international center for leadership in education richard jones

International Center for Leadership in Education

Richard Jones

Further Further InformationInformation

http://dickjones.us

OrOr

http://www.natpd.com

THE INTERNATIONAL CENTER

FOR LEADERSHIP IN EDUCATION

RIGOR

RELEVANCE

Rigorous and Rigorous and RelevantRelevantLearningLearning

Relevance

My only skill is taking tests.

All Students

??? Why ?????? Why ???Rigorous and Rigorous and

RelevantRelevantLearningLearning

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

RigorRelevanceAll students

Successful School Response

CharacteristicsCharacteristics 1.1. Small Learning CommunitiesSmall Learning Communities2. High Expectations2. High Expectations3. 93. 9thth Grade Grade4. 124. 12thth Grade Grade

6. Curriculum6. Curriculum5. Data5. Data

7. Relationships / Reflective Thought7. Relationships / Reflective Thought8. Professional Development8. Professional Development

9. Leadership9. Leadership

Rigor/Relevance Rigor/Relevance FrameworkFramework

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Basic Nutrition1 Label food by nutritional groups 2 Explain nutritional value of foods3 Use nutrition guidelines in planning

meals4 Examine success in achieving

nutrition goals5 Develop personal nutrition goals6 Appraise results of personal eating

habits over time

Knowledge Taxonomy

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Application Model

1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

Basic Nutrition

1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods

considering nutritional value4 Develop nutritional plan for a

health problem affected by food5 Devise a sound nutritional plan

for a group of 3 year-olds who are “picky” eaters

Application Model

Levels of Application

Model

•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

Application Model

1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5


1

2

3

4

5

6

1 2 3 4 5

A


1

2

3

4

5

6

1 2 3 4 5

A B


1

2

3

4

5

6

1 2 3 4 5

A B

C


1

2

3

4

5

6

1 2 3 4 5

A B

DC


Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

ApplicationApplicationModel Model

Decision TreeDecision Tree

Decision TreeApplication Model

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

Application Model

Level 1Level 1



If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3



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

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3

Level 4Level 4

Level 5Level 5


Skills and Knowledge K

4

5

3

3

4


Read or view news reports, interpret information and vote in an informed mannerUse second language to discuss current events in a country where the language is spokenFollow directions in a manual to use equipment safelyWrite an essay, using references about an issue of interestCompare prices, interest rates and maintenance costs of buying an appliance

Skills and Knowledge



A

5

3

4

4

4

Skills and Knowledge K

4

5

3

3

4



A

5

3

4

4

4

1

2

3

4

5

6

1 2 3 4 5

KNOWLEDGE

A P P L I C A T I O N

Skills and Knowledge

A

C D

B

Rigor/ RelevanceHandbook

KNOWLEDGE


AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation

Identify one experience in your class in each Identify one experience in your class in each quadrant quadrant

SkillIdentify, collect or sort pertinent information while reading.

Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.

Quadrant BLocate and read current articles on biotech.

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

Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Rigor/Relevance Framework

1. Awareness2. Comprehension3. Application4. Analysis5. Synthesis6. 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

Knowledge Application

KNOWLEDGE


AA BB

DDCC




1

2

3

4

5

6

1 2 3 4 5

A B

DC


• 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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.
















1

2

3

4

5

6

1 2 3 4 5

A B

DC


















Reflection on Your Teaching

Rigor/RelevanceChallenge

R/R Challenge

Standard Quadrant A Performance

Understand rules of grammar, usage, punctuation, and spelling

Memorize spelling Words

Perform operations with numbers

Solve word problems

Demonstrate U S geography

Label States on a map

Understand systems of human body

Write description of human system

Rigorous and Rigorous and Relevant Relevant

AssessmentAssessment

NYS Math Question

A

NYS Math A QuestionJune 2002C

NYS Math A QuestionJune 2003D

Sample Question

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?

B

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.

