grade 4 reading proficiency - international center for ... ca 2.24.2015 bill daggett and...2/26/2015...

2/26/2015

1

Grade 4 Reading Proficiency

TN170

MA234CA

202


TN170

MA234CA

202

(210)

2/26/2015

2


MO267

TX201

CA259

(262)

Grade 4 Math Proficiency

TN195

MA255CA

220

(231)

2/26/2015

3

• 24th in Reading

• 28th in Science

• 36th in Math

U.S. in 2012 PISA Test

Source: The Smartest Kids in the World

• Digital

• Career Ready

• Application

• Rigor

• Data Analytics to implement Growth Models

Emerging Trends

2/26/2015

4

• Digital

• Career Ready

• Application

• Rigor

• Data Analytics to Implement Growth Models

• Personal Skills

Emerging Trends

Guiding Principles

Responsibility Contemplation

Initiative Perseverance Optimism

Courage

Respect Compassion

Adaptability Honesty

Trustworthiness

Loyalty

2/26/2015

5

Rigor and Relevance FrameworkLinda Jordan

International Center for Leadership in Education

January 2015

AgendaWelcome & Introductions

The Rigor & Relevance Framework

Applications

Closing

•10

2/26/2015

6

Holland, Michigan•11

Learning Outcomes

Understand how rigor, relevance and relationships support effective instruction

Build awareness of tools aligned with the four quadrants of the Rigor/Relevance Framework

2/26/2015

7

My Credentials

Senior Implementation Advisor

The International Center for Leadership in Education

•13

Rigor/Relevance Framework®

•14

2/26/2015

8

A Focus on Relationships

Teacher

Student

Student

Student

Neuroscience Connections

The human brain is hardwired to give and receive care.

2/26/2015

9

Relationships...‐increase feelings of safety, motivation and risk‐taking

‐can enhance learning

‐need to be in place to build the safety need to use higher order thinking (rigor)

Shift in TeachingManagement‐based Teaching

Relationship‐basedTeaching

Rules Mandated Negotiated

Power Without question Authority with respect

Indicators Students are passive and quiet

Students are actively engaged

Risk‐taking Discouraged Encouraged

Control Mechanisms

Negotiate feed back/punishment

Positive reinforcement/reward

Teacher Role Disseminate knowledge

Guide learning and give encouragement

•18Page 250 The Daggett System for Effective Instruction

2/26/2015

10

Relationship Resources

Search the following keywords:

• Teambuilding

• Inclusion Activities

• Energizers

RelationshipsLove your students more than you love your subject!

2/26/2015

11

Focusing on Rigor

Rigor Makes the Future Possible

2/26/2015

12

What makes a lesson rigorous for students?

DefinitionAspects of a Rigorous Lesson

ExamplesNon‐

examples

RIGOR

How Do You Define Rigor?

Rigor is Not…More or harder worksheets

AP or honors courses

The higher level book in reading

More work

More homework

•24

2/26/2015

13

Rigor is

Scaffolding student thinking

Planning for student thinking

Assessing student thinking about content

Recognizing the level of thinking studentsdemonstrate

Managing the teaching/ learning level for the desired thinking level for each student

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATIONRIGORMEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.

2/26/2015

14

Bloom’s Taxonomy

Integrating Technology

educationaltechnologyguy.blogspot.com

Bloom’s Taxonomy—

2/26/2015

15

•29

Rigorous Lessons ask Students to:EXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE

SCRUTINIZE DECIDE

•30

Ways to increase Rigor1. QUESTIONS!!!2. Making thinking visible3. Sharing clear examples4.Writing and thinking as a measure of thinking5.Create challenging problems for them to solve

2/26/2015

16

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

Knows

Understands

2/26/2015

17

Focusing on Relevance

DefinitionAspects of a Relevant Lesson

ExamplesNon‐

examples

RELEVANCE

What makes a lesson relevantfor students?

How Do You Define Relevance?

2/26/2015

18

What is Relevant to TODAY’s Students?

