Welcome to the Successful Practices Network Dale Eggebraaten, Senior Associate International Center for Leadership in Education International Center for

Welcome to the Successful Practices Network


Dale Eggebraaten, Dale Eggebraaten, Senior AssociateSenior Associate

International Center for Leadership in EducationInternational Center for Leadership in Education

Sponsored By

Orange Unified School

District

SPN Components of School Excellence

1. Deepen the Implementation of the Schoolwide Literacy Focus

2. Develop Professional Collaboration Teams to Improve Teaching and Learning

3. Learn and Use Effective Research-based Teaching Practices

4. Implement a Targeted Professional Development Plan That Builds Expertise in Selected Strategies

5. Realigh Resources (People, Time, Talent, Energy, and Money) to Support the Instructional Focus

6. Engage Families and the Community in Supporting the Instructional Focus

7. Monitor Internal Accountability

8. Principal as Instructional Leader

9. District Office Support

Orange Unified Focus on Results

1. Embrace a Common Vision and Goals-RRR ALL Students

2. Inform Decisions through Data Systems

3. Empower Leadership Teams to Take Action and innovate

4. Clarify Student Learning Expectations

5. Adopt Effective Instructional Practices

6. Address Organizational Structures

7. Monitor Student Progress/Improve Support Systems

8. Refine Process on an Ongoing Basis

Rigor, Relevance, Relationships

• You’ve heard of Rigor through “Focus on Results”

• New, might be Relevance

• Relationships goes along with your District’s Strategic Plan in the area of Personalization

Count the number of passes the White Shirted Team makes.



The Application ModelThe Application Model Rigor/Relevance Rigor/Relevance

FrameworkFramework

Assimilationof knowledge

Acquisition of knowledge

Thinking Continuu

m

1 2 3 4 5

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

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

Knowledge TaxonomyKnowledge Taxonomy

Bloom’s TaxonomyAwareness Level

Recall specific information List, arrange, tell, underline, identify, locate List the 4 P’s in the marketing mix.

Comprehension Level Understanding or interpretation

of information Define, explain, calculate, reword Explain how to apply varnish to a table.

Bloom’s TaxonomyApplication level

Applying knowledge and understandingto a new situation

Solve, operate, use, handle, apply Using a ruler, determine the square

footage of the floor in this classroom.

Analysis LevelSeparate a complex idea into its componentsCategorize, simplify, examine, inspect, surveyWhich Microsoft office application was used to

create this presentation?

Bloom’s TaxonomySynthesis Level

Combining knowledge to form a new idea.Create, build, generate, reorganizeWrite or tell a new story using the

same characters.

Evaluation Level Choosing an alternative in making a

decision. Decide, classify, judge, prioritize, determine Which salesperson provided the best

customer service? Why?

1 2 3 4 5

KnowledgeKnowledge

1

2

3

4

5

6


Basic Nutrition11 Label food by nutritional groups Label food by nutritional groups

22 Explain nutritional value of individual foodsExplain nutritional value of individual foods

33 Use nutritional guidelines in planning mealsUse nutritional guidelines in planning meals

44 Examine success in achieving nutritional Examine success in achieving nutritional goalgoal

55 Develop personal nutrition goalsDevelop personal nutrition goals

66 Appraise results of personal eating habits Appraise results of personal eating habits over timeover time

Knowledge TaxonomyKnowledge Taxonomy

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action Action ContinuumContinuum

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 predictable situationssituations

5. Application to real-world 5. Application to real-world unpredictableunpredictable situations situations

Application ModelKnowledge

Learning Knowledge, Attitude, or Skills Learning how to use the Internet

Apply in Discipline Using the knowledge, attitude, or skills

within the course curriculum Searching the Internet to find information

to complete a class project

Application ModelApply Across Disciplines

Using the knowledge, attitude, or skills in all discipline curriculums

Use the skills learned in the Microsoft Office class to prepare humanities report and presentation.

Apply to Predictable Situations Using information to analyze and solve

real problems with predictable solutions Read a recipe, measure and combine

ingredients to make a birthday cake.

Application ModelApply to Unpredictable Situations

Using information to analyze and solve real problems with unknown solutions

Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY to Orange County, CA?

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6


Basic NutritionBasic Nutrition

11 Label food by nutritional groups Label food by nutritional groups 22 Rank foods by nutritional valueRank foods by nutritional value33 Make cost comparison of different foods Make cost comparison of different foods

considering nutritional valueconsidering nutritional value44 Develop a nutritional plan for a person with Develop a nutritional plan for a person with

a health problem affected by food intakea health problem affected by food intake55 Devise a sound nutritional plan for an Devise a sound nutritional plan for an

elementary school that is culturally diverseelementary school that is culturally diverse

Application ModelApplication Model

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


In the Traditional Classroom

Out of the Traditional Classroom

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

KNOWLEDGE


AA BB

DDCC


Acquisition

Assimilation Adaptation

Application

English LAStudent

Activities

Elementary Examples

MathActivities

Elementary Examples

ScienceActivities

Elementary Examples

Social Studies

Activities

Elementary Examples

English LAStudent

Activities

Middle Grades

Examples

MathStudent

Activities

Middle Grades

Examples

ScienceStudent

Activities

Middle Grades

Examples

Social StudiesStudent

Activities

Middle Grades

Examples

English LAStudent

Activities

High School

Examples

MathStudent

Activities

High School

Examples

ScienceStudent

Activities

High School

Examples

Social StudiesStudent

Activities

High School

Examples

KnowledgKnowledge e

TaxonomTaxonomy y

Verb ListVerb List

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Mathematics - Elementary

Memorize multiplication

tables.

