Advanced Rigor and Relevance

Linda L. JordanContent Development Director

International Center for Leadership in Education

Session #30

Agenda

Advanced Rigor and Relevance

Welcome

Closing

The RR Framework

Instructional Strategies

Resources

Resources

Holland Michigan

5

My Credentials

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Director of Content Development

International Center for Leadership in

Education

Relationship BuildingWhat We’ve Learned

• With the people sitting near you form a group of 3-5

• Share at least three things you have learned at the conference

• Be ready to share some items from you list with the group.

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Learning Outcomes

Give you a deeper understanding of the RR Framework.

Give you applications for implementations of the RR Framework using instructional strategies in your educational setting.

The International Center for Leadership in Education

Daggett Systemfor Effective Instruction

Alignment for Student Achievement

•PG page 7

Organizational LeadershipCreate a shared vision and culture for success; organizational systems aligned to support student achievement.

Instructional LeadershipDefine instructional priorities, using data in a systematic way to drive decision making; ongoing opportunities provided for professional growth.

TeachingConvey a deep knowledge of contentand be equipped with a set of powerful teaching strategies to drive student achievement.

Daggett System for Effective Instruction

Next Generation of Assessments

Smarter Balancedhttp://www.smarterbalanced.org/

PARCChttp://www.parcconline.org/parcc-assessment

Rigor/Relevance Framework®

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Relationships make Relevance possible

Relevance makes Rigor possible

Rigor makes the future possible

Relationships Make Relevance Possible

Relationships• Increase feelings of

safety, motivation, and risk taking

• Enhance learning

Relationship Building“Teachers who take the time to know

their students are better able to determine the best methods for

capturing their attention, be it subtly weaving in references to hobbies or

interests to illustrate the usefulness of a skill or simply stating how the material

is applied to the real world”

- Ray McNulty

Which engagement characteristics do your students exhibit consistently in every

classroom? What is the culture of your school?

Engagement is Critical for Great Relationships

THINK PAIR SHARE

• Positive body language• Consistent focus• Verbal participation• Confidence• Sense of fun and

excitement• Comfort seeking help

and getting individual attention

• Can clearly describe learning

• Find the work meaningful, relevant, and connected

• Work on rigorous learning, complex problems, and issues

• Can explain what high-quality work looks like and how his or her work compares

• Can set and meet personal goals

Engagement Characteristics

What are you currently doing to build relationships?

• Record 3 ways you build relationships.• When Linda gives the signal (chimes)• Stand up, put your hand up and find

someone else to share with- record their ideas.

• Put your hand up and find a new partner and record their ideas.

Rigor/Relevance Framework®

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Rigor Means Thinking

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATIONMeans Framing Lessons at the High End of the Knowledge Taxonomy.

Relevant

Real World Application in

Unanticipated Situations

ACQUIRE KNOWLEDGE

APPLY KNOWLEDGE

INTERDISCIPLINARY

REAL-WORLD PREDICTABLE

REAL-WORLD UNPREDICTABLE

Relevance

Is the Purpose of Learning

What is Relevant to TODAY’s Students?

K- Born in 20086- Born in 200112-Born in 1995 (in K 2001)

What have you experienced that they have NOT?

Rigor/Relevance Framework

Are you using the Tools?Verbs by Quadrant

Products by Quadrant

Questions by Quadrant

Application Model Decision Tree

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Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize

Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate

Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate

Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude

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Product by Quadrant A definitionworksheetlistquiztestworkbooktrue-falsereproductio

nrecitation

Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline

Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification

Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention

Question Stems by Quadrant

CHow 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 that…?

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?

How would you illustrate that?

How would you interpret that?

How would you collect that data?

How do you know it works?

Application Model Decision Tree

Digging Deeper into the R &R Framework

•The Collaborative Instructional Review Process

•Instructional Strategies•Comparison of Frameworks

The Collaborative Instructional Review Process Rubrics

•35

Examining Rigor

•36

Examining Relevance

•37

Examining Learner Engagement

Instructional StrategiesBeginning Developing

DevelopingDeveloping MeetingMeeting

Meeting Exceeding

RIGORThoughtful Work

Beginning to DevelopingStudent work is easy usually only requiring a single correct answer.

• Use of verb, product & question charts• Brainstorming• Summarizing

RIGORThoughtful Work

Developing to MeetingDeveloping to MeetingStudent work occasionally requires extended time to complete, stretches student learning, and requires use of prior knowledge.

• Learning Centers• Teacher Questions• Artistic Expression

RIGORThoughtful Work

Meeting to ExceedingStudent work requires extensive use of prior knowledge,

is frequently creative and original and requires students to reflect and revise for improved quality.

• Problem based learning & Service Learning

• Summarizing• Presentations/Exhibitions

RIGORHigh-Level Thinking

Beginning to DevelopingStudent work requires simple recall of knowledge.

• Compare and contrast• Consensus Seeking• Think-pair share

RIGORHigh-Level Thinking

Developing to MeetingDeveloping to MeetingStudent work requires explanation and understanding

of knowledge and/or limited application. Students occasionally use higher order thinking skills.

• Feedback and Reflection• Logical and Independent Thinking• Demonstration

RIGOR High-Level Thinking

Meeting to ExceedingStudents demonstrate higher order thinking skills, such as

evaluation, synthesis, creativity, and analysis. Students evaluate their own work and identify steps to improve it.

• Socratic Seminar • Research• Instructional Technology-

Independent Learning

RIGOROral Extended ResponseBeginning to Developing

Students’ oral responses demonstrate simple recall and basic understanding of knowledge as evidenced by single word responses or

recital of facts..

