Rigor, Relevance, Relationships

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  • 1. Teaching &Reaching forRigor, Relevance, Relationships
    Why, What, How
    January 2009
    Merlene Gilb, WGSD
  • 2. Word
    WINTER BREAK
    Memoirs
    Hemmingway Challenge . . .
  • 3. Fold a regular sheet of paper into the following graphic organizer (by folding it in half, then quarters, then folding over the closed corner, creating creases that look like the diagram below).
     
     
     
     
     
     
     
     
    RIGOR . . .
  • 4. Defining RIGOR
    RIGOR
    The Frayer Model (Frayer, Frederick & Klausmeier, 1969)
  • 5. Joe’s Non-Netbook
  • 6. Knowledge
    Skills
    Attitudes (Dispositions, Deep-Seated Habits of Mind)
    Persisting
    Thinking and communicating with clarity and precision
    Managing impulsivity
    Gathering data through all senses
    Listening with understanding and empathy
    Creating, imagining, innovating
    Thinking flexibly
    Responding with wonderment and awe
    Thinking about thinking (metacognition)
    Taking responsible risks
    Striving for accuracy
    Finding humor
    Questioning and posing problems
    Thinking interdependently
    Applying past knowledge to new situations
    Remaining open to continuous learning
    Curriculum Content
    16 Habits of Mind -Arthur L. Costa and BenaKallick
  • 7. Curriculum Content Fostering Rigor
    Developing More Curious Minds (2003), p. 26
  • 8. Engage Your Kids – Start the Conversation
    What interests you in science?
    What are you curious about now?
    What do you want to learn more about?
    What questions do you have about yourself?
    What questions do you have about the world?
    Developing Open Ended Inquiry
  • 9. Curiosity,as manifested through questions or inquiry, is fundamentally a human trait.
  • 10. When we ask kids to THINK CRITICALLY what should we expect from them?
    Skepticism about given statements or an established norm or mode of doing things
    McPeck, 1981, p.6
  • 11. The Most Important Questions a Teacher Can Ask ...
    When an answer differs from our expectations . . .
    When a student makes claims about correctness . . .
    What Made You Think That Way?
    How Do You Know?
  • 12. Defining RIGOR
    RIGOR
    The Frayer Model (Frayer, Frederick & Klausmeier, 1969)
  • 13. Saturday with Claire, Your Average Tween . . .
    Learned to write her name in Japanese
    Learned how to make artificial snow
    Videotaped herself sleeping (11 hrs. worth)
    Posted her winter break pictures
    Learned the guitar chords for an Owl City song
    Showed me how to make Facebook graffiti
    Downloaded 4 “found” CDs to her phone
    Chatted with her Aunt Mary in Bangkok
    Researched Prometheus and Zeus (FINALLY!)
  • 14. Did You Know 4.0
  • 15. 1.  Critical Thinking & Problem-solving
    2.  Collaboration Across Networks & Leading By Influence
    3. Agility & Adaptability
    4.  Initiative & Entrepreneurialism
    5.  Effective Oral & Written Communication
    6.  Accessing & Analyzing Information
    7.  Curiosity & Imagination
    Rigor Redefined: The Seven Survival Skills for Careers, College, and Citizenship
    Tony Wagner, Harvard Graduate School of Education
  • 16. Accustomed to instant gratification and “always-on” connection
    Use the web for 1) extending friendships, 2) interest-driven, self-directed learning, and 3) as a tool for self-expression
    Constantly connected, creating, and multitasking in a multimedia world—everywhere except in school
    Less fear and respect for authority—accustomed to learning from peers; want coaching, but only from adults who don’t “talk down” to them
    Want to make a difference and do interesting/worthwhile work
    Tony Wagner, Harvard University, 2009
    What Motivates The “Net” Generation? 
  • 17. The Seven Survival Skills for Careers, College, and Citizenship
  • 18. Defining RIGOR
    RIGOR
    The Frayer Model (Frayer, Frederick & Klausmeier, 1969)
  • 19. Learning is RELEVANTwhen the student:
    understands how this information or skill has some application in their life.
    has an opportunity to follow their own process rather than just learn “the facts.”
    is not just learning content and skills, but is learning how they learn.
  • 20. Move students towardgreater RELEVANCE
    FROM
    TO
    Using skills and knowledge in routine school setting.
    Work as directed by the teacher.
    Using skills and knowledge for myself in the real world.
    Figuring out my own approaches.
  • 21. HOW?The Rigor/Relevance Framework
    International Center for Leadership in Education
    Dr. Willard Daggett
  • 22. “Rigor and Relevance"
  • 23. RIGOR
    Evaluation 6.
    Synthesis 5.
    Analysis 4.
    Application 3.
    Comprehension 2.
    Awareness 1.
    KNOWLEDGE