Find values in number

sentences when represented by

unknowns.

Develop formula for estimating a large quantity without

counting, e.g. beans in a jar.

Collect outside temperatures for several days and graph the results.

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

1. Knowledge Arrange Check Choose Find Group Identify Label List Locate

Knowledge Taxonomy

Match Name Point to Recall Recite Repeat Say Select Write

2. Comprehension Advance Calculate Change Convert Contemplate Define Explain Extrapolate Infer

Interpret Outline Project Propose Reword Submit Transform Translate Vary

Knowledge Taxonomy

3. Application Adopt Consume Capitalize on Devote Employ Exercise Handle Maintain Make use of

Manipulate Mobilize Operate Put to use Relate Solve Start Take up Utilize

Knowledge Taxonomy

4. Analysis Assay Audit Breakdown Canvass Check out Dissect Deduce Divide Examine

Knowledge Taxonomy

Include Inspect Look at Scrutinize Sift Survey Study Test for Uncover

5. Synthesis Blend Build Cause Combine Compile Compose Conceive Construct Create

Develop Evolve Form Generate Make up Originate Produce Reorder Structure

Knowledge Taxonomy

6. Evaluation Accept Appraise Arbitrate Assess Award Decide Classify Criticize Determine

Knowledge Taxonomy

Grade Judge Prioritize Rank Rate Reject Rule on Settle Weigh

Instructional StrategiesInstructional Strategies• Brainstorming Brainstorming • Cooperative Learning Cooperative Learning • Demonstration Demonstration • Guided Practice Guided Practice • Inquiry Inquiry • Instructional Instructional

TechnologyTechnology• LectureLecture• Note-taking/Graphic Note-taking/Graphic

Organizers Organizers

MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based learningProblem-based learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

KNOWLEDGE


• BrainstormingBrainstorming• Compare & Compare &

ContrastContrast• InquiryInquiry• Teacher QuestionsTeacher Questions

Examples of Instructional StrategiesExamples of Instructional StrategiesRigor/Relevance FrameworkRigor/Relevance Framework

• BrainstormingBrainstorming• Community ServiceCommunity Service• Cooperative LearningCooperative Learning• Creative ArtsCreative Arts• Teacher QuestionsTeacher Questions

• Community ServiceCommunity Service• Cooperative LearningCooperative Learning• DemonstrationDemonstration• Problem SolvingProblem Solving

•• LectureLecture• MemorizationMemorization• Guided PracticeGuided Practice

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

AssessmentAssessment

Low

High

Low High

TraditionalTests

Performance


KNOWLEDGE


•• 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


AA BB

DDCC


Right Answers

Rational Answer Right Questions

Right Steps / Procedures

Did the Student get it right?

AssessmentAssessmentCA Standards for the Teaching Profession

Standard Five: Assessing Student Learning

5.3 Involving and guiding all students in assessing their own learning5.4 Using the results of assessments to guide instruction

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

Reflective Reflective ThoughtThought

KNOWLEDGE


AA BB

DDCC


No Reflection Only the Right

Answer

Reflective Thought

Reflection to Analyze

Reflection to Create, Design, or Develop

Reflection to Follow Right Steps / Procedures

KNOWLEDGE


AA BB

DDCC


Relationships have little influence on

learning

Relationships

Requires relationships where

students receive assistance as needed

Requires relationships at high levels and with

multiple people

Requires relationships where students work effectively with others

Next Steps

Next Steps

Next Steps – “Commit to Try”



Dale Eggebraaten, Dale Eggebraaten, Senior AssociateSenior Associate

International Center for Leadership in EducationInternational Center for Leadership in Education

Sponsored By

Orange Unified School

District

Do Just One BraveDo Just One BraveThing TodayThing Today

Why Rigor and RelevanceWhy Rigor and Relevance

Put a sign upPut a sign up

If you do not know where you will use what we have talked about today in

the real world,

Ask Me!

How do teachers react to new/more data?

How do teachers react to new/more data?

Remind then the excitement when data is understood?

Remind then the excitement when data is understood?

CTE Challenges in Quad C• Analysis

– Same – Differences– Compare – Contrast– Cause – Effect

• Synthesis– Known & creating something else– Connect topic/evidence / details

• Evaluate– Establish criteria– Judgement

Documents

Welcome to the Successful Practices Network Dale Eggebraaten, Senior Associate International Center for Leadership in Education International Center for