Education exists in the larger context of society.

Rigor/Relevance - All

Why

Do we need to think

differently about

education?

What

Needs to Be Done?

How

Do We Do It?

Skills Gap

• Over the past two decades, technology and world trade created about 40 million more jobs than were destroyed in the United States.

• In the United States and many other countries, the demand for highly and specially skilled labor is rising.

Gordon, Edward E. (2005). The 2010 Meltdown. Praeger.

Two forces today are driving worldwide cultural change globalization and technology.

Employment 1970’s Employment 1970’s High SkillHigh Skill

Low SkillLow Skill

Employment 1990’s Employment 1990’s

High SkillHigh Skill

Low SkillLow Skill

Semi SkillSemi Skill

Employment 2010Employment 2010

High SkillHigh Skill

Low SkillLow Skill

Semi SkillSemi Skill

1970’s 1990’s 2010

Why do we care?

(Reflective Thought)

“New” Technology

• The curve is accelerating– Cell phones & Ipods

• “Super” Sunglasses

• Nanotechnology

• “You can always work at McDonalds…or can you?”

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20002000

Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB

2005 iPod = 20 GB2005 iPod = 20 GB

2006 iPod = 80 GB2006 iPod = 80 GB

1964 IBM System / 360 Mainframe1964 IBM System / 360 Mainframe

Image source: www.dell.com

Image source: http://robota.dem.uc.pt/pda_control/pda2.JPG

Projection KeyboardProjection Keyboard

Projection Keyboard and ProjectorProjection Keyboard and Projector

Translation GogglesTranslation Goggles

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20002000

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20042004

Info TechInfo Tech

Nano TechNano Tech

Bio TechBio Tech

20082008

• DNA-based computers

• Wireless electricity

• Plastic for blood

• Stem cell to grow human organs

Challenges

• Technology

• Globalization

Outsourcing

• Most MRI/CAT scan reports now read in India

• More U.S. tax returns prepared in India than the U.S. last year

Made in Japan vs. Made in China

• 60% of degrees awarded in China last year were in Science & Engineering– 5% of degrees in U.S.

• China will graduated 350,000 engineers this year alone

• Three years ago, China became the world leader in producing consumer electronics

• Last year, China become the world leader in personal computer production

• By 2010, China seeks to be world leader in biotechnology

Number of ParticipantsIntel International Science

Competition

• U.S. 50,000

• China 6 Million

SOURCE: Craig Barrett, CEO Intel

Regarding Competitive Advantage

“If you look at India, China, and Russia… even if you discount 90 percent of the people there as uneducated farmers…you still end up with about 300 million people who are educated. That’s bigger than the U.S. work force.”

• Bob Herbert, New York Times

What do you see when you think What do you see when you think of China?of China?

China TodayChina Today

Why do we care?

Start WorkingEnd WorkingLongevity

1900 2000 2100

47

62

77

21

62

1418

107

Challenges

• Technology

• Globalization

• Demographics

• Values / Beliefs

Rigor/Relevance - All

Why

Do we need to think

differently about

education?

What

Needs to Be Done?

How

Do We Do It?

Hebrew proverb

Do not confine your children to your own learning, for they were born in another time.

Sometimes, merely telling teachers to “think outside the box” is not enough.

“Change in teaching practice will not come from policy or mandate, but from thoughtful questions and reflection.”

Challenging AssessmentsChallenging Assessments

Interdisciplinary InstructionInterdisciplinary Instruction

Reading in the Content Area Reading in the Content Area

RelationshipsRelationships

Use of TechnologyUse of Technology

New Teaching IdeasNew Teaching Ideas

Peer Teaching ObservationsPeer Teaching Observations

Action ResearchAction Research

Continuous Professional DevelopmentContinuous Professional Development

Increasing Rigor and Increasing Rigor and RelevanceRelevance

RIGOR

RELEVANCE

Rigor/Relevance FrameworkRigor/Relevance Framework

I repeat the I repeat the definition but definition but don’t have to don’t have to think about itthink about it

Improving the Rigor and Relevance of DefiningImproving the Rigor and Relevance of Defining

Use graphic Use graphic organizers to organizers to

classify wordsclassify words

Students work with Students work with peer groups to peer groups to

apply term in new apply term in new settingsetting

Student Student compares the compares the examples to examples to real world real world examplesexamples

High

HighLow

Low

RIGOR

RELEVANCE

Rigor/Relevance FrameworkRigor/Relevance Framework

I can guess I can guess what the what the

teacher thinks teacher thinks is importantis important

Improving the Rigor and Relevance of SummarizingImproving the Rigor and Relevance of Summarizing

Analyze the Analyze the elements of an elements of an

imageimage

Summarize Summarize opponent’s opponent’s

argument in a argument in a debatedebate

Negotiate a Negotiate a summary with a summary with a

peerpeer

High

HighLow

Low

RIGOR

RELEVANCE

Rigor/Relevance FrameworkRigor/Relevance Framework

I repeat the I repeat the comparison comparison

given to me by given to me by the teacherthe teacher

Improving the Rigor and Relevance of ComparingImproving the Rigor and Relevance of Comparing

I design my own I design my own classificationclassification

I develop a I develop a classification classification

system and can system and can describe what I describe what I learned from itlearned from it

I apply the I apply the teacher’s teacher’s

comparison to comparison to new materialnew material

High

HighLow

Low

RIGOR

RELEVANCE

Rigor/Relevance FrameworkRigor/Relevance FrameworkLiteracy in the 21st centuryLiteracy in the 21st century

Literacy in the 21st century will Literacy in the 21st century will mean the ability to find mean the ability to find

information, decode it, critically information, decode it, critically evaluate it, organize it into evaluate it, organize it into

personal digital libraries, and personal digital libraries, and find meaningful ways to share it find meaningful ways to share it

with others. with others.

High

HighLow

Low

Rigor/Relevance Framework

KNOWLEDGE

APPLICATION

Assimilation

C

Adaptation

D

Application

B

Acquisition

A

Evaluation •Draw conclusions that are justified

6

Synthesis •Identify assumptions, reasons and conclusions•Synthesize credible evidence•Consider creative solutions

5

Analysis•Develop and defend a well-reasoned position•Analyze credible evidence•Judge the credibility of the source•Identify alternatives

4

Application•Construct tests or experiments•Marshal relevant evidence

3

Comprehension• Ask clarifying questions

2

Awareness• Define terms in their appropriate context

1

 

1Knowledge

in onediscipline

2Apply knowledge

in onediscipline

3Apply knowledge

acrossdisciplines

4Apply knowledge

to real-world predictable situations

5Apply knowledge

to real-world unpredictable situations

Demonstrate leadership skills &

Self motivation and resourceful

Apply what they learn &

Accept responsibility for well being

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

KNOWLEDGE

A P P L I C A T I O N

•• 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