Dr. Gary M. Fields Senior Consultant International Center for Leadership in Education Leadership for...

Dr. Gary M. FieldsDr. Gary M. Fields

Senior ConsultantSenior Consultant

International Center for Leadership in International Center for Leadership in EducationEducation

Leadership for Leadership for Rigor, Relevance Rigor, Relevance and Relationshipsand Relationships

??? Why ?????? Why ???Rigorous and RelevantRigorous and Relevant

LearningLearning

Changing Nature of WorkChanging Nature of Work

International ComparisonsInternational Comparisons

Changing Youth Changing Youth

Focus on LearningFocus on Learning

Not All SucceedingNot All Succeeding

Explain What is ImportantExplain What is Important

It is what is on THE testIt is what is on THE test

Increase Student Motivation/EngagementIncrease Student Motivation/Engagement

Makes Teaching More ExcitingMakes Teaching More Exciting

Rigor and RelevanceRigor and Relevance???? Why

RigorRigor

RelevanceRelevance

My only skill is

taking

tests.

Ask Me.....“How will I

ever use what I’m learning

today?”

Willard Wirtz

There aren’t two worlds -- education and work, there is one world -- life.

Traditional•Consistent progress•School driven•Teaching ‘things’

right•Teacher centered•More content

Improving Instruction

Improving Instruction

•Sense of urgency•Standards driven•Teaching the right

‘things’ •Student centered•More application

Rigor/Relevance

Traditional

• Teaching focused

• Time-based

• Fragmented• Textbooks

• Routine

• Learning focused• Competency-

based• Interdisciplinary• Real World

Problems• Constantly

Challenging

Rigorous and Relevant

International Center for International Center for Leadership in EducationLeadership in Education

Rigor/Relevance Rigor/Relevance FrameworkFramework

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCCRigor/Relevance FrameworkRigor/Relevance Framework

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

1. Knowledge Arrange Check Choose Find Group Identify Label List Locate

Knowledge Taxonomy

Match Name Point to Recall Recite Repeat Say Select Write

2. Comprehension Advance Calculate Change Convert Contemplate Define Explain Extrapolate Infer

Interpret Outline Project Propose Reword Submit Transform Translate Vary

Knowledge Taxonomy

3. Application

Adopt Consume Capitalize on Devote Employ Exercise Handle Maintain Make use of

Manipulate Mobilize Operate Put to use Relate Solve Start Take up Utilize

Knowledge Taxonomy

4. Analysis Assay Audit Breakdown Canvass Check out Dissect Deduce Divide Examine

Knowledge Taxonomy

Include Inspect Look at Scrutinize Sift Survey Study Test for Uncover

5. Synthesis

Blend Build Cause Combine Compile Compose Conceive Construct Create

Develop Evolve Form Generate Make up Originate Produce Reorder Structure

Knowledge Taxonomy

6. Evaluation Accept Appraise Arbitrate Assess Award Decide Classify Criticize Determine

Knowledge Taxonomy

Grade Judge Prioritize Rank Rate Reject Rule on Settle Weigh

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuuContinuu

mm

Knowledge

•Bits of information

•Core Facts

•Terms/Definitions

•Student will know....

Knowledge - Examples•Branches of government

•Key vocabulary

•Structure of DNA

•Location of states

•Significant dates in US history

•Prime numbers

Knowledge TaxonomyKnowledge Taxonomy

1. Recall Knowledge1. Recall Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation

Managing ResourcesManaging Resources

Knowledge Taxonomy

6 Evaluate spending habits of spouse

1 Identify money

2 Explain values

5 Set goals based on budget

4 Match expenses to budget

3 Buy something within budget

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action Action ContinuumContinuum

Application ModelApplication Model

1 Knowledge of one discipline1 Knowledge of one discipline2 Application within discipline2 Application within discipline3 Application across 3 Application across

disciplinesdisciplines4 Application to real-world 4 Application to real-world

predictable situationspredictable situations5 Application to real-world 5 Application to real-world

unpredictableunpredictable situationssituations

Managing ResourcesManaging Resources

11 Know money valuesKnow money values22 Solve word problemsSolve word problems33 Relate wealth to quality Relate wealth to quality

of lifeof life44 Prepare budgetPrepare budget55 Handle lottery Handle lottery

winningswinnings

Application Model

ApplicationApplicationModel Model

Decision TreeDecision Tree

Decision TreeApplication Model

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

Application Model

Level 1Level 1



If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3



If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

If YES - Is it unpredictable? If NO If YES

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3

Level 4Level 4

Level 5Level 5

Activity

Levels of Application

Model

•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language

•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget

Application ModelApplication Model

1 Knowledge of one discipline1 Knowledge of one discipline2 Application within discipline2 Application within discipline3 Application across 3 Application across

disciplinesdisciplines4 Application to real-world 4 Application to real-world

predictable situationspredictable situations5 Application to real-world 5 Application to real-world

unpredictableunpredictable situationssituations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

