J' Moms Mabley

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J. Moms Mabley

• If you always do what you always did, you will
  always get what you always got.

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Teaching for Rigor and Relevance
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Rigor
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Relevance
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All Students
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Rigor/Relevance Framework
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What are some ways you have used the
Rigor/Relevance Framework?
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Questions or Issues to cover?
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
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Application Model
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Application Model

• 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

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Rigor/Relevance Framework
Knowledge
6
5
4
3
2
Application
1
1
2
3
4
5
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Rigor/Relevance Framework
Knowledge
Application

• 1. Recall Knowledge
• 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
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Teacher/Student Roles
D
C
Student Think
Student Think Work
RIGOR
High
B
A
Teacher Work
Student Work
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Mathematics - Elementary
D
C
Find values in number sentences when represented
by unknowns.
Develop formula for determining large quantity
without counting, e.g. beans in a jar.
High
RIGOR
A
B
Collect outside temperatures for several days and
make a graph of results.
Low
Memorize multiplication tables.
High
Low
RELEVANCE
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Rigor/Relevance Framework
Social Studies - Elementary
D
C
High
Contrast citizens responsibilities under
different forms of government.
Read story about survival and brainstorm
strategies for surviving a disaster (e.g.,
snowstorm, tornado).
RIGOR
A
B
Memorize names, locations and capital cities of
U.S. states.
Low
Describe geographic and climatic characteristics
of the local community.
High
Low
RELEVANCE
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Rigor/Relevance Framework
English - Middle Level
C
D
High
Analyze commercials for fact and opinion.
Write directions for assembling a product or
carrying out a procedure.
RIGOR
B
A
Low
Assemble a product following written directions.
Locate information in technical writing.
High
Low
RELEVANCE
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Rigor/Relevance Framework
Science - Middle Level
C
D
Collect data and make recommendations to address
a community environmental problem.
High
Identify chemicals dissolved in an unknown
solution.
RIGOR
B
A
Construct models of molecules using toothpicks,
round objects.
Collect data on dissolved oxygen, hardness,
alkalinity, and temperature in a stream.
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Health Education
C
D
Analyze advertisements that target youth.
Role play conflict resolution situations.
High
RIGOR
B
A
Describe the effects of drugs on the human body.
Demonstrate strategies to reduce spread of germs.
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Social Studies - High School
C
D
Participate in a Socratic seminar on a policy
issue, such as privacy.
Analyze a community problem, suggest a solution,
and prepare a plan to solve it.
High
RIGOR
B
A
Study a geography of a world region by locating
demographic and economic data.
Locate and interpret current and
historical economic data (e.g., GDP, CPI,
employment).
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Business - Information Tech.
C
D
Compare features of web development software.
High
RIGOR
Create a full web site for a local business.
B
A
Low
Demonstrate web development software functions.
Design web page.
High
Low
RELEVANCE
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Activity
Rigor/Relevance Reflecting on Teaching
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Rigor/Relevance Challenge
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R/R Challenge
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Activity
Rigor/Relevance Linking Standards and Student Work
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Rigor/RelevanceFramework andAssessments
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Activity
Rigor/Relevance Assessment Challenge
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Rigor/Relevance Framework And Assessment
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Types of Assessment
Rigorous and Relevant Instruction

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

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Rigor/Relevance Framework
High
Traditional Tests
Performance
Low
Low
High
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Primary Assessments Rigor/Relevance Framework
KNOWLEDGE
Portfolio Product Performance Interview Self
Reflection
Extended Response Product Performance
Process Performance Product Performance
Multiple Choice Constructed Response
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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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
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Instructional Strategies How to Teach for Rigor
and Relevance
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Research
When to Use Strategy Based on Rigor/Relevance Fra
mework
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Rigor/Relevance Framework
Problems
KNOWLEDGE
D
C
Projects
Activities
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Strategies
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Rigor/ RelevanceHandbook
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Planning Instruction
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Creating a RR Rubric
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High Rigor/High Relevance

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

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High Rigor/High Relevance

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

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High Rigor/High Relevance

• Rigor
• Relevance
• Educational Soundness
• Student Engagement

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Revise a Lesson
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Revise a Lesson

• Describe lesson you taught,
• Levels of R/R
• How would you revise
• Level of RR
• Student Work
• Strategies (including reading)
• Assessment

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Quadrant D Lessons
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High Rigor/High Relevance Lessons
Title RR Level Focus Student
Learning Performance Task Instructional
Focus Standards Scoring Guide Exemplars
(optional) Lesson Plan (optional)
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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.

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Writing Performance Tasks

• 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

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Writing Performance Tasks

• 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

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Writing Performance Tasks

• 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.

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Writing a Performance Task

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

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High Rigor/High Relevance

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

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High Rigor/High Relevance

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

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High Rigor/High Relevance

• Rigor
• Relevance
• Educational Soundness
• Student Engagement

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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

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Defining Student Performance
Student Performance
Assessment
Learning Experiences
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Identifying Student Learning
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Spider Charts for Concepts, or Essential Questions
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Not All Ideas Are Created Equal
Freedom

• Some are Enduring or Key for Learning Over Time

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Understanding Big Ideas

• Work with a partner and take a blank piece of
  paper for a mini web
• List a topic in the middle
• What are the 3 to 5 biggest ideas about that
  topic, use only nouns in the boxes
• With your partner, please discuss What is the
  difference between big, enduring ideas and
  smaller facts?

