All SucceedingNot All Succeeding Explain What is ImportantExplain What is Important It is what is on THE testIt is what is on THE test Increase Student MotivationIncrease Student Motivation Rigor and RelevanceRigor and Relevance ???? Why ????
  13. 13. Hebrew proverb Do not confine your children to your own learning, for they were born in another time.
  14. 14. Discussion Board - Rigor and Relevance •Web Site - http://modelsch ools.sitecrossing.com •Need Password - rdj@nycap.rr.com •Send messages to discussion rr@modelschools.sitecrossing.com
  15. 15. Data - drivenData - driven DecisionsDecisions
  16. 16. What are Data-driven Decisions?  It is more than looking at student test scores?
  17. 17. What are Data-driven Decisions?  It is objective criteria for determining what you teach?
  18. 18. 19 How do you determine what you teach? What You Know Past Practice State Standards Textbook Test
  19. 19. 20 Data Driven Decision? Priority Standards Levels of Students Student Need for Rigor and Relevance Test Education Beyond Interest
  20. 20. International Center forInternational Center for Leadership in Education, Inc.Leadership in Education, Inc. Curriculum MatrixCurriculum Matrix
  21. 21. ICLE Curriculum Survey Language Arts - Top 10 Topics 1.Apply in writing the rules of grammar, punctuation and spelling 2.Gather, analyze and summarize information from a variety of sources 3.Give oral directions that are clear and understood 4.Follow oral directions 5.Identify and select pertinent information while reading 6.Follow written directions carefully and accurately 7.Understand rules of grammar, usage, punctuation, and spelling 8.Develop processes for understanding and remembering 9.Prepare and deliver individual speeches 10.Know how to decipher unfamiliar words
  22. 22. 1.Perform operations with numbers include, decimals, ratios, percents and fractions 2.Understand characteristics of parallel, perpendicular, and intersecting lines 3.Understand basic algebraic properties 4.Understand characteristics of angles 5.Understand best procedures for statistical data collection, organization and display 6.Understand basic geometry ( point, line, plane) 7.Understand and use variables in expressions 8.Use correct order for performing algebraic expressions 9.Compute the distance between two points 10.Understand properties of circles ICLE Curriculum Survey Mathematics - Top 10 Topics
  23. 23. 1.Understand how and why rotation and revolution of earth affect day, seasons and weather 2.Understand systems of human body 3.Understand nutrition 4.Know the metric system and conversion 5.Make observation of the local environment using senses and instruments 6.Understand technology changes environment 7.Know processes in water cycle 8.Understand reproduction of living things from cells to species 9.Understand cells and functions 10.Understand human impact on environment and ways to improve ICLE Curriculum Survey Science - Top 10 Topics
  24. 24. Curriculum Matrix Kit
  25. 25. Curriculum Matrix State Standard Related Essential Skills and priority Priority on State Test Overall Priority
  26. 26. 27 How do you use the Curriculum Matrix? Determine priority standards Have objective data on community expectations Simple reference as to what is tested Agenda for conversation with academic teachers
  27. 27. International Center forInternational Center for Leadership in Education, Inc.Leadership in Education, Inc. Rigor/RelevanceRigor/Relevance FrameworkFramework
  28. 28. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  29. 29. KnowledgeKnowledge TaxonomyTaxonomy
  30. 30. AssimilationAssimilation of knowledgeof knowledge AcquisitionAcquisition of knowledgeof knowledge ThinkingThinking ContinuumContinuum
  31. 31. Knowledge TaxonomyKnowledge Taxonomy 1. Recall Knowledge1. Recall Knowledge 2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation6. Evaluation
  32. 32. Managing ResourcesManaging Resources Knowledge Taxonomy 6 Evaluate spending habits of spouse 1 Identify money 2 Explain values 5 Set goals based on budget 4 Match expenses to budget 3 Buy something within budget
  33. 33. Basic NutritionBasic Nutrition Knowledge Taxonomy 6 Appraise results of personal eating habits over time 5 Develop personal nutrition goals 4 Examine success in achieving nutrition goals 3 Use nutrition guidelines in planning meals 2 Explain nutritional value of foods 1 Label food by nutritional groups
  34. 34. KnowledgeKnowledge TaxonomyTaxonomy Verb ListVerb List
  35. 35. ApplicationApplication ModelModel
  36. 36. AcquisitionAcquisition of knowledgeof knowledge ApplicationApplication of knowledgeof knowledge Action ContinuumAction Continuum
