lbusd professional learning community meeting working smarter by working together: quadrant d and...
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LBUSD Professional LBUSD Professional Learning Community Learning Community
MeetingMeeting
Working Smarter by Working Smarter by Working Together: Working Together:
Quadrant D and Brain Quadrant D and Brain ResearchResearch
Alignment of HS Goals to HSIAlignment of HS Goals to HSI
2008 - 2009 High School Goals High School Reform Initiative
Goal 1: Prepare all students to succeed in postsecondary
education and careers.
Goal 1: Improve student achievement in all content areas (including CTE/ ROP
courses)
Goal 2: Provide intensive interventions to ensure academic
success for all students.
Goal 2: Close the achievement gap by accelerating the learning of
the lowest performing students.
Goal 3: Enroll and support students in a coherent sequence of rigorous courses to succeed in postsecondary education and/or
careers.
Goal 3: Create a school culture and climate that supports
increased student achievement (including 4 year plan for each
student)
Dr. Willard DaggetDr. Willard Dagget
International Center for International Center for Leadership in EducationLeadership in Education
Why is it critical that Why is it critical that we utilize the Rigor, we utilize the Rigor,
Relevance, and Relevance, and Relationship Framework?Relationship Framework?
“ “We go where the smart people are. We go where the smart people are. Now our business operations are two-Now our business operations are two-thirds in the U.S. and one-third thirds in the U.S. and one-third overseas. But that ratio will flip overseas. But that ratio will flip over the next ten years.” over the next ten years.”
— — Intel Corporation Spokesman Intel Corporation Spokesman
Howard HighHoward High
1900 Workplace Demands1900 Workplace Demands
Highly skilled
Low skilled
•Avg. age to enter work force
•Avg. age to leave work force
14
47
•Life expectancy 47
1980 Workplace Demands1980 Workplace Demands
Highly skilled
Low skilled
Semi skilled
•Avg. age to enter work force•Avg. age to leave work force•Life expectancy
18
6578
2010 Workplace Demands2010 Workplace Demands
Highly skilled
Low skilled
•Avg. age to enter the workplace 21•Number of times to change jobs 5-8•Est. Life expectancy in 2100 107 to 124!
Paul D. Nussbaum, Ph.DPaul D. Nussbaum, Ph.D..Senior Advisor, International Center Senior Advisor, International Center
for Leadership in Educationfor Leadership in Education
Your Brain and Rigor & RelevanceYour Brain and Rigor & Relevance
Paul D. Nussbaum, Ph.D.
""A society's competitive A society's competitive advantage will come not from advantage will come not from how well its schools teach the how well its schools teach the
multiplication and periodic multiplication and periodic tables, but from how well they tables, but from how well they
stimulate imagination and stimulate imagination and creativity."creativity."
- Albert - Albert EinsteinEinstein
Basics of Your BrainBasics of Your BrainYour CortexYour Cortex
(Conscious Level Activity)(Conscious Level Activity)
Paul D. Nussbaum, Ph.D.
Your SubcortexYour Subcortex(Subconscious Level Activity- rote, procedural, skill-(Subconscious Level Activity- rote, procedural, skill-
based)based)
Paul D. Nussbaum, Ph.D.
New learning grows dendrites which builds our “brain reserve”--the foundation of brain health
Your Brain Cell (Neuron)Your Brain Cell (Neuron)
Human Brain ResearchHuman Brain Research
Paul D. Nussbaum, Ph.D.
Your HippocampusYour Hippocampus
Paul D. Nussbaum, Ph.D.
Section IISection II
Brain and Brain and Rigor & Relevance Rigor & Relevance and Relationshipsand Relationships
1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge 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
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
Sight
Hearing
A
Input to Brain
C
Sight
Connections / Pathways
Hearing
C
Association Area
B
Sight
Connections / Pathways
Prefrontal Cortex
Hearing
C
Association Area
B
D
Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
One Pathway
Sight
Connections / Pathways
Prefrontal Cortex
Hearing
Association Area
Unpredictable
Applications
C
A
D
B
How does the brain learn?How does the brain learn?
The brain seeks to make patterns The brain seeks to make patterns of meaning, so authentic and of meaning, so authentic and lasting learning must be:lasting learning must be:• Creative (frontal lobe activity)Creative (frontal lobe activity)• UsefulUseful• Emotionally appropriate Emotionally appropriate
Emotions are the gatekeepers to Emotions are the gatekeepers to learning and understandinglearning and understanding
Attention, learning, and memory Attention, learning, and memory are driven by emotionare driven by emotion
Brain Research and Quadrant DBrain Research and Quadrant DNumber of
senses engagedType of Activity Level of
Retention
19 Real World High
13 Immersion (recreate real
world)
9 Hands-on real thing
4 Hands-on representation
3 2nd Hand (Observation)
2 Symbolic (sign) Low
R. Rivlin and K. Gravelle, Deciphering Your Senses
SightHearingTouchTasteSmellBalance-MovementVestibularTemperaturePainEidetic ImageryMagneticInfraredUltravioletIonicVomeronasalProximalElectricalBarometricGeogravimetric
Visible LightVibrations in AirTactile ContactChemical MolecularOlfactory MolecularKinesthetic GeotropicRepetitious MovementMolecular MotionNociceptionNeuroelectrical Image RetentionFerromagnetic OrientationLong Electromagnetic WavesShort Electromagnetic WavesAirborne Ionic ChargePheromonic SensingPhysical ClosenessSurface ChargeAtmospheric PressureSensing Mass Differences
Our “19” Senses
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
Application ModelApplication Model
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
3 Application across 3 Application across disciplinesdisciplines
2 Application within 2 Application within disciplinediscipline
1 Knowledge of one discipline1 Knowledge of one discipline
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
High
HighLow
Low
Business - Information Technology
Demonstrate web development software functions.
Compare features of web development software.
Create a full web site for a local business.
Design web page.
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.
• 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.
• 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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/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.
• 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.
• 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.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance FrameworkWho does the work?Who does the work?
Teacher Teacher WorksWorks
StudentStudentThinksThinks
Student Thinks Student Thinks and Worksand Works
StudentStudentWorksWorks
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherControlledControlled
ControlControl
TeacherTeacherDirectedDirected
StudentStudentControlledControlled
ExternallyExternallyControlledControlled
High
HighLow
Low
De c i s i o n
F r amewo r k
Staff Involvement
AA BB
DDCC
Leadership MatrixLeadership Matrix
Dominant Dominant LeadershipLeadership
Disruptive Disruptive LeadershipLeadership
Adaptive Adaptive LeadershipLeadership
Nurturing Nurturing LeadershipLeadership
An
tici
pat
ion
TeamIndividual
Pre
serv
atio
n