If you always do what you always did, you will always get

J. “Moms” Mabley

If you always do what you always did, you will always get what

you always got.

Richard D. Jones

International Center for Leadership in Education


Teaching for Rigor and Relevance

Willard Wirtz

There aren’t two worlds -- education and work, there is one world -- life

Rigorous and RelevantLearning

Rigor

Relevance

My only skill is taking tests.

All Students

Agenda

•Why Rigor Relevance•Successful School Practices •Rigor/Relevance Framework •RR and Assessments•Creating High Rigor/High

Relevance Lessons•Strategies •Raising Rigor/Relevance

??? Why ???Rigorous and

RelevantLearning

Changing Technologies

IM Freelance.com Camera Visual Thesaurus Phones that connect you to

the world Bugging the world - RFIDs Opencourseware - MIT Wikipedia Google’s Open Library

“The World Is Flat”

Triple convergence

Global Web-

enabled Workspace

New Ways of DoingBusiness

New Knowledge

Workers

Student Unmotivated

15

Summary of RateYourFuture.org

Survey FindingsOver 10,000 16-18 year olds in high schools surveyed

16

Major FindingsOf students who plan to graduate from high school:

• Less than 1 in 10 say high school has been “very hard.”

• More than one-third say high school has been “easy.”

• 32% “strongly agree” they would work harder if high school offered more demanding and interesting courses.

• 71% think taking courses related to the kinds of jobs they want is the best way to make their senior year more meaningful.

100 High School Freshmen

• 67 Graduate• 38 To College• 26 2nd Year• 18 Degree in 6 years

– 82 Decide to Quit Education

Failing Students

In schools the status quo persists!

Teachers struggling to teach an overloaded curriculum!

Weak Attempts at Relevance

NYS Math A QuestionJune 2003

Views You Can Usehttp://www.leadered.com

A Whole New Mind by Daniel Pink

DesignStory

SymphonyEmpathy

PlayMeaning

Changing Nature of WorkInternational ComparisonsChanging Youth Focus on on Learning

Not All SucceedingExplain What is ImportantIt is what is on THE testIncrease Student Motivation

Rigor and Relevance???? Why ????

Personalized LearningHigh ExpectationsData - Driven Decisions 9th Grade TransitionChallenging 12th GradeRigorous and Relevant CurriculumEffective Leadership Relationships Driven by Guiding PrinciplesSustained Professional Development

Exemplary Characteristics

Hebrew proverb

Do not confine your children to your own learning, for they were born in another time.

International Center for Leadership in Education, Inc.

Rigor/Relevance Framework

KNOWLEDGE

A P P L I C A T I O N

A B

DCRigor/Relevance Framework

1 2 3 4 5

Application

Knowledge

1

2

3

4

5

6


Knowledge Taxonomy

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Basic 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

Depth of Knowledge

Recall and Reproduction – Level 1

Skills & Concepts - Level 2 Strategic reasoning - Level 3 Extended reasoning - Level 4

Application Model

Acquisitionof knowledge

Applicationof knowledge

Action Continuum

Application Model

1 Knowledge of one discipline2 Application within discipline3 Application across

disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

Basic 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

ApplicationModel

Decision Tree

Is it Application?◆If NO

If YES - Is it real world?◆If NO and one discipline◆If NO and interdisciplinary

If YES - Is it unpredictable?◆If NO ◆If YES

Application 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 Model

1 Knowledge of one discipline2 Application within discipline3 Application across

disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations


1. Recall Knolwedge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge of one discipline

2. Application within discipline3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

Knowledge Application

1

23

456

1 2 3 4 5


1

23

456

1 2 3 4 5

A


B

C D

KNOWLEDGE


A B


Skill

Identify, collect or sort pertinent information while 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 C

Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.

Quadrant D

Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

RIGOR

RELEVANCE

A B

DC


TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


RightAnswer

Did Students Get it Right?

RationalAnswer

RightQuestions

RightProcedure

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Describe function of gas

spectrophotometer

Difficult

Troubleshoot lawnmower that

doesn’t start

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkEasy

Compare captialism and socialism Write a letter to the editorHigh

HighLow

Low


Mathematics - Statistics-

A Calculate mean, mode, median on a set of data.B Collect data on braking distance of automobiles at

various speeds and determine averages.C Select the best measure of central tendency and

calculate data to support a specific intent.D Develop a statistical sampling plan for determining

number of products which do not meet quality standards.

