International Center for Leadership in Education

1
International Center for Leadership in Education
Richard Jones
2
Further Information http//dickjones.us Or http
//www.natpd.com
3

THE INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATION
RIGOR
RELEVANCE
4
Rigorous and RelevantLearning
5
Rigor
6
Relevance
My only skill is taking tests.
7
All Students
8
??? Why ???Rigorous and RelevantLearning
9
Why Rigor and Relevance?

• Changing Nature of Work
• Translating Standards into Teaching
• Reduce Overcrowded Curriculum
• Way to Focus on Student Learning
• Tool for School Alignment
• Explain What is Important
• It is what is on THE test
• Increase Student Motivation

10

• Rigor
• Relevance
• All students

11
Successful School Response
12
Characteristics

• Small Learning Communities

2. High Expectations
3. 9th Grade
4. 12th Grade
5. Data
6. Curriculum
7. Relationships / Reflective Thought
8. Professional Development
9. Leadership
13
Rigor/Relevance Framework
14
(No Transcript)
15
Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

16
Basic Nutrition
Knowledge Taxonomy

• 1 Label food by nutritional groups
• 2 Explain nutritional value of foods
• 3 Use nutrition guidelines in planning meals
• 4 Examine success in achieving nutrition goals
• 5 Develop personal nutrition goals
• 6 Appraise results of personal eating habits over
  time

17
Application Model
18
(No Transcript)
19
Application Model

• 1 Knowledge in one discipline
• Application within discipline
• Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

20
Basic Nutrition
Application Model

• 1 Label food by nutrition groups
• 2 Rank foods by nutritional value
• 3 Make cost comparison of foods considering
  nutritional value
• 4 Develop nutritional plan for a health problem
  affected by food
• 5 Devise a sound nutritional plan for a group of
  3 year-olds who are picky eaters

21
Levels of Application Model
22

• 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

23
Application Model

• 1 Knowledge in one discipline
• Application within discipline
• Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

24
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
25
Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
26
Rigor/Relevance Framework
6
5
4
3
2
A
1
1
2
3
4
5
27
Rigor/Relevance Framework
6
5
4
3
2
B
A
1
1
2
3
4
5
28
Rigor/Relevance Framework
6
C
5
4
3
2
B
A
1
1
2
3
4
5
29
Rigor/Relevance Framework
6
D
C
5
4
3
2
B
A
1
1
2
3
4
5
30
Determining Levels of Rigor and Relevance
31
Knowledge Taxonomy Verb List
32
ApplicationModel Decision Tree
33
Decision Tree
Application Model
International Center for Leadership in Education
1997
34
Decision Tree
Application Model

• Is it Application?
• If NO

Level 1
International Center for Leadership in Education
1997
35
Decision Tree
Application Model

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

Level 1
Level 2
Level 3
International Center for Leadership in Education
1997
36
Decision Tree
Application Model

• 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

Level 1
Level 2
Level 3
Level 4
Level 5
International Center for Leadership in Education
1997
37
Skills and Knowledge
K
4

• 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

3
3
5
4
International Center for Leadership in Education
1997
38
Skills and Knowledge
A
5

• 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

4
4
3
4
International Center for Leadership in Education
1997
39
Skills and Knowledge
A
K
5
4

• 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

4
3
4
3
3
5
4
4
International Center for Leadership in Education
1997
40
Skills and Knowledge






6

D
C
KNOWLEDGE

5

4

3
2
A
B
1
1
2
3
4
5
A P P L I C A T I O N
41
Rigor/ RelevanceHandbook
42
Identify one experience in your class in each
quadrant
KNOWLEDGE
Assimilation
Adaptation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
43
Skill

• Identify, collect or sort pertinent information
  while reading.

44
Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

45
Quadrant B

• Locate and read current articles on biotech.

46
Quadrant C

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

47
Quadrant D

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

48
Rigor/Relevance Framework
Knowledge
Application

• 1. Awareness
• 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
49
Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
50
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
51
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

2
B
A
1
1
2
3
4
5
52
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

D
C
5
4
3

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
53
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
54
Rigor/Relevance Framework
6

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
55
Reflection on Your Teaching
56
Rigor/Relevance Challenge
57
R/R Challenge
58
Rigorous and Relevant Assessment
59
NYS Math Question
A
60
NYS Math A Question June 2002
C
61
NYS Math A Question June 2003
D
62
Sample Question
B
You're locked out of your house and the only open
window is on the second floor, 25 feet above the
ground. You need to borrow a ladder from one of
your neighbors. There's a bush along the edge of
the house, so you'll have to place the ladder 10
feet from the house. What length of ladder do you
need to reach the window?
63
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.