  37. 37. Application ModelApplication Model 1 Knowledge of one discipline1 Knowledge of one discipline 2 Application within discipline2 Application within discipline 3 Application across3 Application across disciplinesdisciplines 4 Application to real-world4 Application to real-world predictable situationspredictable situations 5 Application to real-world5 Application to real-world unpredictable situationsunpredictable situations
  38. 38. Managing ResourcesManaging Resources 11 Know money valuesKnow money values 22 Solve word problemsSolve word problems 33 Relate wealth to quality ofRelate wealth to quality of lifelife 44 Prepare budgetPrepare budget 55 Handle lottery winningsHandle lottery winnings Application Model
  39. 39. Basic NutritionBasic Nutrition Application Model 1 Label food by nutrition groups 2 Rank foods by nutritional value 3 Make cost comparison of foods considering nutritional value 4 Develop nutritional plan for a health problem affected by food 5 Devise a sound nutritional plan for a group of 3 year-olds who are “picky” eaters
  40. 40. Levels of Application Model
  41. 41. ApplicationApplication ModelModel Decision TreeDecision Tree
  42. 42. Is it Application?Is it Application? ◆If NOIf NO If YES - Is it real world?If YES - Is it real world? ◆If NO and one disciplineIf NO and one discipline ◆If NO and interdisciplinaryIf NO and interdisciplinary If YES - Is it unpredictable?If YES - Is it unpredictable? ◆If NOIf NO ◆If YESIf YES Application ModelApplication Model Level 1 Level 2 Level 3 Level 4 Level 5
  43. 43. •Conducting a scientific experiment •Reading a historical novel •Basic computation (add, subtract, multiply, divide) •Measuring volume of liquids •Technical writing •Speaking to an audience •Determining probability •Personal health and wellness •Predicting events based on probability •Critical viewing skills •Collecting and analyzing data •Correct grammatical use of language •Computer spreadsheet •Word processing •Poetry •Measurement of area •Interpersonal communication •Physical fitness •Nutrition •Parenting •Citizenship •Economics •U . S. Geography •Scientific classification systems •Cellular Biology •Writing letters •Preparing a personal budget
  44. 44. Application ModelApplication Model 1 Knowledge of one discipline1 Knowledge of one discipline 2 Application within discipline2 Application within discipline 3 Application across3 Application across disciplinesdisciplines 4 Application to real-world4 Application to real-world predictable situationspredictable situations 5 Application to real-world5 Application to real-world unpredictable situationsunpredictable situations
  45. 45. 1 2 3 4 5 ApplicationApplication KnowledgeKnowledge 1 2 3 4 5 6 Rigor/Relevance FrameworkRigor/Relevance Framework
  46. 46. Rigor/Relevance Framework 1. Recall Knolwedge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation 1. Knowledge of one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations Knowledge Application
  47. 47. 1 2 3 4 5 6 1 2 3 4 5 Rigor/Relevance FrameworkRigor/Relevance Framework
  48. 48. 1 2 3 4 5 6 1 2 3 4 5 A Rigor/Relevance FrameworkRigor/Relevance Framework B C D
  49. 49. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  50. 50. R I G O R RELEVANCE AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework TeacherTeacher WorkWork Teacher/Student RolesTeacher/Student Roles StudentStudent ThinkThink StudentStudent Think & WorkThink & Work StudentStudent WorkWork High HighLow Low
  51. 51. R I G O R RELEVANCE AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework RightRight AnswerAnswer Did Students Get it Right?Did Students Get it Right? RationalRational AnswerAnswer RightRight QuestionsQuestions RightRight ProcedureProcedure High HighLow Low
  52. 52. SkillSkill Identify, collect orIdentify, collect or sort pertinentsort pertinent information whileinformation while reading.reading.
  53. 53. Quadrant A Read a science experiment and identify the necessary materials to perform the experiment.
  54. 54. Quadrant B Locate and read current articles on biotech.
  55. 55. Quadrant CQuadrant C Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
  56. 56. Quadrant DQuadrant D Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
  57. 57. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  58. 58. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs.
  59. 59. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs.
  60. 60. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
  61. 61. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
  62. 62. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes.
  63. 63. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes.
  64. 64. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale.
  65. 65. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale.
