International Center for Leadership in Education Dr. Willard R. Daggett Rigor & Relevance August...

International Center for Leadership in Education

Dr. Willard R. Daggett

Rigor & RelevanceRigor & Relevance

August 14, 2007August 14, 2007

Skills Gap

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Rigor/Relevance Rigor/Relevance For For

All StudentsAll Students

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world 4. Application to real-world predictable situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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.

• 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.

• 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.

• 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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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.

• 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.

• 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.

• 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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

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.

• 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.

• 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.

• 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.

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Education exists in the larger context of society.

When society changes – so too must education if it is to

remain viable!

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

• E-mail• Web pages• Google• iPODs• Laptops• Digital cameras• Doppler radar• Cell Phones• Debit cards

• Blogs

• Wikis

• Tagging

• Text messaging

• MySpace

• Podcasts

• PDAs

• Genetic code

Children Aged 8-14 Help Parents Online…

• Email/pictures – 38%

• Respond to correspondence – 36%

• Get directions – 35%

• Help file income tax online – 14%

Today’s YouthToday’s Youth

• Digital Learners

• Multimedia

• Find and manipulate data

• Analyze data and images

ResearchResearch

• Donald Roberts - Stanford• Jordan Grafman – National Institute of

Neurological Disorders• Hal Pashler – University of California• Cheryl Grady – Rothman Research

Center, Toronto• David Meyer – University of Michigan• Claudia Knooz – Duke

MultitaskingMultitasking

• Toggling

• Prefrontal Cortex

• Pew Research

Count the Number of Passes the Count the Number of Passes the White Shirted Team Makes White Shirted Team Makes

Kids live in an iPhone World !

Education is a chalkboard worldEducation is a chalkboard world

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB

2005 iPod = 20 GB2005 iPod = 20 GB

2006 iPod = 80 GB2006 iPod = 80 GB

1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe

Image source: www.dell.com

Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

Information TechnologyInformation Technology

• ProcessingProcessing

• CommunicationsCommunications

Nano TechnologyNano Technology

• Atom UpAtom Up

SPOTSPOT

• MicrosoftMicrosoft– CitizenCitizen– FossilFossil– SuuncoSuunco

SPOTSPOT

• Integrated ProjectionIntegrated Projection

• Projection KeyboardProjection Keyboard

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Language TranslationLanguage Translation

Translation GogglesTranslation Goggles

Bio TechnologyBio Technology

• Biological ScienceBiological Science

• Practical ApplicationPractical Application

Computer Sales

Dell

Sony

Compaq

HP

IBM Think Pad

Apple

NEC

Gateway

Toshiba

Quanta

Wispron

Asustek

Compal

Inventec

Computer

Manufacturers

Mainland China

Companies

90 %

Cities with 1 Million PeopleCities with 1 Million People

• United States

• Eastern / Western Europe

• China (2006)

• China (2020)

9

36

100 +

160 +

Challenges

• Technology

• Globalization

• Demographics

Challenges

• Technology

• Globalization

• Demographics

• Values / Beliefs

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Are we teaching / assessing the right standards for success

in school and beyond?

State WASL ReadingGrade Level Expectations Tested

High Medium Low Grade 3 40 0 19 Grade 4 42 0 18 Grade 5 43 0 16 Grade 6 42 0 17 Grades 7 42 0 17 Grade 8 43 0 18 Grades 9/10 40 0 15

Washington Career and Technical EducationWashington Career and Technical Education

Washington English Language Arts

Grade Level ExpectationsGrade 9/10

WASLGrade

10

Agriculture & Natural Resources

Architecture & Construction

Arts, AV Tech & Communications

Ag

Pro

du

ction

Ag

Services

Ag

Mech

anics

Natu

ral R

esou

rces

Arch

itecture

Su

rveying

& D

rafting

Co

nstru

ction

Visu

al Arts

& D

esign

Perfo

rmin

gA

rts

Co

mm

un

ica-tio

ns

1.2.2 Apply strategies to comprehend words and ideas. L H H H H H H H H M H

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities.

H H H H H H H H H M H

2.1.4 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge.

L H H H H H H H H M H

2.1.5 Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: synthesize ideas from selections to make predictions and inferences.

H H H H H H H H H M H

2.2.3 Analyze story elements. H L L L L L L L L L L

2.2.4 Apply understanding of text organizational structures. L M M M M M M M M M M

Washington Arts Education

WashingtonGrade Level Expectations

6th GradeWASL

Visual Arts

Dance Music Theatre

1.2.1 Understand and apply dictionary skills and other reference skills. L L L L L

1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text H H H H H

2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text

H H H H H

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer

H H H H H

2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational / expository text and literary/narrative text

H H H H H

• Right Standards

• Are we teaching / assessing to an adequate level of proficiency for post high school success?

2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

• Scope and Sequence

• Right Standards

• Right level of proficiency

• Are we teaching / assessing ALL students’ ability to apply the standard to post high school responsibilities?

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

I CAN Learn® Algebra• What Works

Clearinghouse: Recognized Evidence of Success

• US Dept.of Education: “Promising” Mathematics Program

WhyWhy WhatWhat HowHow

Change ProcessChange Process

Larger ContextLarger Context

• 1901 – 24G.I.

• 1925 – 45Silent

• 1946 – 60Boomers

• 1961 – 81Gen X

• 1982 - Millennial

WhyWhy WhatWhat HowHow

Change ProcessChange Process

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Phone (518) 399-2776

Fax (518) 399-7607

E-mail - info@LeaderEd.com

www.LeaderEd.com

International Center for Leadership in Education, Inc.

WhyWhy WhatWhat HowHow

Change ProcessChange Process