K‐ Born in 20096th Grade‐ Born in 200212th Grade‐Born in 1997 (in K 2002)

What have you experienced that they have NOT?

Relevant

Real World Application in Unanticipated Situations

2/26/2015

19

•37

A Relevant Lesson asks Students to:

USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD

PROBLEMS THAT HAVE MORE THAN ONE

SOLUTION

RELEVANCEIS THE PURPOSE OF THE LEARNING:

ACQUIRE KNOWLEDGE

APPLY KNOWLEDGE

INTERDISCIPLINARY

REAL WORLD PREDICTABLE

REAL WORLD UNPREDICTABLE

2/26/2015

20

Diverse Learners respond well to relevant and contextual learning

This improves memory, both short term and long term

Relevance must be student based: the student’s life, the student’s family and friends, the student’s community, the world today, current events, etc.

Relevance Makes Rigor Possible

Comparing Learning to…

• Student’s life

• Family’s life

• Student’s community and friends

• Our world, nation, state

• World of Work

•World of Service

•World of Business and Commerce that we interact with

Use the Real World

•Moral, ethical, political, cultural points of view, and dilemmas

• Real world materials• Internet resources• Video and other media• Scenarios, real life stories

• News ‐ periodicals, media

Adding Relevance to Any Lesson or Unit

2/26/2015

21

If a lesson is relevant students will be able to tell you

What They LearnedWhy They Learned ItHow They Will Use ItThe lesson will have meaning for students

With Relationships in Placeand Relevancy Established

Rigor Can Be Achieved

2/26/2015

22

RIGOR

RELEVANCE

A B

DC


Students seek information to answer questionor solve problem

High

High

Low

Low

RIGOR

RELEVANCE

A B

DC


High

High

Low

Low

Students test the relevancy of the information as it relates to the question or problem

2/26/2015

23

RIGOR

RELEVANCE

A B

DC


High

High

Low

Low

Students reflect on the potential use of the new information as a solution

RIGOR

RELEVANCE

A B

DC


Teacher gives studentsa real‐world question to answer or problem to solve

High

High

Low

Low

2/26/2015

24

RIGOR

RELEVANCE

A B

DC


High

High

Low

Low

Students apply the information learned to answer the question or to solve the problem

RIGOR

RELEVANCE

A B

DC


Students seek information to answer question or solve problem

High

High

Low

Low

Students reflecton the potential use of the new information as a solution

Students test the relevancy of the information as it relates to the question or problem

Students apply the information learned to answer the question or to solve the problem

2/26/2015

25

RIGOR

RELEVANCE

A B

DC


Motivation

Creativity –Innovation

‐Problem Solving

High

High

Low

Low

Rigor ‐

Critical Thinking

Relevancy ‐

Validation

Acquisition of knowledge /

skills


2/26/2015

26

Tools to Support a Rigorous and Relevant Learning Environment

Comparing Learning to…

• Student’s life

• Family’s life

• Student’s community and friends

• Our world, nation, state

• World of Work

•World of Service

•World of Business and Commerce that we interact with

Use the Real World

•Moral, ethical, political, cultural points of view, and dilemmas

• Real world materials• Internet resources• Video and other media• Scenarios, real life stories

• News ‐ periodicals, media

Adding Relevance to Any Lesson or Unit

2/26/2015

27

International Center for Leadership in Education

http://www.leadered.com

•53

Verb List by Quadrant

2/26/2015

28

•55

Products by QuadrantA

definition

worksheet

list

quiz

test

workbook

true‐false

reproduction

recitation

Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline

Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification

Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention

Questions By QuadrantC

How are these similar/different?

How is this like…?

What’s another way we could say/explain/express that?

What do you think are some reasons/causes?

Why did…..changes occur?

What is a better solution to…?

How would you defend your position about that?

_____________________________________________

A

What is/are…?

How many…?

How do/does…?

What did you observe…?

What else can you tell me about…?

What does it mean…?

What can you recall…?

Where did you find that…?

Who is/are…?

How would you define that in your own terms?