  66. 66. Rigor/ Relevance Handbook
  67. 67. Rigor/Relevance Determining Levels Activity
  68. 68. Skills and Knowledge K 4 5 3 3 4 International Center for Leadership in Education 1997 Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance
  69. 69. Skills and Knowledge International Center for Leadership in Education 1997 Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance A 5 3 4 4 4
  70. 70. Skills and Knowledge K 4 5 3 3 4 International Center for Leadership in Education 1997 Read or view news reports, interpret information and vote in an informed manner Use second language to discuss current events in a country where the language is spoken Follow directions in a manual to use equipment safely Write an essay, using references about an issue of interest Compare prices, interest rates and maintenance costs of buying an appliance A 5 3 4 4 4
  71. 71. 1 2 3 4 5 6 1 2 3 4 5 K N O W LE D G E A P P L I C A T I O N Rigor/Relevance FrameworkRigor/Relevance Framework AA CC DD BB
  72. 72. Rigor/Relevance Reflecting on Teaching Activity
  73. 73. Rigor/Relevance Challenge
  74. 74. R/R Challenge Standard Quadrant A Performance Understand rules of grammar, usage, punctuation, and spelling Memorize spelling Words Perform operations with numbers Solve word problems Demonstrate U S geography Label States on a map Understand systems of human body Write description of human system
  75. 75. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  76. 76. PlanningPlanning InstructionInstruction
  77. 77. Rigor/Relevance Linking Standards and Student Work Activity
  78. 78. Benefits of Using Rigor and Relevance? Better prepare students for future work Way to focus student learning on priority standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation
  79. 79. Revised StaffRevised Staff DevelopmentDevelopment KitKit
  80. 80. Staff Development Activities How Does It Feel To Be Learning? How Do You Learn? Discovering Levels of Learning Setting the Level of Knowledge Setting the Level of Application Determining Levels of Rigor and Relevance Identifying Rigor and Relevance Rigor/Relevance Challenge Defining Real World Identifying Community Resources Setting Levels of Student Knowledge and Performance Mapping Across Disciplines Linking Standards and Student Work Setting Levels of Student Knowledge and Performance Mapping Across Disciplines Linking Standards and Student Work Setting Clear Expectations: What Do You Want? Determining Levels of Test Questions Assessment Challenge Developing Analytical Scoring Guides Developing Instructional Plans Data-driven Curriculum Rigorous Relevant Lesson Reflection Lesson Review Brainstorming Student Performance Brainstorming Student Work in Multiple Disciplines Peer Review of Lessons Standards Alignment Put It In Writing!
  81. 81. Rigor/RelevanceRigor/Relevance Framework andFramework and AssessmentsAssessments
  82. 82. Rigor/Relevance Framework And Assessment
  83. 83. ACTIVITY LIST TYPES OF ASSESSMENT
  84. 84. Types of AssessmentTypes of Assessment  Multiple ChoiceMultiple Choice  Constructed ResponseConstructed Response  Extended ResponseExtended Response  Process PerformanceProcess Performance  Product PerformanceProduct Performance  PortfolioPortfolio  InterviewInterview  Self ReflectionSelf Reflection Rigorous and Relevant Instruction
  85. 85. Low High Low High Traditional Tests Performance Rigor/Relevance FrameworkRigor/Relevance Framework
  86. 86. K N O W L E D G E A P P L I C A T I O N •• ExtendedExtended ResponseResponse •• ProductProduct PerformancePerformance Primary AssessmentsPrimary Assessments Rigor/Relevance FrameworkRigor/Relevance Framework •• PortfolioPortfolio •• ProductProduct PerformancePerformance •• InterviewInterview •• Self ReflectionSelf Reflection •• ProcessProcess •• PerformancePerformance •• ProductProduct PerformancePerformance •• Multiple ChoiceMultiple Choice •• ConstructedConstructed ResponseResponse
  87. 87. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  88. 88. NYS Math Question A
  89. 89. NYS Math A Question June 2002 C
  90. 90. NYS Math A Question June 2003 D
  91. 91. Sample Question B January 2005
  92. 92. K N O W L E D G E A P P L I C A T I O N AA BB DDCC NY Math ANY Math A 26% 42% 10% 22%
  93. 93. K N O W L E D G E A P P L I C A T I O N AA BB DDCC MEAP HS MathMEAP HS Math 12% 42% 15% 31%
  94. 94. Rigor/Relevance Analyzing Test Questions Activity
  95. 95. Rigor/Relevance Assessment Challenge Activity
