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2005 Model Schools 2005 Model Schools ConferenceConference
Pre-conferencePre-conference
Teaching for Rigor Teaching for Rigor and Relevanceand Relevance
J. “Moms” Mabley
If you always do what you always did, you will
always get what you always got.
Helen Branigan
Richard D. Jones
International Center for Leadership in Education
Personality
Rigorous and Rigorous and RelevantRelevantLearningLearning
RigorRigor
RelevanceRelevance
My only skill is taking tests.
All StudentsAll Students
AgendaAgenda•Why Rigor and Relevance
•Data-driven Decisions
•Applying Rigor/Relevance Framework
•Planning Instruction
•Connection w/ Assessment
• Increasing Rigor/Relevance
• Instructional Strategies
•Action Plans
HowHow
•Information
•Tools
•Activities to apply, reflect, discuss
??? Why ?????? Why ???Rigorous and Rigorous and
RelevantRelevantLearningLearning
Changing Nature of WorkChanging Nature of Work
International ComparisonsInternational Comparisons
Changing Youth Changing 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 ????
Hebrew proverb
Do not confine your children to your own learning, for they were born in another time.
Discussion Board - Rigor and Relevance
•Web Site - http://modelschools.sitecrossing.com
•Need Password - [email protected]
•Send messages to discussion
Data - driven Data - driven DecisionsDecisions
What are Data-driven Decisions?
It is more than looking at student test scores?
What are Data-driven Decisions?
It is objective criteria for determining what you teach?
19
How do you determine what you teach?
What You KnowPast PracticeState StandardsTextbookTest
20
Data Driven Decision?
Priority StandardsLevels of StudentsStudent Need for Rigor and Relevance
TestEducation BeyondInterest
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Curriculum MatrixCurriculum Matrix
ICLE Curriculum SurveyLanguage 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 directions5.Identify and select pertinent information while reading6.Follow written directions carefully and accurately7.Understand rules of grammar, usage, punctuation, and spelling
8.Develop processes for understanding and remembering9.Prepare and deliver individual speeches 2.Know how to decipher unfamiliar words
1.Perform operations with numbers include, decimals, ratios, percents and fractions
2.Understand characteristics of parallel, perpendicular, and intersecting lines
3.Understand basic algebraic properties4.Understand characteristics of angles5.Understand best procedures for statistical data collection, organization and display
6.Understand basic geometry ( point, line, plane)7.Understand and use variables in expressions8.Use correct order for performing algebraic expressions9.Compute the distance between two points2.Understand properties of circles
ICLE Curriculum SurveyMathematics - Top 10 Topics
1.Understand how and why rotation and revolution of earth affect day, seasons and weather
2.Understand systems of human body3.Understand nutrition4.Know the metric system and conversion5.Make observation of the local environment using senses and
instruments6.Understand technology changes environment7.Know processes in water cycle8.Understand reproduction of living things from cells to
species9.Understand cells and functions2.Understand human impact on environment and ways to
improve
ICLE Curriculum SurveyScience - Top 10 Topics
Curriculum Matrix Kit
Curriculum MatrixState Standard
Related Essential Skills and priority
Priority on State Test
Overall Priority
27
How do you use the Curriculum Matrix?
Determine priority standardsHave objective data on community expectationsSimple reference as to what is testedAgenda for conversation with academic teachers
International Center for International Center for Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/Relevance Rigor/Relevance FrameworkFramework
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Knowledge Knowledge TaxonomyTaxonomy
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation
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
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
Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List
Application Application ModelModel
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within discipline2 Application within discipline
3 Application across 3 Application across disciplinesdisciplines
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
Managing ResourcesManaging Resources
11 Know money valuesKnow money values
22 Solve word problemsSolve word problems
33 Relate wealth to quality of Relate wealth to quality of lifelife
44 Prepare budgetPrepare budget
55 Handle lottery winningsHandle lottery winnings
Application Model
Basic NutritionBasic Nutrition
Application Model
1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods
considering nutritional value4 Develop nutritional plan for a health
problem affected by food5 Devise a sound nutritional plan for a
group of 3 year-olds who are “picky” eaters
Levels of Application Model
ApplicationApplicationModel Model
Decision TreeDecision Tree
Is it Application?Is it Application?◆If NO If 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 NO If NO ◆If YES If YES
Application ModelApplication Model
Level 1
Level 2
Level 3
Level 4
Level 5
•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
Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within discipline2 Application within discipline
3 Application across 3 Application across disciplinesdisciplines
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
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
1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
B
C D
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherWorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudentThinkThink
StudentStudentThink & WorkThink & Work
StudentStudentWorkWork
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
SkillSkill
Identify, collect or Identify, collect or sort pertinent sort pertinent information while information while reading.reading.
Quadrant A
Read a science experiment and identify the necessary materials to perform the experiment.