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Big Ideas Are Not Little Facts

• Look at the Samples
• Choose the one closest to your grade level
• Work with a partner
• With your partner, please discuss What is the
  difference between big, enduring ideas and
  smaller facts?

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Big Ideas
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Big Ideas
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Concept Mapping-Try it!

• Review your content standards for a recent unit
  you taught in the last couple of months
• Use nouns
• Use Pre-planning web like the one on the previous
  slide
• What are the big ideas 4-6 (not the steps, but
  what students needed to know, what they might
  come back years later and say, Im glad I
  learned that.)
• For each concept, brainstorm how you will
  know students got the concept.

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Spider Charts for Concepts, Knowledge, Skills and
Behaviors
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
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Unit idea - Heart as a Pump
Design, construct and test a heart monitor
device.
D
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Student Learning

• Concepts
• Knowledge
• Skills
• Behaviors

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Concepts

• Big Ideas
• Statement of Fact
• Enduring, Lasting
• Most important for students to learn and retain

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Concepts - Examples

• Peer pressure influences decisions
• Nutrition affects disease
• Democracy requires educated public
• Matter is made of molecules
• Earth has limited natural resources
• Words have multiple meaning
• Poetry expresses emotion

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Knowledge

• Bits of information
• Core Facts
• Terms/Definitions
• Student will know....

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Knowledge - Examples

• Branches of government
• Key vocabulary
• Structure of DNA
• Location of states
• Signifcant dates in US history
• Prime numbers

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Skills

• Mental process
• Physical task
• Process of several steps
• Student will do....

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Skills - Examples

• Read sheet music
• Measure frequency of sounds waves
• Play basketball
• Create a bar chart
• Design a web page
• Edit document for grammar and punctuation
• Keep a journal
• Give presentation

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Behaviors

• Personal traits
• Work habits
• Conduct
• Manner of doing things

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Behaviors - Examples

• Work as member of a team
• Recycle and reduce waste
• Show good sportsmanship
• Work safely
• Punctual
• Take leadership
• Show initiative

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Interdisciplinary
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Characteristics
Interdisciplinary Instruction

• Unbounded by disciplines
• Focuses on concepts, big ideas
• Usually longer
• High degree of student activity
• Include student performance
• Often includes student group work

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Interdisciplinary Instruction
Research

• Knowledge is best acquired when learned in
  context.
• Increased achievement results from focusing on
  student interests and aptitudes.
• Metacognition is essential for continued
  learning.
• Relevancy leads to high achievement.
• High expectations correlate with achievement.

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Interdisciplinary Instruction
Models

• Contextual
• Curriculum alignment
• Academy
• Interdisciplinary project
• Immersion

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Interdisciplinary Instruction

• Knowledge-based
• Literacy-based
• Inquiry-based
• Project-based

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Knowledge-based Units
Interdisciplinary Instruction

• The Civil War
• Nature Poetry
• Nature (Oceans, Mammals, Rainforests)
• Ecology topic
• International Cultures
• History of Technology
• Industrial Revolution

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Literacy-based Projects
Interdisciplinary Instruction

• Minerals and Geology local guidebook
• Period Literature
• Exploring Lifes Work local careers
• Middle School Survival Guide
• Computer Technology - Using Local Network
• Newspaper publishing

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Inquiry-based Units
Interdisciplinary Instruction

• Best Products- Consumer Reports
• How can we diversify our community
• Library or school of the future
• Genetic code
• Planning a foreign trip
• Ideal community
• Redesigning school

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Considerations
Interdisciplinary Instruction

• Building a culture of interdisciplinary
• Model of Instructional Planning
• Link to Disciplines and Standards
• Selection of Strategies
• Developing Skills for Evaluation

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Raising the Level of Rigor and Relevance
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Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
103
Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Reading
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Rigor/Relevance Framework
Reading
KNOWLEDGE
D
C
Reading to acquire meaning and procedures
Reading to acquire meaning
B
A
Reading to acquire knowledge
Reading to learn procedures
A P P L I C A T I O N
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Rigor/Relevance Framework
Raising Rigor and Relevance
D
C
Compare Main Point of Text to Similar and
Different Texts
RIGOR
Relate Main Points Real World, Current Situation
High
B
A
Negotiate a Collaborative Summary with a Peer
Identify Main Points in a Text.
Low
High
Low
RELEVANCE
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Reading in the Content Area

• Adjusting to Student Reading Levels
• Pre-reading Activities
• Vocabulary Strategies
• Notetaking and Graphic Organizers

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ICLE Philosophy

• Rigor
• Relevance
• All Students

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International Center for Leadership in Education,
Inc.

• Richard Jones rdj_at_nycap.rr.com
• Senior Consultant
• 1587 Route 146
• Rexford, NY 12148
• Phone [phone]
• Fax [phone]