  96. 96. R/R and AssessmentR/R and Assessment Determine the level of Rigor and Relevance on state tests. Develop your tests to parallel state tests when preparing for them. Use performance assessment when you want Quadrant D achievement Keep level of assessment consistent with expectation for performance. Let students know assessment in advance
  97. 97. Raising the Level ofRaising the Level of Rigor and RelevanceRigor and Relevance
  98. 98. R I G O R RELEVANCE AA BB DDCC Increasing Rigor/RelevanceIncreasing Rigor/Relevance High HighLow Low
  99. 99. Challenging AssessmentsChallenging Assessments Interdisciplinary InstructionInterdisciplinary Instruction Reading in the Content AreaReading in the Content Area RelationshipsRelationships Use of TechnologyUse of Technology New Teaching IdeasNew Teaching Ideas Peer Teaching ObservationsPeer Teaching Observations Action ResearchAction Research Continuous Professional DevelopmentContinuous Professional Development Increasing Rigor andIncreasing Rigor and RelevanceRelevance
  100. 100. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework ReadingReading ReadingReading to acquire meaningto acquire meaning ReadingReading to acquireto acquire knowledgeknowledge ReadingReading to learn proceduresto learn procedures Reading to acquireReading to acquire meaning andmeaning and proceduresprocedures
  101. 101. Challenging AssessmentsChallenging Assessments Interdisciplinary InstructionInterdisciplinary Instruction Reading in the Content AreaReading in the Content Area RelationshipsRelationships Use of TechnologyUse of Technology New Teaching IdeasNew Teaching Ideas Peer Teaching ObservationsPeer Teaching Observations Action ResearchAction Research Continuous Professional DevelopmentContinuous Professional Development Increasing Rigor andIncreasing Rigor and RelevanceRelevance
  102. 102. Rigor/RelevancRigor/Relevanc ee andand InstructionalInstructional StrategiesStrategies
  103. 103. International Center for Leadership inInternational Center for Leadership in Education, Inc.Education, Inc. Instructional Strategies:Instructional Strategies: How to Teach for Rigor andHow to Teach for Rigor and RelevanceRelevance
  104. 104. InstructionalInstructional Strategies:Strategies: How to TeachHow to Teach for Rigor andfor Rigor and RelevanceRelevance
  105. 105. “Teaching is only as good as the learning that takes place.” Instructional Strategies:Instructional Strategies: How to Teach for Rigor andHow to Teach for Rigor and RelevanceRelevance
  106. 106. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  107. 107. Rigor/Relevance What Works Best? Activity
  108. 108. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework ActivitiesActivities ProjectsProjects ProblemsProblems
  109. 109. ResearchResearch When to UseWhen to Use StrategyStrategy Based onBased on Rigor/RelevanceRigor/Relevance FrameworkFramework
  110. 110. Selection ofSelection of StrategiesStrategies Based onBased on Rigor/Rigor/ RelevanceRelevance FrameworkFramework
  111. 111. 133
  112. 112. Strategies that Work  Identifying Similarities and Differences  Summarizing and Note Taking  Reinforcing Effort and Providing Recognition  Homework and Practice  Nonlinguistic Representations Robert Marzano, 2001
  113. 113. Strategies that WorkStrategies that Work  Cooperative LearningCooperative Learning  Setting Objectives and ProvidingSetting Objectives and Providing FeedbackFeedback  Generating and Testing HypothesesGenerating and Testing Hypotheses  Cues, Questions, and AdvanceCues, Questions, and Advance OrganizersOrganizers Robert Marzano, 2001
  114. 114. Rigor/Relevance Action Plans Activity
  115. 115. K N O W L E D G E A P P L I C A T I O N AA BB DDCC Rigor/Relevance FrameworkRigor/Relevance Framework
  116. 116. Action PlansAction Plans  ObjectiveObjective - What do you- What do you plan to accomplish?plan to accomplish?  Action stepsAction steps - What do- What do you plan to do?you plan to do?  Data to MeasureData to Measure EffectivenessEffectiveness - What will- What will be different and how willbe different and how will you know?you know?
  117. 117. Lovers never send form letters.
  118. 118. ICLE Philosophy Rigor Relevance All Students
  119. 119. International Center for Leadership in Education, Inc. Helen M. Branigan hbranigan@aol.com Richard Jones rdj@nycap.rr.com Senior Consultants 1587 Route 146 Rexford, NY 12148 Phone (518) 399-2776 Fax (518) 399-7607
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