recognizing these in the classroom
DESCRIPTION
Warm-Up Activity Prior Knowledge (3 minutes) Divide the group into two parts Half of the room will address the word rigor. The other half relevance. In ten words or less, write your personal definition of rigor / relevance. (q/A) (45 seconds) Remember from past experiences a lesson or a teacher that you feel demonstrated rigor / relevance. (q/A & C) (45 seconds) Turn to the person next to you and share with that person your memory of the lesson or the teacher and why you feel it is a good example of rigor / relevance. (q/A) (30 seconds for each person)TRANSCRIPT
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Rigor & Relevance
Recognizing these in the classroom
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Warm-Up ActivityPrior Knowledge (3 minutes)
• Divide the group into two parts• Half of the room will address the word rigor. The other half
relevance.• In ten words or less, write your personal definition of rigor /
relevance. (q/A) (45 seconds)• Remember from past experiences a lesson or a teacher that
you feel demonstrated rigor / relevance. (q/A & C) (45 seconds)• Turn to the person next to you and share with that person your
memory of the lesson or the teacher and why you feel it is a good example of rigor / relevance. (q/A) (30 seconds for each person)
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How do Rigor and Relevance relate to one another?
First we have to be sure of what each means
(Presentation - 3 minutes)
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Rigor and Relevance Framework
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Let’s Begin with Relevance“Great teachers teach students. Other teachers teach subjects.”
(Daggett - 2012)
Building Relevance is based on common sense practices that often go unaddressed. (Chapters 14 & 15, Daggett,2012)
1. Know your students – Build Relationships2. What motivates a child to learn?3. In depth content knowledge in order to link across other content
areas.
(You cannot have true Quad D learning without Relevance)
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Rigor – Begins with Understanding Bloom’s
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Application of Bloom’s Taxonomy to the R & R Framework
Quadrant A Verbs• Calculate• Choose• Define• Describe• Find• Identify• Label• List• Locate• Match• Memorize
Quadrant A Verbs• Name• Point to• Recall• Recite• Record• Say• Select• Spell• View
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Application of Bloom’s Taxonomy to the R & R Framework
Quadrant B Verbs• Adjust• Apply • Build• Collect• Construct• Demonstrate• Display • Dramatize• Draw• Fix• Follow• Illustrate• Interpret• Interview• Look up
Quadrant B Verbs• Maintain• Make• Measure• Model• Operate• Play• Practice• Produce• Relate• Role play• Sequence• Show• Solve• Tune• Use
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Application of Bloom’s Taxonomy to the R & R Framework
Quadrant C Verbs• Analyze• Categorize• Classify• Compare• Conclude• Contrast• Debate • Defend• Diagram• Differentiate• Discriminate• Evaluate
Quadrant C Verbs• Examine• Explain• Express• Generate• Infer• Judge• Justify• Prove• Research• Study
• Summarize
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Application of Bloom’s Taxonomy to the R & R Framework
Quadrant D Verbs• Adapt• Compose• Conclude• Create• Design• Develop• Discover• Explore• Formulate• Invent
Quadrant D Verbs• Modify• Plan• Predict• Prioritize• Propose• Rate
• Recommend• Revise• Teach
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Shifting Gears
(Assumption) – I have studied the Rigor and Relevance framework and I have a good understanding of the concept. (Question) - How do I guide my teachers to reflect and improve?
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Linking R & R framework to the NC Evaluation Tool in order to help teachers grow.
Activity: (17 minutes)
Materials at tables:- Copy of NCEES Evaluation Tool- Teacher Descriptor- Question Development Tool- Colored Cards with a Numbers
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Linking R & R framework to the NC Observation Instrument in order to help teachers grow.
Activity: Step 11. Select a colored card from your table (q/A)2. Find another person with the same color card. You
have 15 seconds. (q/A)3. Look at the number on the card. The number is the
number of the standard you will address from the evaluation tool.
4. The number also identifies which descriptor you shall read.
5. You have 1 minute to complete 1 through 4
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Linking R & R framework to the NC Observation Instrument in order to help teachers grow.
Activity: Step 21. With your partner, find the descriptor page and
carefully read the description assigned. (q/A)2. Using the Evaluation Tool, check the boxes that you
feel are appropriate based on the information provided in the description (q/C)
3. Next - Give the imaginary teacher an overall rating of Developing, Proficient, Accomplished, or Distinguished in your assigned standard only. (q/C)
4. (You have 5 minutes to complete this task)
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Linking R & R framework to the NC Observation Instrument in order to help teachers grow.
Activity: Step 31. Find the question development tool. (q/A)2. Imagine now that you are planning a post-conference with
the teacher you have just rated. (q/B)3. Next, using the NC Evaluation Tool as a reference, “What
questions could you ask that teacher in order to stimulate and guide growth to the next level. (i.e. / proficient >>> accomplished, etc.) (q/C)
4. With your partner create and write questions on the question development tool. (minimum of 3) (q/D)
5. (You have 5 minutes to complete this task)
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Share With the Group
• At least one pair from each assigned standard shall share with the entire group their rating and questions developed to help the teacher grow. (q/C&D)
• (We have 6 minutes to complete this part)
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Was this activity relevant? Why?Rate its relevancy using a scale of 1 to 6.
On a scale of 1 to 6, how rigorous would you rate this activity?
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A Few More Thoughts
(5 Minutes)
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Question - What was the purpose of labeling the different parts of the activities with…?
( q/A, q/B, q/C, q/D )
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Identify the table that best represents the R & R Framework.
C D
A B
WHY?
C D
A B
C DA BC D
A BC DA B
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A Thought
• When we were growing up we learned before doing. Children today “DO” in order to learn.
• How does this thought affect teaching?
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QUOTE
(He / She) “Who dares to teach, must never cease to learn.”
John Cotton Dana (1912)
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Sources:
The Daggett System for Effective Instruction; Alignment for Student SuccessAuthor - Willard R. DaggettCopyright 2012 by International Center for Leadership in Education, Inc., USA
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Transition
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Presenters
Sylvia Anthony-McGeachyInstructional Coach (Reading – K/5)
Kimberly Kues Instructional Coach (Math – K/5)
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3R’s: Revolution, Reaction, and Reform
• UDL Checklist
• Revolution, Reaction, and Reform
• Rigor vs. Rigor Mortis