64
Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
65
Rigorous and Relevant Instruction
Student Learning
Instruction
Expected Student Performance
Actual Student Performance
Assessment
Rigor/Relevance
Rigor/Relevance
Student Learning
Feedback Reflection
66
(No Transcript)
67
(No Transcript)
68
(No Transcript)
69
(No Transcript)
70
(No Transcript)
71
(No Transcript)
72
(No Transcript)
73
(No Transcript)
74
(No Transcript)
75
(No Transcript)
76
Benefits of Using Rigor and Relevance?

• Better prepare students for future work
• Way to focus student learning on priority
  standards
• Ensure student achieve standards
• Align curriculum, instruction and assessment
• Prepare for state tests
• Increase student interest and motivation

77
Review of Video Lessons
78
Review of LessonsWhat does the teacher expect
the students to learn? (standards)What is the
intended level of Rigor and Relevance? Which
Quadrant?What are the instructional strategies
used?Does the lesson meet the teachers
expectation for student learning?
79
Defining Student Performance and Student Work
80

INSTRUCTIONAL STRATEGIES
RIGOR
RELEVANCE
81
Rigorous and RelevantInstructionalStrategies
82
Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
83
Strategies that Result in Reflective Thinking
84
Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
85
Research
When to Use Strategy Based on Rigor/Relevance Fra
mework
86
What Works
87
Selecting Strategies on Rigor/Relevance

• Brainstorming
• Community service
• Compare and contrast
• Cooperative learning
• Creative arts
• Demonstration
• Games
• Group discussion
• Guided practice

• Inquiry
• Instructional technology
• Internship
• Lecture
• Literature
• Memorization
• Note-taking/graphic organizers
• Presentations/
• exhibitions

88
Selecting Strategies on Rigor/Relevance

• Simulation/role playing
• Socratic seminar
• Teacher questions
• Total physical response
• Video
• Work-based learning
• Writing

• Problem-based learning
• Project design
• Recognition and rewards
• Research
• Review and re-teaching
• Setting objectives and advance organizers

89
Selection of Strategies Based on
Rigor/ Relevance Framework
Page 1
90
Selection of Strategies Based on
Rigor/ Relevance Framework
Page 2
91
Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
92
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition

• Guided Practice
• Lecture
• Memorization

93
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application

• Cooperative Learning
• Demonstration
• Instructional Technology
• Problem-based Learning
• Project Design
• Simulation/Role Playing
• Work-based Learning

94
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation

• Brainstorming
• Inquiry
• Instructional Technology
• Research
• Socratic Seminar
• Teacher Questions

95
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation

• Brainstorming
• Cooperative Learning
• Inquiry
• Instructional Technology
• Presentations/ Exhibitions
• Problem-based Learning

• Project Design
• Research
• Simulation/Role-playing
• Socratic Seminar
• Teacher Questions
• Work-based Learning

96
Which do you prefer?

• Activity
• Using Outlines
• Observing Others in role playing
• Picture/Graphics
• Working w/ Hands

• Discussion
• Using Narratives
• Participating in role playing
• Description/Words
• Working w/ Head

OR
C
A
97
Which do you prefer?

• Following Directions
• Following Others
• Precision
• Logical
• Lists

• Working Independently
• Creating your own path
• Approximation
• Creative
• Graphic Organizers

OR
S
R
98
Learning Styles

• CS Concrete Sequential
• AS Abstract Sequential
• CR Concrete Random
• AR Abstract Random

99
Matching Strategies to Learning Style
100
Strategies that Work

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations

Robert Marzano, 2001
101
Strategies that Work

• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Robert Marzano, 2001
102
Instructional Strategies How to Teach for Rigor
and Relevance
103
DeterminingRoot Causes

• International Center for Leadership in Education

104
Fishbone Diagram
105
Fishbone Diagram
Student Absenteeism
106
Fishbone Diagram
Student Absenteeism
107
Fishbone Diagram
People
Policies
Student Absenteeism
Procedures
Public
Physical Plant
108
Fishbone Diagram
People
Policies
Student Absenteeism
Procedures
Public
Physical Plant
109
Fishbone Diagram
People
Policies
Policy unclear
No teacher follow-up
No health services
Open campus
Increase in illness
Student Absenteeism
Parents dont support
No rewards
Lack of security
Lack of business support
Uninteresting teaching
Limited facilities
Procedures
Public
Physical Plant
110
Further Information http//dickjones.us Or http
//www.natpd.com