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    1. 1. Relevance & Rigor The necessary components for a successful classroom R + R
    2. 2. A Growing Problem <ul><li>Students are not prepared for college or the workforce because they lack the capacity to think logically for themselves </li></ul>
    3. 3. A Growing Problem <ul><li>Many high school graduates are unprepared for college </li></ul><ul><ul><li>United States Department of Education (2006) </li></ul></ul><ul><li>Employers attest that high school graduates are lacking basic skills </li></ul><ul><ul><li>American Diploma Project (2007) </li></ul></ul><ul><li>Students are not prepared for high school- ACT (2007) </li></ul>
    4. 4. A Growing Problem Locally <ul><li>From the Texas Comptroller Office (2006) reports </li></ul><ul><ul><li>Texas is ranked 49 in verbal SAT scores (493) </li></ul></ul><ul><ul><li>Texas is ranked 46 in math SAT scores (502) </li></ul></ul><ul><ul><li>Texas is ranked 36 in high school graduation rates (68%) </li></ul></ul>
    5. 5. A Growing Problem Nationally <ul><li>From the Organization of Economic Cooperation and Development reports </li></ul><ul><ul><li>The United States fell below the world average in the areas of math and science (2006) </li></ul></ul><ul><ul><li>The United States is ranked 15 out of 29 OECD countries in the area of reading literacy (2003) </li></ul></ul>
    6. 6. Projected Future Supply of College Graduates Data: OECD Reports (2006)
    7. 7. Mission Goal: Revive Thinking <ul><li>Teachers must add relevance and rigor in the classroom to empower our students to think </li></ul>I cannot teach anybody anything, I can only make them think -Socrates
    8. 8. Step 1: Adding Relevance <ul><li>Get to know your students </li></ul><ul><ul><li>Students bring prior knowledge and experiences into your classroom </li></ul></ul><ul><li>Activate their prior knowledge </li></ul><ul><ul><li>Get students to think by using the following activities </li></ul></ul><ul><ul><ul><li>K-W-L Chart </li></ul></ul></ul><ul><ul><ul><li>Prediction Prompt </li></ul></ul></ul>
    9. 9. Step 1: Adding Relevance <ul><li>Students must feel connected to learning to claim ownership of it </li></ul><ul><li>Use examples they understand and easily identify </li></ul><ul><ul><li>Use current events to connect content </li></ul></ul><ul><ul><li>Explain how content is used in the real world </li></ul></ul>
    10. 10. Step 1: Adding Relevance <ul><li>Technology is the new medium to transfer information </li></ul><ul><ul><li>Trigger excitement for learning by adding these technological methods: </li></ul></ul><ul><ul><ul><li>PowerPoint </li></ul></ul></ul><ul><ul><ul><li>Podcasts </li></ul></ul></ul><ul><ul><ul><li>Google Earth </li></ul></ul></ul><ul><ul><ul><li>United Streaming </li></ul></ul></ul>
    11. 11. Step 2: Adding Rigor <ul><li>Rigor does not mean more work! </li></ul><ul><li>Rigor in the classroom means </li></ul>Challenge Evaluation Analysis Engagement Motivation Synthesis
    12. 12. Step 2: Adding Rigor <ul><li>Challenge students by using student based learning </li></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><ul><li>Cooperative Grouping </li></ul></ul></ul><ul><ul><ul><li>Inquiry-Based Learning </li></ul></ul></ul><ul><ul><ul><li>Problem Based Learning </li></ul></ul></ul><ul><ul><ul><li>Brainstorming Activities </li></ul></ul></ul>
    13. 13. Step 2: Adding Rigor <ul><li>Have students expand on assessing and analyzing information </li></ul><ul><ul><li>Focus on the Top Three Tiers of Bloom’s Taxonomy: Evaluation, Synthesis, & Analysis </li></ul></ul><ul><li>Promote effective oral and written communication </li></ul><ul><ul><li>Use Socratic questioning </li></ul></ul><ul><ul><li>Hold class debates </li></ul></ul><ul><ul><li>Use meaningful prompts for writing </li></ul></ul>
    14. 14. Outcome of using R & R <ul><li>Gained confidence in subject matter </li></ul><ul><li>Long-term retention </li></ul><ul><li>Comprehension of course material </li></ul><ul><li>Acquisition of critical thinking skills </li></ul><ul><li>Ability to think logically </li></ul><ul><li>Acquired tolerance for peers </li></ul><ul><li>Reduces drop-outs </li></ul><ul><li>Builds lifelong learners </li></ul>
    15. 15. Bibliography <ul><li>Books & Articles </li></ul><ul><li>Blackburn, B.R. (2008). Rigor is Not a Four-Letter Word. Larchmont: Eye on Education </li></ul><ul><li>Darling-Hammond, L. (2008). Powerful Learning: What We Know about Teaching for Understanding. San Francisco: Jossey-Bass </li></ul><ul><li>Organization for Economic Co-Operation and Development. (2010). </li></ul><ul><li>Schleicher, A. & Stewart, V. (2008). Learning from World-Class Schools. Educational Leadership , 66 (2). Retrieved from http://www.ascd.org/publications/educational_leadership/oct08/vol66/num02/Learning_from_World-Class_Schools.aspx </li></ul><ul><li>United States Department of Education. (2010). </li></ul><ul><li>Wagner, T. (2008). Rigor Redefined. Educational Leadership, 66 (2). Retrieved from http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/Rigor-Redefined.aspx </li></ul>
    16. 16. Bibliography <ul><li>Washer, E. & Mojkowski, C. (2007). What Do You Mean by Rigor. Educational Leadership , 64 (4). Retrieved from http://www.ascd.org/publications/educational-leadership/dec06/vol64/num04/What-Do-You-Mean-by-Rigor%C2%A2.aspx </li></ul><ul><li>Pictures </li></ul><ul><li>Hero. (2009). Retrieved from sojournproject.wordpress.com /.../ </li></ul><ul><li>Thinking Hat. (2009). Retrieved from http://www.google.com/imgres?imgurl=http://www.math.hmc.edu/~tucker/math104/graphics/thinking </li></ul><ul><li>Socrates. (2008). Retrieved from https://winewriter.wordpress.com/2008/09/ Remove frame   </li></ul>
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