Upload
gilda
View
50
Download
0
Embed Size (px)
DESCRIPTION
Quadrant D Relevance & Rigor. All you ever wanted to know and MORE!. Our Goals:. At the end of our session, I can. . . Evaluate the concept of “Living in Quad D” Rate my classroom rigor and relevance using Framework criteria Formulate a plan to teach students in Quad D. - PowerPoint PPT Presentation
Citation preview
Quadrant DRelevance & Rigor
All you ever wanted to know and MORE!
At the end of our session, I can. . . Evaluate the concept of “Living in
Quad D” Rate my classroom rigor and
relevance using Framework criteria
Formulate a plan to teach students in Quad D
Our Goals:
Question 1– Who is Bill Daggett?
A. Homeless person recently interviewed on the streets of downtown Nashville by Channel 4 News
B. The current host of Saturday Night LiveC. Creator of the Rigor/Relevance Framework
& recognized around the world for leadership in education
D. The lawyer in the movie “True Grit”
Game: What do you know?
C. Creator of the Application Model and Rigor/Relevance Framework & recognized round the world for leadership in education
Answer:
Question 2–What is the Rigor/Relevance Framework?
A. Something Jerry Venson’s class uses to make sure their buildings don’t fall down
B. An educational tool based on the two dimensions of higher standards and student achievement
C. Part of the new Teacher Evaluation made up by your principal
D. Never heard of it
Game: What do you know?
Answer: B. An educational tool based on the two dimensions of higher standards and student achievement
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level.
Question 3– Match the following examples involving technical reading & writing with the correct quadrant.
1. Compare & contrast several technical documents to evaluate purpose, audience, & clarity.
2. Recall definitions of various technical terms.3. Write procedures for installing & troubleshooting
new software.4. Follow written directions to install new software
on a computer.Quadrant A Quadrant B Quadrant C Quadrant D
Game: What do you know?
Answer:Quadrant C – Compare & Contrast
Quadrant A – Recall definitions Quadrant D – Write procedures Quadrant B – Follow written directions
Rigor and Relevance Framework
THINKING
A C T I O N
RIGOR
RELEVANCE
A (Acquisition) B (Application)
D(Adaptation)C(Assimilation)
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
High
HighLow
Low
Teachers expend energy to create and assess learning activities—providing lesson content, creating worksheets,
and grading student work. In this scenario the student becomes a passive
learner.
Quadrant A (Acquisition) The Focus is on… Teacher Work
Typical Student Activities:Games
Guided PracticeLecture
MemorizationTest Preparation
Create Graphic of Word/Concept
Quadrant A (Acquisition) The Focus is on… Teacher Work
This work involves more real-world tasks than Quadrant A
and generally takes more time for students to complete.
Quadrant B (Application) The Focus is on… the Student Doing Real Work
Typical Student Activities:Cooperative Learning
DemonstrationsTechnology – Real Time (e-pals)
Learning CentersPhysical Movement
Problem Based LearningProject Design
PlayVideo
Quadrant B (Application) The Focus is on…
the Student Doing Real Work
Students think to analyze, compare, create, and evaluate. Traditionally, this has been the level of learning typical of a high school graduate.
Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways
Typical Student Activities:Compare/Contrast
Manipulatives/ModelsSummarizingBrainstorm
Create Word Puzzles
Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways
Roles have shifted from teacher-centered instruction to student-centered learning. “D” requires
students to thoroughly understand the standard as well as understand
and conceptualize relevant applications.
Quadrant D (Adaptation) The Focus is on…
the Student Thinking and Working
Artistic Expression Brainstorming Cooperative
Learning Feedback/Reflection Inquiry Technology (any
time/independent learning)
Project Design
Presentations/Exhibits Problem-based
learning Research Role play/Simulation Socratic Seminar Storytelling Teacher Questions Writing to Learn Create a Brochure
Typical Student Activities:
Quadrant D (Adaptation) The Focus is on…
the Student Thinking and Working
RIGOR
RELEVANCE
A(Acquisition) B(Application)
D(Adaptation)C(Assimilation)
Rigor/Relevance Framework
Memorize names, locations and capital cities of U.S. states.
Social Studies - Elementary
Contrast citizens’ responsibilities under different forms of government.
Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado).
Describe geographic and climatic characteristics of the local community.
High
HighLow
Low
RIGOR
RELEVANCE
A(Acquisition) B(Application)
D(Adaptation)C(Assimilation)
Rigor/Relevance Framework
Demonstrate web development software functions.
Business - Information Tech.
Compare features of web development software.
Create a full web site for a local business.
Design web page.
High
HighLow
Low
RIGOR
RELEVANCE
A(Acquisition) B(Application)
D(Adaptation)C(Assimilation)
Rigor/Relevance Framework
Locate information in technical writing.
English - Middle Level
Analyze commercials for fact and opinion.
Write directions for assembling a product or carrying out a procedure.
Assemble a product followingwritten directions.
High
HighLow
Low
RIGOR
RELEVANCE
A(Acquisition) B(Application)
D(Adaptation)C(Assimilation)
Rigor/Relevance Framework
Describe the effects of drugs on the human body.
Health Education
Analyze advertisements that target youth.
Role play conflict resolution situations.
Demonstrate strategies to reduce spread of germs.
High
HighLow
Low
RIGOR
RELEVANCE
A(Acquisition) B(Application)
D(Adaptation)C(Assimilation)
Rigor/Relevance Framework
Construct models of molecules usingtoothpicks, round objects.
Science - Middle Level
Identify chemicals dissolved in anunknown solution.
Collect data and make recommendationsto address a community environmental problem.
Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.
High
HighLow
Low
Sponsored by FLICC 26
Research-based Best PracticesCategories of Instructional Strategies That
Affect Student AchievementPercentile
Gain
Identifying similarities and differences, using metaphors and analogies
45
Summarizing and notetaking 34Reinforcing effort and providing recognition
29
Homework and practice 28Nonlinguistic representations 27Cooperative learning 27Setting objectives and providing feedback 23Generating and testing hypotheses 23Questions, cues and advance organizers 22
Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001
A (Acquisition) Definition QuizWorksheet WorkbookTest True-falseRecitation ListReproduction Explanation
B (Application)Scrapbook AnnotationSummary ExplanationSolution InterpretationCollection DemonstrationOutline NotesSurvey Skit
C (Assimilation)
Essay PlanInvestigation ReportQuestionnaire ChartInventory AbstractBlueprint ExhibitClassification Journal
D (Adaptation)Evaluation New GameNewspaper MachineEstimation InventionTrial DebateEditorial PoemPlay AdaptationCollage Video
Student Product List
BY
QUADRANT
Student Work•Is the work meaningful and challenging?
•Are all students actively engaged?
•Do students have a clear understanding of what constitutes outstanding work?
•Do students show commitment to and enthusiasm for their work?
KNOWLEDGE
A P P L I C A T I O N
Extended ResponseProduct Performance
Primary AssessmentsRigor/Relevance Framework
Portfolio Product PerformanceInterviewSelf Reflection
Process PerformanceProduct Performance
Multiple ChoiceConstructed Response
My only skill is taking tests.
At the end of our session, I can. . . Evaluate the concept of “Living in
Quad D” Rate my classroom rigor and
relevance using Framework criteria
Formulate a plan to teach students in Quad D
Our Goals:
1
2
3
4
5
“A” Sheet
Assimilation
Acquisition
Adaptation
Application