KNOWLEDGE


AA BB

DDCCRigor/Relevance FrameworkRigor/Relevance Framework

KNOWLEDGE


AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation


RIGOR

RELEVANCE

AA BB

DDCC


TeacherTeacherWorkWork

Teacher/Student RolesTeacher/Student Roles

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

High

HighLow

Low

RIGOR

RELEVANCE

AA BB

DDCC


RightRightAnswerAnswer

Did Students Get it Right?Did Students Get it Right?

RationalRationalAnswerAnswer

RightRightQuestionsQuestions

RightRightProcedureProcedure

High

HighLow

Low

Benefits of Using Rigor and Relevance?

Better prepare students for future work

Way to focus student learning on priority standards

Ensure student achieve standardsAlign curriculum, instruction and

assessmentPrepare for state testsIncrease student interest and

motivation

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

Read a science experiment and identify needed

materials

ELA - Read for Information

Read and analyze biotech editorial for scientific accuracy

Debate proposed legislation related to genetic engineering

Read and follow directions for experiment

on DNA extraction

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Read Romeo and Juliet and identify

characters and issues.

ELA – Read literature to build an understanding of

the many dimensions of human experience

Write a letter to Romeo on how to

resolve family conflicts.

Design a brochure for teenagers on how to

resolve family conflict for a community agency.

Create a list of do's and don'ts for today's teens based on Romeo and

Juliet.

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Read word problem, create an expression

to solve for an unknown

Math - represent mathematical situations with algebraic symbols

Solve problems with multiple unknowns

Create formulas to predict changes in stock prices

Determine quantities of building materials for multiple construction

projects

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Describe photosynthesis and importance to plants

and humans

Science - Understand energy conversion in living systems and interdependence of organisms.

Create a science project to

demonstrate photosynthesis

Design a consumer brochure on light

requirements for indoor flowering plants

Solve a case study problem on location of a greenhouse to maximize

sunlight.

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Identify nations involved and reasons

for WWII

History - Understand the causes and global consequences of World War II.

Analyze original documents and

summarize reasons for US opposition to

entering WWII

Summarize global impacts of WWII and project impacts of Iraq war

Interview local WWII veterans and describe impacts from

their perspective.

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkForeign Language - Engage in conversations in languages other than English to provide and obtain information, express feelings and emotions, and exchange opinions

High

HighLow

Low Speak common vocabulary.

Read and analyze literary work in

second language.

Teach language to younger students.

Role play conversations.

RIGOR

RELEVANCE

A B

DC


Describe correct procedure for

performing weight training exercise

Physical Education - Achieve and maintain a health-enhancing level of physical fitness.

Contrast exercises by impacts on

specific muscle groups.

Design a weight training program for a paraplegic

Regularly follow weight training regimen

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


ART – Understand and apply media, techniques and processes

High

HighLow

LowExplain the color wheel.

Contrast painting styles.

Express emotions and feelings with color and

images.

Create holiday crafts/ornaments.

RIGOR

RELEVANCE

A B

DC


Music – Perform on instruments, alone and with others, a variety of music

High

HighLow

Low Memorize notes

Compare and contrast different

musical styles

Revise and perform a new musical arrangement

Perform musical piece from memory

RIGOR

RELEVANCE

A B

DC


Identify HTML codes

Information Systems - Publish web pages

Compare features and advantages of

software options for creating web pages.

Design a web site for a local business

Convert a print document to a web page

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Construction - Apply safe and effective building techniques

High

HighLow

Low

List safety procedures in

building construction.

Compare heat loss ratings and cost of building materials.

Design and construct storage shed.

Use construction power tools correctly.