Quadrant B
Locate and read current articles on biotech.
Quadrant CQuadrant C
Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
Quadrant DQuadrant D
Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
KNOWLEDGE
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.
KNOWLEDGE
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.
KNOWLEDGE
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.
KNOWLEDGE
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.
KNOWLEDGE
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.
KNOWLEDGE
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.
KNOWLEDGE
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.
KNOWLEDGE
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.
Rigor/ Relevanc
eHandboo
k
Rigor/RelevanceDetermining Levels
Activity
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
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
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
1
2
3
4
5
6
1 2 3 4 5
KNOWLEDGE
A P P L I C A T I O N
Rigor/Relevance FrameworkRigor/Relevance Framework
AA
CC DD
BB
Rigor/RelevanceReflecting on Teaching
Activity
Rigor/RelevanceChallenge
R/R ChallengeStandard 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
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Planning Planning InstructionInstruction
Rigor/RelevanceLinking Standards and Student
Work
Activity
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
Revised Staff Revised Staff DevelopmentDevelopment
KitKit
Staff Development Activities
How Does It Feel To Be Learning? How Do You Learn? Discovering Levels of LearningSetting the Level of Knowledge Setting the Level of Application Determining Levels of Rigor and
Relevance Identifying Rigor and RelevanceRigor/Relevance ChallengeDefining Real World Identifying Community ResourcesSetting Levels of Student Knowledge
and PerformanceMapping Across Disciplines Linking Standards and Student WorkSetting 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 QuestionsAssessment ChallengeDeveloping Analytical Scoring GuidesDeveloping Instructional PlansData-driven CurriculumRigorous Relevant Lesson ReflectionLesson ReviewBrainstorming Student PerformanceBrainstorming Student Work in Multiple DisciplinesPeer Review of LessonsStandards AlignmentPut It In Writing!
Rigor/RelevanceRigor/RelevanceFramework andFramework andAssessmentsAssessments
Rigor/RelevanceFramework
AndAssessment
ACTIVITY
LIST TYPES OF ASSESSMENT
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
Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance FrameworkRigor/Relevance Framework
KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple ChoiceMultiple Choice•• Constructed Constructed
ResponseResponse
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
NYS Math Question
A
NYS Math A QuestionJune 2002C
NYS Math A QuestionJune 2003D
Sample QuestionB January
2005
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
NY Math ANY Math A
26%
42% 10%
22%
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
MEAP HS MathMEAP HS Math
12%
42% 15%
31%
Rigor/RelevanceAnalyzing Test Questions
Activity
Rigor/RelevanceAssessment Challenge
Activity
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
Raising the Level Raising the Level of Rigor and of Rigor and RelevanceRelevance
RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content Area Reading 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 and Increasing Rigor and RelevanceRelevance
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance FrameworkReadingReading
ReadingReadingto acquire meaningto acquire meaning
ReadingReadingto acquire to acquire knowledgeknowledge
ReadingReadingto learn proceduresto learn procedures
Reading to acquire Reading to acquire meaning and meaning and proceduresprocedures
Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content Area Reading 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 and Increasing Rigor and RelevanceRelevance
Rigor/Rigor/Relevance Relevance
andandInstructionalInstructional
StrategiesStrategies
International Center for Leadership in International Center for Leadership in Education, Inc. Education, Inc.
Instructional Strategies:Instructional Strategies:How to Teach for Rigor and How to Teach for Rigor and
RelevanceRelevance
Instructional Instructional Strategies: Strategies:
How to Teach How to Teach for Rigor and for Rigor and
RelevanceRelevance
“Teaching is only as good as the
learning that takes place.”
Instructional Strategies: Instructional Strategies: How to Teach for Rigor and How to Teach for Rigor and
RelevanceRelevance
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Rigor/RelevanceWhat Works Best?
Activity
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
ActivitiesActivities
ProjectsProjects
ProblemsProblems
ResearchResearch
When to Use When to Use StrategyStrategy
Based on Based on Rigor/RelevanceRigor/Relevance
FrameworkFramework
Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing
Recognition Homework and Practice Nonlinguistic Representations
Robert Marzano, 2001
Strategies that WorkStrategies that Work Cooperative Learning Cooperative Learning Setting Objectives and Providing Setting Objectives and Providing
Feedback Feedback Generating and Testing Hypotheses Generating and Testing Hypotheses Cues, Questions, and Advance Cues, Questions, and Advance
Organizers Organizers
Robert Marzano, 2001
Rigor/RelevanceAction Plans
Activity
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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 Measure Data to Measure
EffectivenessEffectiveness - What will - What will be different and how will be different and how will you know?you know?
Lovers never send form letters.
ICLE Philosophy
RigorRelevanceAll Students
International Center for Leadership in Education, Inc.
Helen M. Branigan [email protected]
Richard Jones [email protected]
Senior Consultants
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607