KNOWLEDGE


AA BB

DDCC




Student Learning

Student Learning

Rigorous and Relevant Instruction

Instruction

Assessment

ExpectedStudent

Performance

ActualStudent

Performance

Rigor/Relevance Rigor/Relevance

FeedbackReflection

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

Review of Video Lessons

Review of Lessons

What 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 teacher’s expectation for student learning?

Defining Student Performance

and Student Work

INSTRUCTIONAL

STRATEGIES

RIGOR

RELEVANCE

Rigorous and Rigorous and RelevantRelevant

InstructionalInstructionalStrategiesStrategies

KNOWLEDGE


AA BB

DDCC


Strategies that Strategies that Result in Result in

Reflective Reflective ThinkingThinking

KNOWLEDGE


AA BB

DDCC




ResearchResearch

When to Use StrategyBased on

Rigor/RelevanceFramework

What WorksWhat Works

Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/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


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

advance organizers

• Simulation/role playing

• Socratic seminar • Teacher questions• Total physical

response • Video • Work-based learning • Writing

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Page 1Page 1

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Page 2Page 2

KNOWLEDGE


AA BB

DDCC





Guided PracticeGuided PracticeLectureLectureMemorizationMemorization

Best Strategies for Quadrant A - Acquisition


Cooperative LearningCooperative LearningDemonstrationDemonstrationInstructional TechnologyInstructional TechnologyProblem-based LearningProblem-based LearningProject DesignProject DesignSimulation/Role PlayingSimulation/Role PlayingWork-based LearningWork-based Learning

Best Strategies for Quadrant B - Application


BrainstormingBrainstormingInquiryInquiryInstructional TechnologyInstructional TechnologyResearchResearchSocratic SeminarSocratic SeminarTeacher QuestionsTeacher Questions

Best Strategies for Quadrant C - Assimilation


BrainstormingBrainstormingCooperative LearningCooperative LearningInquiryInquiryInstructional TechnologyInstructional TechnologyPresentations/ Presentations/

ExhibitionsExhibitionsProblem-based LearningProblem-based Learning

Best Strategies for Quadrant D - Adaptation

Project DesignProject DesignResearchResearchSimulation/Role-Simulation/Role-

playingplayingSocratic SeminarSocratic SeminarTeacher QuestionsTeacher QuestionsWork-based Work-based

LearningLearning

Which do you prefer?ActivityUsing OutlinesObserving Others

in role playingPicture/GraphicsWorking w/

Hands

DiscussionUsing NarrativesParticipating in

role playingDescription/

WordsWorking w/ HeadC A

OR

Which do you prefer?Following

DirectionsFollowing

OthersPrecisionLogicalLists

Working Independently

Creating your own path

ApproximationCreativeGraphic

OrganizersS R

OR

Learning Styles

CS Concrete SequentialAS Abstract SequentialCR Concrete RandomAR Abstract Random

Matching Matching Strategies Strategies to Learning to Learning StyleStyle

Strategies that Work

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort and Providing Recognition

Homework and Practice Nonlinguistic Representations

Robert Marzano, 2001

Strategies that Work

Cooperative Learning Setting Objectives and

Providing Feedback Generating and Testing

Hypotheses Cues, Questions, and Advance

Organizers Robert Marzano, 2001

Instructional Strategies:

How to Teach for Rigor and Relevance

International Center for Leadership International Center for Leadership in Educationin Education

DeterminingDeterminingRoot CausesRoot Causes

Fishbone Diagram

Fishbone Diagram

StudentAbsenteeism

Fishbone Diagram

StudentAbsenteeism

People

Procedures Public Physical Plant

Policies

Fishbone Diagram

StudentAbsenteeism

People

Procedures Public Physical Plant

Policies

No teacher follow-up

Increase in illness

Parents don’t support

No rewards

Policy unclear

Lack of business supportUninteresting

teaching

No health servicesOpen campus

Lack of security

Limited facilities

Further Further InformationInformation

http://dickjones.us

OrOr

http://www.natpd.com

international center for leadership in education richard jones

Documents

disciplines4 application

nutritional groups

nutrition groups

sound nutritional plan

decision treeis

student learning tool

rank foods

health problem