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?