Standard: Use statistical measures, including central tendency, to describe and compare data

R/R Quadrant Student Performance

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







A

5

3

4

4

4

Skills and Knowledge K

4

5

3

3

4







A

5

3

4

4

4

1

2

3

4

5

6

1 2 3 4 5

KNOWLEDGE



A

C D

B

Rigor/RelevanceReflecting on Teaching

Activity

Rigor/RelevanceChallenge

R/R ChallengeStandard Quadrant A Performance

Understand rules of grammar, usage, punctuation, and

spellingMemorize 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 B


Rigor/RelevanceLinking Standards and

Student Work

Activity

Rigor/RelevanceFramework and

Assessments

Rigor/RelevanceAssessment Challenge

Activity

Types of Assessment

Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection

Rigorous and Relevant Instruction

Low

High

Low High

TraditionalTests

Performance


KNOWLEDGE


• Extended Response

• Product Performance

Primary AssessmentsRigor/Relevance Framework

• Portfolio• Product

Performance• Interview• Self Reflection

• Process • Performance• Product

Performance

• Multiple Choice• Constructed

Response

KNOWLEDGE


A B


Rigor/RelevanceAnalyzing Test Questions

Activity

R/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

Rigor/ RelevanceHandbook

Planning Instruction

Rigor/Relevance

andInstructional

Strategies

Instructional Strategies: How

to Teach for Rigor and Relevance

“Teaching is only as good as the learning

that takes place.”

Instructional Strategies: How to Teach for Rigor and

Relevance

KNOWLEDGE


A B


Rigor/RelevanceWhat Works Best?

Activity

Research

When to Use StrategyBased on

Rigor/RelevanceFramework

Strategies

Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional

Technology Lecture Note-taking/Graphic

Organizers

$Memorization

$Presentations/Exhibitions

$Research

$Problem-based learning

$Project Design

$Simulation/Role-playing

$Socratic Seminar

$Teacher Questions

$Work-based Learning

Selecting Strategies on Rigor/Relevance

Guided Practice

Lecture

Memorization

Best Strategies for Quadrant A - Acquisition

Cooperative Learning

Demonstration

Instructional Technology

Problem-based Learning

Project Design

Simulation/Role Playing

Work-based Learning


Best Strategies for Quadrant B - Application

Brainstorming

Inquiry


Research

Socratic Seminar

Teacher Questions


Best Strategies for Quadrant C - Assimilation

Brainstorming

Cooperative Learning

Inquiry


Presentations/ Exhibitions

Problem-based Learning

$Project Design$Research$Simulation/Role-

playing$Socratic Seminar$Teacher Questions$Work-based Learning


Best Strategies for Quadrant D - Adaptation

Selection of Strategies Based on Rigor/Relevance Framework

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkStrategies

High

HighLow

Low

Compare and ContrastSummarizing

Design a Real World ProductTeach Others

Create

Role Play

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 Work Cooperative Learning Setting Objectives and Providing

Feedback Generating and Testing Hypotheses Cues, Questions, and Advance

Organizers

Robert Marzano, 2001

Quadrant D Lessons

Title RR Level

Focus

Student Learning

Performance Task

Instructional Focus

Standards

Scoring Guide

Exemplars (optional)

Lesson Plan (optional)

High Rigor/High Relevance Lessons

Writing Performance Tasks

A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.


Performance tasks include;

•student work that will be produced or performed

•whether group or individual

•Specific learning context

•resources students will be provided or have to acquire

•setting where students will complete the work

•conditions (often real world) under which the work will be done


Performance tasks usually do not include;

•Assessment. A performance-based implies but does not specify how the performance will be assessed.

•Specific direction to the student

•Specific equipment list

•Homework or reading assignments


Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.

Specific Context

Student Work

Conditions

Writing a Performance Task

Write a performance task for the following essential skill;Gather, summarize and analyze information from a variety of sources .

High Rigor/High Relevance

Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?


Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance


★ Rigor

★ Relevance

★ Educational Soundness

★ Student Engagement

Developing Rigorous/Relevant Lesson

•Start with a Focus of unit of instruction or topic.

•Identify the Learning

•Brainstorm the Student Work

•Define the final Student Performance and Level or Rigor/Relevance

•Create Assessment

•Build Unit of Instruction

•Sequence the Learning Steps

•Formative Assessments

•Select Strategies

•Plan procedures

•List resources

Learning Experiences

Assessment

State Standards

StudentPerformance

Use Idea to Brainstorm

Concepts, Knowledge,

Skills and Behaviors

BrainstormConcepts or

Essential Questions

Brainstorm Work in Multiple

Disciplines

Unit in Course Syllabus

Rigor/RelevanceFramework Student Work

Defining Student Performance

Planning StepsFocus instructional unitStudent Performance

Learning Student workRigor Relevance

Assessment Learning Experiences (Unit Plan)

Instructional Planning

Key Questions What is the focus of the instructional unit

(topic, area, theme, or setting)? What are the important connections with other disciplines)? What are related standards and priority

What are students expected to know and be able to do? What level of Rigor/Relevance?

