today’s theme is… rigorrelevance relationships. look into the future through the eyes of a...

Today’s Theme is…Today’s Theme is…

RigorRigor

RelevanceRelevance

Relationships

Look into the future

through the

eyes of a child?

Rigor/Rigor/Relevance Relevance FrameworkFramework

Developed by: International Center for Leadership in Education, Inc.Developed by: International Center for Leadership in Education, Inc.

Instruction

RIGORRIGOR

RELEVANCE

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Bloom’s Thinking Continuu

m ProvidesRigorRigor

6.6. CreatingCreating5.5. EvaluatingEvaluating4.4. AnalyzingAnalyzing3.3. ApplyingApplying2.2. UnderstandingUnderstanding1.1. RememberingRemembering

Bloom’s Thinking Bloom’s Thinking ContinuumContinuum

AcquisitionAcquisitionof of

knowledgeknowledge

ApplicationApplicationof of

knowledgeknowledge

Application Model Provides Application Model Provides Relevance

Application ModelApplication Model

1. Knowledge in one discipline1. Knowledge 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 situationspredictable situations

5. Application to real-world 5. Application to real-world unpredictable situationsunpredictable situations

Blooms/Blooms/Application ModelBloom’sBloom’s

• Remember• Understand• Apply

• Analyze• Evaluate

• Create

Application

• Knowledge in one discipline

• Application within discipline

• Application across disciplines

• Application in real-world predictable situations

• Application in real-world unpredictable situations

1 2 3 4 5

Application

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Rigor/Relevance Framework

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

Application

KKNNOOWWLLEEDDGGEE

A P P L I C A T I O N

AA BB

DDCC

AcquisitionAcquisition ApplicatioApplicationn

AdaptationAdaptationAssimilatioAssimilationn

Rigor/Rigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Rigor/Relevance Framework

• 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.

• 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.

• 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.

Quadrant A

Read a science experiment and

identify the necessary materials to perform

the experiment

Quadrant B

Read and followdirections

for experiment on DNA extraction

Quadrant C

Read and analyze a biotech editorial

for scientific accuracy

Quadrant D

Using your research, debate a proposal related

to genetic engineering with community leaders

as judges

Map Skills1 Label symbols on a map2 Use map in class to locate

state capitals3 Calculate mileage between

cities4 Plan a trip via the shortest

route5 Find a way home if you are

lost

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

Now It Is Your Turn

• At your table, create 4 activities/strategies for each quadrant. You will have 16 strategies in all.

Types of AssessmentTypes of Assessment

Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self ReflectionSelf Reflection

Rigorous and Relevant Instruction

But that’s another course….

Relationships Rule

• Describe a relationship with a student that has had a significant positive influence on that student.

Obedient(rules)

vs.Motivated

(relationship)

Rules without Relationships = Rebellion

Relationships

• Enhance academics• Positive emotions foster a sense of

concern and cooperation• Communicate an appropriate level

of guidance and control• Maintain high expectations for all

students• Honor student interests

Student Survey Student Survey PercentagesPercentages

Survey Statement Total Male Female

At school I am encouraged to be creative 58.8 56.4 61.3

My classes help me understand what is happening in my everyday life

39.8 39.3 40.9

I learn new things that are interesting to me at school 66.3 63.8 69.9

Student Survey Student Survey PercentagesPercentages

Survey Statement Total Male Female

School is a welcoming and friendly place

62.8 62.9 63.0

Teachers care about my problems and feelings

45.6 43.5 48.3

I am proud of my school 48.8 47.8 50.8

Student Survey Student Survey PercentagesPercentages

Survey Statement Total Male Female

Teachers care about me as an individual

51.0 50.1 52.7

Teachers care if I am absent from school

49.5 47.7 52.1

Keep your reading in mind:

You have been chosen to mentor two new teachers. After observing each for one week, you notice that Waldo will not smile or play with his students for fear of losing control. On the flip side, Esmeralda just wants to laugh, play, and be a friend to all her students. How do you counsel both on the best way to make and maintain appropriate student relationships?

Jonathan Winters

I couldn’t wait for success…

So I went on without it.