Writing Lessons for Rigorous and Relevant

Instruction Jim Miles

Achieving Academic Excellence for All Students

FeedbackReflection

Student Learning

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

Performance

Rigor/Relevance

Instruction

Assessment

ActualStudent

Performance

Rigor/Relevance

Indiana StandardsCurriculum Outlines

Student LearningBest Practices

Industry StandardsAdvisory Committees

ResourcesLearning Tasks

Formative Summative

Assessments

Rigor/ Relevance FrameworkGold Seal Lessons

Rigorous Lessons ask Students to:

EXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE

SCRUTINIZE DECIDE

RELEVANCE IS THE PURPOSE OF THE LEARNING

ACQUIRE KNOWLEDGE

APPLY KNOWLEDGE

INTERDISCIPLINARY

REAL WORLD PREDICTABLE

REAL WORLD UNPREDICTABLE

A Relevant Lesson asks Students to:

USE THEIR KNOWLEDGE TO TACKLE

REAL-WORLD PROBLEMS THAT HAVE

MORE THAN ONE SOLUTION

RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

Gold Seal Lesson Template

Standards Instructional Focus Statements Performance Task

Overview and description Scoring Guide Essential Skills Handouts/Attachments

Indiana Standards

Content standard / benchmarkDays to teach Lessons to teachKey elements

Students will write a report describing how automobiles have been improved to prevent accidents. Students will work in pairs to collect reaction time data and use Internet resources. The report will include sample reaction times, explanations for stopping distances, and sample calculations using formulas.

Specific ContextStudent Work

How Resources Conditions

Sample Overview

Student pairs will create a field guide for identification of tree species on the school campus in appreciation of Arbor Day. The field guide will also include photographs / detailed drawings, and accurate taxonomy information on the natural environments and information on diseases that negatively impact the trees.

Student WorkSpecific Context

How Resources Conditions

Biology

Performance Task

Description Includes: steps of the lesson instructional strategies literacy strategies, etc.

Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize

Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate

Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate

Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude

Product by Quadrant

A

definitionworksheetlistquiztestworkbooktrue-falsereproductionrecitation

Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline

Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification

Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention

I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized."

Haim Ginott