  • 24. RELEVANCE
    Application
    1 2 3 4 5
    Knowledge in one discipline
    Apply knowledge across disciplines
    Apply knowledge to real-world unpredictable situations
    Apply knowledge in one discipline
    Apply knowledge to real-world predictable situations
  • 25. 6
    5
    4
    3
    2
    1
    D
    C
    A
    B
    Knowledge(Rigor)
    1 2 3 4 5
    Application (Relevance)
  • 26. QUADRANTA
    Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge.
    C
    D
    A
    B
    Low Rigor – Low Relevance
    Teacher Controlled
  • 27. QUADRANT B
    Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The greatest level of application is to apply appropriate knowledge to new and unpredictable situations.
    C
    D
    B
    A
    Low Rigor – High Relevance
    Teacher Directed
  • 28. QUADRANT C
    Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions.
    C
    D
    A
    B
    High Rigor – Low Relevance
    Student Controlled
  • 29. QUADRANT D
    Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
    D
    C
    A
    B
    High Rigor – High Relevance
    Student Directed
  • 30. 6
    5
    4
    3
    2
    1
    Student and Teacher Roles
    Students Think and Work
    In more complex and unscripted settings using higher order thinking skills to solve real world tasks.
    Students Think
    In complex ways: analyze, compare, create and evaluate.
    Students Work
    To apply knowledge and skills in real world tasks
    Teachers Work
    To create and assess learning activities. The student may be a passive learner.
    Knowledge(Rigor)
    1 2 3 4 5
    Application (Relevance)
  • 31. 6
    5
    4
    3
    2
    1
    Student and Teacher Roles
    Students Think and Work
    In more complex and unscripted settings using higher order thinking skills to solve real world tasks.
    Students Think
    In complex ways: analyze, compare, create and evaluate.
    Students Work
    To apply knowledge and skills in real world tasks
    Teachers Work
    To create and assess learning activities. The student may be a passive learner.
    Knowledge(Rigor)
    ACTIVITIES
    1 2 3 4 5
    Application (Relevance)
  • 32. 6
    5
    4
    3
    2
    1
    Student and Teacher Roles
    Students Think and Work
    In more complex and unscripted settings using higher order thinking skills to solve real world tasks.
    Students Think
    In complex ways: analyze, compare, create and evaluate.
    Students Work
    To apply knowledge and skills in real world tasks
    Teachers Work
    To create and assess learning activities. The student may be a passive learner.
    Knowledge(Rigor)
    PROJECTS
    1 2 3 4 5
    Application (Relevance)
  • 33. 6
    5
    4
    3
    2
    1
    Student and Teacher Roles
    Students Think and Work
    In more complex and unscripted settings using higher order thinking skills to solve real world tasks.
    Students Think
    In complex ways: analyze, compare, create and evaluate.
    Students Work
    To apply knowledge and skills in real world tasks
    Teachers Work
    To create and assess learning activities. The student may be a passive learner.
    Knowledge(Rigor)
    PROBLEMS
    1 2 3 4 5
    Application (Relevance)
  • 34. QUESTION: How do we “appraise” RIGOR in a classroom?
    Seven Questions
    What is the purpose of this lesson?
    Why is this important to learn?
    In what ways am I challenged to think in this lesson?
    How will I apply, assess, or communicate what I’ve learned?
    How will I know how good my work is and how I can improve it?
    Do I feel respected by other students in this class?
    Do I feel respected by the teacher in this class?
    Answer:
    In an open dialogue with learning partners.
    Relationships
  • 35. Go to Work . . .
  • 36. Post your work from today on www.wallwisher.com/wall/rigor-wgsd
  • 37. A Few Cautions . . .
    Quadrant D –
    Students Think& Work
    Outcomes Unpredictable
    START -
    with Big Understandings/Essential Questions
  • 38. KWhat do we/you think we/you know about this subject?
    WWhat do we/you want or need to know?
    HHow will you/we go about finding answers to our questions?
    LWhat are you/we leaning on a daily basis?
    AHow can we apply concepts, ideas, principles, and skills to other subjects and to our lives beyond the classroom?
    QWhat questions do we have now?
    Back Pocket Strategy . . . KWHLAQ
  • 39. Defining RIGOR
    RIGOR
    The Frayer Model (Frayer, Frederick & Klausmeier, 1969)
  • 40. If you were on trial for teachingRigor, Relevance,and Relationships . . .
    What evidence would there be to convict you?
  • 41. Final Thought . . .
    Two simple questions that canchange your life in 2010
  • 42. Final Thoughts . . .
    As a Teacher, What’s Your Sentence?
    Was I Better Today Than Yesterday?