How will I assess performance? What activities will enable student to

achieve performance?

Instructional Planning

Focus

Secondary Level Social Studies State Social Studies

Standard #5 – U. S. Government Criminal Justice System -

Procedures, rights and responsibilities

What defines this learning experience?

Student Performance

Understand court system Understand the roles of court

officials Participate on a jury Recognize individual rights in

criminal cases Compare criminal justice

systems outside the U.S.

What will students know and be able to do?

Understand court systemUnderstand the roles of court

officialsParticipate on a juryRecognize individual rights in

criminal casesCompare criminal justice

systems outside the U.S.

What is Rigor Relevance level?Level

A

A

D

C

C

Student Performance

Student Performance

How does the criminal justice system provide public safety?

In what ways does system protect individual rights?

What checks and balances are put in the system?

What are the essential questions and/or concepts?

Service project Role play skit. Research project. Written test

What is the student work?

Student Performance

Service project -youth court jury

Role play court officers. Research project international

comparisons. Written test court systems

What is the performance?

Student Performance




What is the performance?

Student Performance




How will assess student performance?

Assessment

Grade written test

Rubric on rolesRubric on research paper

Journal reflection


Discussion on essential questions

Guest presentation - District Attorney Office

Lecture/reading court systems Group research and reports Group role play and skits Youth court experience

What activities?


Criminal justice systemCourts Levels of crimesRoles of judges, officers, attorneys

Juries International systems

What content will students need?

Project: Wax Museum 5th Gade

Activity QuadrantStudents build prior knowledge based on participation inclass lessons about predetermined time period in history.

A – Acquisition

List historical figures as they are presented in class lessons. A – AcquisitionStudents choose a person from their time period to research. A - AcquisitionStudents research and study the life of their historicalfigure

A - Acquisition

Students compose an original monologue from theperspective of their historical figure.

C – Assimilation

Students design their costume to become their historicalfigure

C – Assimilation

Students perform individually five minute historicalmonologue of important historical figure in costume in awax museum format

D - Adaptation

Project: Community Helper Fashion Show Kindergarten

Activity Quadrant

A- AcquisitionC - Assimilation

B - Application

C – AssimilationB- ApplicationB- Application

Build Background on Community Helpers:Career Day – listen to guest speakers (fireman, pilot, EMS, animalcatcher, builder, nurse)Make use of a Double bubble to compare/contrast the jobs of twocareer day guest speakersRead Aloud: Moving Goods – Make use of a predictable chart “Ican go on a…”Students and teacher make use of a bubble map to compare andcontrast two books. (B. Bears Go To the Doctor and B. Bears GoTo the Dentist)Complete transportation lotusStudents make use of a lotus to identify the jobs of a firefightersand a police officer.Students and teacher make use of an Affinity Diagram tobrainstorm and categorize people in the neighborhood

C – Assimilation

Students identify the community helper he/she wants to be A- AcquisitionStudents create costume of his or her community helper C- AssimilationStudents write (dictate) description of community helper C- AssimilationStudents simulate a Community Help Fashion Show B- Application

Suggestion for Sequencing Learning Don’t always start in Quadrant A Consider starting with real world

problems Use inquiry for launching activities Use variety of individual and group

student work Make each part of learning

experience important

Raising the Level of Rigor and Relevance

RIGOR

RELEVANCE

A B

DC

Increasing Rigor/Relevance

High

HighLow

Low

Challenging AssessmentsInterdisciplinary InstructionReading in the Content Area Relationships

Use of TechnologyNew Teaching IdeasPeer Teaching ObservationsAction Research

Continuous Professional Development

Increasing Rigor and Relevance

Challenging AssessmentsInterdisciplinary InstructionReading in the Content Area Relationships

Use of TechnologyNew Teaching IdeasPeer Teaching ObservationsAction Research

Continuous Professional Development

Increasing Rigor and Relevance

International Center for Leadership in Education, Inc.

Richard Jones [email protected]

http://dickjones.us

Senior Consultants

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

Documents

If you always do what you always did, you will always get