today’s theme is… rigorrelevance relationships. look into the future through the eyes of a...
TRANSCRIPT
Today’s Theme is…Today’s Theme is…
RigorRigor
RelevanceRelevance
Relationships
Look into the future
through the
eyes of a child?
Rigor/Rigor/Relevance Relevance FrameworkFramework
Developed by: International Center for Leadership in Education, Inc.Developed by: International Center for Leadership in Education, Inc.
Instruction
RIGORRIGOR
RELEVANCE
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Bloom’s Thinking Continuu
m ProvidesRigorRigor
6.6. CreatingCreating5.5. EvaluatingEvaluating4.4. AnalyzingAnalyzing3.3. ApplyingApplying2.2. UnderstandingUnderstanding1.1. RememberingRemembering
Bloom’s Thinking Bloom’s Thinking ContinuumContinuum
AcquisitionAcquisitionof of
knowledgeknowledge
ApplicationApplicationof of
knowledgeknowledge
Application Model Provides Application Model Provides Relevance
Application ModelApplication Model
1. Knowledge in one discipline1. Knowledge 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
Blooms/Blooms/Application ModelBloom’sBloom’s
• Remember• Understand• Apply
• Analyze• Evaluate
• Create
Application
• Knowledge in one discipline
• Application within discipline
• Application across disciplines
• Application in real-world predictable situations
• Application in real-world unpredictable situations
1 2 3 4 5
Application
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Rigor/Relevance Framework
LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
Application
KKNNOOWWLLEEDDGGEE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicatioApplicationn
AdaptationAdaptationAssimilatioAssimilationn
Rigor/Rigor/Relevance Framework
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Rigor/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.
Quadrant A
Read a science experiment and
identify the necessary materials to perform
the experiment
Quadrant B
Read and followdirections
for experiment on DNA extraction
Quadrant C
Read and analyze a biotech editorial
for scientific accuracy
Quadrant D
Using your research, debate a proposal related
to genetic engineering with community leaders
as judges
Map Skills1 Label symbols on a map2 Use map in class to locate
state capitals3 Calculate mileage between
cities4 Plan a trip via the shortest
route5 Find a way home if you are
lost
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
Now It Is Your Turn
• At your table, create 4 activities/strategies for each quadrant. You will have 16 strategies in all.
Types of AssessmentTypes of Assessment
Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self ReflectionSelf Reflection
Rigorous and Relevant Instruction
But that’s another course….
Relationships Rule
• Describe a relationship with a student that has had a significant positive influence on that student.
Obedient(rules)
vs.Motivated
(relationship)
Rules without Relationships = Rebellion
Relationships
• Enhance academics• Positive emotions foster a sense of
concern and cooperation• Communicate an appropriate level
of guidance and control• Maintain high expectations for all
students• Honor student interests
Student Survey Student Survey PercentagesPercentages
Survey Statement Total Male Female
At school I am encouraged to be creative 58.8 56.4 61.3
My classes help me understand what is happening in my everyday life
39.8 39.3 40.9
I learn new things that are interesting to me at school 66.3 63.8 69.9
Student Survey Student Survey PercentagesPercentages
Survey Statement Total Male Female
School is a welcoming and friendly place
62.8 62.9 63.0
Teachers care about my problems and feelings
45.6 43.5 48.3
I am proud of my school 48.8 47.8 50.8
Student Survey Student Survey PercentagesPercentages
Survey Statement Total Male Female
Teachers care about me as an individual
51.0 50.1 52.7
Teachers care if I am absent from school
49.5 47.7 52.1
Keep your reading in mind:
You have been chosen to mentor two new teachers. After observing each for one week, you notice that Waldo will not smile or play with his students for fear of losing control. On the flip side, Esmeralda just wants to laugh, play, and be a friend to all her students. How do you counsel both on the best way to make and maintain appropriate student relationships?
Jonathan Winters
I couldn’t wait for success…
So I went on without it.