Quadrant AStudents read each act of Romeo and Juliet out loud in character and answer comprehension questions. They also memorize and recite teacher-selected scenes. Through teacher-led classroom discussion, students draw comparisons between Romeo and Juliet and Bernstein’s West Side Story.

Quadrant BStudents translate scenes from Romeo and Juliet into contemporary language and contemporary settings. Included in this is research into the time period in which the play was written and performed and an intense study of significant characters. They perform their revised scenes for peers.

Quadrant CStudents write an extended literary analysis of Romeo and Juliet after reading a number of literary critiques of the play. Using information literacy skills, each student accesses, evaluates, and synthesizes outside sources to support a thesis statement.

Quadrant DStudents are asked to adapt a scene and its themes into another time period. Students select civil war, wild west, the Victorian era, the Roaring Twenties, post World War II, hippie culture, or the disco era. Based upon their historical research, students design a portfolio that includes script, set design, costume design, a dictionary of terms from the era, and a marketing plan for the redesigned scene. Students present their scene to an audience beyond their classroom.

RR Handbook Page 40

RR ResourcesRR Resources

Rigor/ RelevanceHandbook

Instructional Strategies: Instructional Strategies: How to Teach for Rigor How to Teach for Rigor

and Relevanceand Relevance

Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance

• Brainstorming • Community service • Compare and contrast • Cooperative learning • Creative arts • Demonstration • Games• Group discussion• Guided practice

• Inquiry • Instructional

technology • Internship • Lecture • Literature • Memorization• Note-taking/graphic

organizers• Presentations/

exhibitions

Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance

• Problem-based learning • Project design • Recognition and

rewards • Research • Review and re-teaching• Setting objectives and

advance organizers

• Simulation/role playing

• Socratic seminar • Teacher questions• Total physical

response • Video • Work-based learning • Writing

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Page 1Page 1

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Page 2Page 2

Revised Staff Revised Staff DevelopmentDevelopment

KitKit

AssessmentAssessment

Low

High

Low High

TraditionalTests

Performance


KNOWLEDGE


•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process PerformancePerformance

•• Product Product PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

Increasing the Level of Increasing the Level of Rigor and RelevanceRigor and Relevance

Challenging AssessmentsChallenging Assessments

Interdisciplinary InstructionInterdisciplinary Instruction

Reading in the Content Area Reading in the Content Area

RelationshipsRelationships

Use of TechnologyUse of Technology

New Teaching IdeasNew Teaching Ideas

Peer Teaching ObservationsPeer Teaching Observations

Action ResearchAction Research

Continuous Professional DevelopmentContinuous Professional Development

Increasing Rigor and Increasing Rigor and RelevanceRelevance

Suggestion for Suggestion for Sequencing LearningSequencing Learning Don’t always start in Quadrant ADon’t always start in Quadrant A Consider starting with real world Consider starting with real world

problemsproblems Use inquiry for launching Use inquiry for launching

activitiesactivities Use variety of individual and Use variety of individual and

group student workgroup student work Make each part of learning Make each part of learning

experience importantexperience important

Planning Planning InstructionInstruction

FeedbackReflection

Student Learning

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

Performance

Rigor/Relevance

Instruction

Assessment

ActualStudent

Performance

Rigor/Relevance

Planning Rigorous and Relevant InstructionPlanning Rigorous and Relevant Instruction

STEPSSTEPS

StudentPerformance

Focus of Learning AssessmentLearning

Experiences

R/RR/R

Step 1 Step 2 Step 3 Step 4

Student Learning

Standards

Best Practices

Reading

Student Differences

Alignment with Performance

Alignment with Assessment

Learning Learning ExperiencesExperiences


StudentStudentPerformancPerformanc

ee

Rigor/RelevanceRigor/RelevanceFrameworkFramework Student WorkStudent Work

Multiple Paths to Rigor and RelevanceMultiple Paths to Rigor and Relevance

Learning Learning ExperiencesExperiences


State State StandardsStandards

StudentStudentPerformancPerformanc

ee

Use Idea to Use Idea to BrainstormBrainstormConcepts, Concepts,

Knowledge, Skills Knowledge, Skills

and Behaviorsand Behaviors

BrainstormBrainstormConcepts or Concepts or

Essential QuestionsEssential Questions

BrainstormBrainstorm Work in Multiple Work in Multiple

DisciplinesDisciplines

Revise Unit in Revise Unit in Course SyllabusCourse Syllabus

Rigor/RelevanceRigor/RelevanceFrameworkFramework Student WorkStudent Work

Multiple Paths to Rigor and RelevanceMultiple Paths to Rigor and Relevance

Change Seems to be an

Over-whelming Task?