D

How would you design a…to …?

How would you compose a song about…?

How would you rewrite the ending to the story?

What would be different today, if that event occurred as…?

Can you see a possible solution to…?

How could you teach that to others?

If you had access to all the resources, how would you deal with…?

What new and unusual uses would you create for…?

___________________________________________B

Would you do that?

Where will you use that knowledge?

How does that relate to your experience?

What observations relate to…?

Where would you locate that information?

Calculate that for…?

How would you illustrate that?

How would you interpret that?

How would you collect that data?

How do you know it works?

2/26/2015

29

Application Model Decision Tree

2/26/2015

30

Quad D Lessons

2/26/2015

31

Three Questions to Ask: Two Actions to Take:

1. Which quadrant does your lesson plan reflect?

2. Which quadrant did student performance reflect when you delivered the lesson?

3. How do you know and what will you do as a result?

1. End all lessons at higher rigor levels (analysis, synthesis, evaluation).

2. Make certain students act upon or apply relevance in lessons frequently.

Making Rigor and Relevance Part of Every Day

Rigor/Relevance Framework®

•62

2/26/2015

32

Linda L. Jordan

[email protected]

ICLE 518‐399‐2776

www.leadered.com

RECOMMENDATIONS

2/26/2015

33

• Create a Culture – Create a Vision

Recommended Action Items

• Create a Culture – Create a Vision

• Needs Assessment


2/26/2015

34

• Create a Culture – Establish a Vision


• Measure What Matters


Survey Tools for Rigor, Relevance and Relationships

We Learn Student Survey

We Teach Instructional Staff Survey

We LeadWhole Staff Survey

2/26/2015

35

Teacher vs. Student Comparison

T – Students can apply what I am teaching to their everyday lives.

92%

S – I can apply what I learn to my everyday life.

58%


T – Students in my classroom engage in hands‐on activities.

88%

S – We do lots of hands‐on activities in my classes.

45%

2/26/2015

36


T – I make learning exciting for my students.

84%

S – My teachers make learning exciting. 40%


T – I recognize students when they demonstrate positive behavior in school.

95%

S – Good citizenship is rewarded in this school.

40%

2/26/2015

37

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

Lexile Framework® ‐ Student ProfileMatt ‐ Age 15, Grade 10, Lexile 1090, GPA 3.0

•600

•800

•1000

•1400

•1600

•1200

Text

Lex

ileM

easu

re (

L)

•Matt

•910


2/26/2015

38

Lexile Framework® ‐ Student Profile

•600

•800

•1000

•1400

•1600

•1200

•Tex

t L

exile

Mea

sure

(L

)

•High•School•Literature

•College•Literature

•High•School•Textbooks

•College•Textbooks

•Military •Personal•Use

•Entry-Level•Occupations

•SAT 1,•ACT,•AP*


•Matt•600

•800

•1000

•1400

•1600

•1200





•Military

•Personal•Use



•1st

•Quarter•2nd

•Quarter•3rd

•Quarter•4th

•Quarter

Lexile Framework® ‐ Student Profile

•600

•800

•1000

•1400

•1600

•1200

Text

Lex

ileM

easu

re (

L)





•Military •Personal•Use




•Matt•600

•800

•1000

•1400

•1600

•1200





•Military

•Personal•Use



•1st

•Quarter•2nd

•Quarter•3rd

•Quarter•4th

•Quarter

2/26/2015

39




• Professional Development


600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*


Reading Study SummaryInterquartile Ranges Shown (25% - 75%)

2/26/2015

40

Levels

1 2 3 4 5

Bloom’s

C D

A B

456

321

Application




• Professional Development

• Model Schools Conference


2/26/2015

41

THE CAN’T‐MISS PROFESSIONAL LEARNING EVENT FOR K‐12 EDUCATORS

REGISTER TODAYfor early registration savings!

www.modelschoolsconference.com

grade 4 reading proficiency - international center for ... ca 2.24.2015 bill daggett and...2/26/2015...

Documents