• Use of simultaneous response strategies

• Students seated in cooperative groups

• Play

RIGOR Oral Extended Response

Developing to MeetingDeveloping to MeetingStudents’ oral responses demonstrate comprehension by explaining

information in their own words, and occasionally expressing original ideas and opinions. Students participate in discussions with peer groups.

.

• Cause and effect• Fact and Opinion• Cooperative Learning

RIGOR Oral Extended Response

Meeting to ExceedingStudents’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create unique solutions. Students are able to facilitate class discussions.

.

• Simulations/Role Play• Story Telling• Debate

RELEVANCEMeaningful Work

Beginning to DevelopingStudent work is routine and highly structure, reflects knowledge in one discipline, and usually requires the memorization of facts and

formulas or an assessment of content knowledge...

• Artistic Expression• Games• Set a Purpose for Reading

RELEVANCEMeaningful Work

Developing to MeetingDeveloping to MeetingStudent work is routine and highly structured, reflects knowledge in

one discipline, an usually requires the memorization of facts and formulas or an assessment of content knowledge.

.

.

• Manipulatives and Models• Digital Media Production• Instructional Technology

– -Any Time– -Real Time

RELEVANCEMeaningful Work

Meeting to Exceeding Student has choices for work that is challenging, often original, reflects application of knowledge, and requires

performance consistent with real-world applications..

• Service Learning• Worked Based Learning• Note-taking/Graphic Organizers

RELEVANCEAuthentic Resources

Beginning to Developing

Students rely on the teacher as their primary resource to complete work..

• Technology- Teacher & Student• Demonstrations• Relationships (student experiences)

RELEVANCEAuthentic Resources

.Developing to MeetingDeveloping to MeetingStudents use and rely on the teacher as their primary resource

but also use textbooks, references, and secondary reading material to complete work.

• Local Museums/Libraries• Guest Speakers• Manipulatives & Models

RELEVANCE Authentic ResourcesMeeting to Exceeding

Students use real-world resources such as manuals, tools, technology, primary sources documents, and/or interviews to complete work.

.

.

• We Surveys• Work-based Learning• Inquiry

RELEVANCELearning Connections

Beginning to Developing Students see learning only as a school requirement unrelated

to their future or their outside lives..

• Use this today• Career Hunt• Checking for Understanding

RELEVANCELearning Connections.

Developing to MeetingDeveloping to MeetingStudents begin to see connections between their learning and

their lives as it relates to personal examples and applications to solve problems.

• Simulations• Games• Student Goal Setting

RELEVANCELearning ConnectionsMeeting to Exceeding

Students see connections between what they are learning and their lives, and can make links to real-world applications.

• Work-based Learning• Problem-based Learning• Project Design

LEARNER ENGAGEMENTVerbal ParticipationVerbal Participation

Beginning to Developing Students rarely share ideas, ask questions, or answer questions.

• Simultaneous Response Strategies• Elbow Partners• Talking Objects

LEARNER ENGAGEMENT Verbal ParticipationVerbal Participation

Developing to MeetingDeveloping to MeetingStudents follow classroom procedures but may be reluctant to share Students follow classroom procedures but may be reluctant to share

ideas, or ask or answer questions.ideas, or ask or answer questions.

• Discussion Chain• Inside/outside Circle• Jigsaw

LEARNER ENGAGEMENTVerbal ParticipationVerbal Participation..

Meeting to ExceedingStudents are eager to share ideas, and ask and answer questions.

• Norms established• Reflection• Debate

LEARNER ENGAGEMENT Body Language

Beginning to DevelopingStudents exhibit negative body language.

• Greet at the door• Positive Feedback• Teacher/Student Proximity

LEARNER ENGAGEMENTBody Language

Developing to MeetingDeveloping to MeetingStudents exhibit some negative and some positive body language.Students exhibit some negative and some positive body language.

• Relationship Building Activities• SLANT Behavior• Meaningful Content

LEARNER ENGAGEMENT Body Language

Meeting to ExceedingStudents exhibit positive body language, and make

eye contact with others.

• Personal Contracts• Individual Student Conferences• Affective Behaviors Assessed

LEARNER ENGAGEMENTFocus

Beginning to DevelopingStudents lack focus on t the learning experience.

• Physical Movement• Partner Work• Perseverance Taught

LEARNER ENGAGEMENTFocus

Developing to MeetingDeveloping to MeetingStudents are focused on the learning experience Students are focused on the learning experience

with limited distractions.with limited distractions.

• Cooperative Learning• Teaching Others• Writing to Learn

LEARNER ENGAGEMENTFocus

Meeting to ExceedingStudents are focused on the learning experience.

• Interdisciplinary Work• Video• Student Interest

LEARNER ENGAGEMENTBreadth

Beginning to DevelopingFew students are fully engaged in classroom instruction and activity.

• Partner Work• Models and Manipulatives• Guided Practice

LEARNER ENGAGEMENTBreadth

Developing to MeetingDeveloping to MeetingSome students are fully engaged in classroom instruction and activity.Some students are fully engaged in classroom instruction and activity.

• Note-taking/Graphic Organizers• Summarizing• Feedback and Reflection

LEARNER ENGAGEMENTBreadth

Meeting to ExceedingNearly all students are fully engaged in

classroom instruction and activity.

• Worked-based Learning• Service Learning• Instructional Technology- Independent

Learning

Closing/Reflection

Form Groups of 3-5Discuss the following:

–Ah-ha’s–How you will implement your learning

–Questions

Linda L. Jordan

ljordan@leadered.com518-703-0114

ICLE 518-399-2776http://www.leadered.com