Common Instructional Model The Art and Science of teaching

• How do ALL teachers BEGIN the lesson?

• How do ALL teachers END each lesson?

• How do ALL teachers ENGAGE students in their learning?

• How do ALL teachers help students PRACTICE what they are learning?

International Center for International Center for

Leadership in Leadership in EducationEducation

Build RelationshipsBuild Relationships

Eugene White

““When you have When you have high high expectations, you expectations, you have to have high have to have high support.”support.”

Relationships The single most important characteristic of a high

performing high school?• What is your

definition?• Culture - “how a

school does business”

• Theory x/y leadership• Adult to adult• Adult to student• Student to student

• School with parents• School with

community• Every class, every

day• Many schools need to

re-culture• In-service vs.

UBIQUITOUS

Supportive BehaviorsSupportive BehaviorsShowing RespectShowing Respect

Taking InterestTaking Interest

Active ListeningActive Listening

Frequent ContactFrequent Contact

EncouragementEncouragement

Avoiding “Put DownsAvoiding “Put Downs

Displaying Student WorkDisplaying Student Work

Writing Encouraging NotesWriting Encouraging Notes

Identifying Unique TalentsIdentifying Unique Talents

Supportive Behaviors Supportive Behaviors cont’d.cont’d.Celebrating AccomplishmentsCelebrating Accomplishments

Serving As Role ModelServing As Role Model

Using One-to-One CommunicationUsing One-to-One Communication

Encouraging Students to Express Opinions/IdeasEncouraging Students to Express Opinions/Ideas

Creating Inviting Classroom ClimateCreating Inviting Classroom Climate

Exhibiting EnthusiasmExhibiting Enthusiasm

Using Positive HumorUsing Positive Humor

Students Praising PeersStudents Praising Peers

Research on Relationships

Metlife Survey of the American Teacher

New students are bullied or teased?

very often/often 18%

sometimes 33%

New students are helped by other students ?

very often/often 52%

sometimes 37%

Survey of 10-12th Grade Students on Relationships

Metlife Survey of the American Teacher 2005

How many young people are ready?

Researchers Gambone and colleagues estimate that

• 43% of youth are doing well at being economically self-sufficient, having healthy habits and healthy relationships, and being involved in institutions and in their community

but• 22% are having difficulty

Gambone

The special importance of encouragement highlights the likely

importance of strong teacher-student relationships in affecting achievement,

especially for African American and

Hispanic students.

Ronald FergusonHarvard

University

RelationshipsRelationshipsClearly Important ?Clearly Important ?

How to Quantify?How to Quantify?

How to Develop?How to Develop?

Relationship ModelRelationship Model0. Isolated

1. Known

2. Receptive

3. Reactive

4. Proactive

5. Sustained

6. Mutually Beneficial

Relationship Model1. Known1. Known Teachers get to know students and Teachers get to know students and

their familiestheir families

2. Receptive2. Receptive Have frequent contact with students Have frequent contact with students and show interestand show interest

3. Reactive3. Reactive Some positive support when Some positive support when requested, but sporadicrequested, but sporadic

4. Proactive4. Proactive Support from individuals that take the Support from individuals that take the initiative.initiative.

5. Sustained5. Sustained Fully supported from all individuals Fully supported from all individuals over timeover time

6. Mutually 6. Mutually BeneficialBeneficial

Mutually supportive learning Mutually supportive learning communitycommunity

In The ClassroomClassroom Mgt. Relationship Building

Rules

Power

Effectiveness

Risk Taking

Control

Teacher Role

Voice

Mandated

Without Question

Passive and Quiet

Discouraged

Negative Punishment

Absolute Attention

Public Pronouncements

Negotiated

With Respect

Engaged

EncouragedPositive

Reinforcement

Source of Encouragement

Private Conversations

8 Conditions that Make a Difference for Students

1. Belonging

2. Heroes

3. Sense of accomplishment

4. Fun and excitement

5. Curiosity and creativity

6. Spirit and adventure

7. Leadership and responsibility

8. Confidence to take action

CHARACTERISTICS OF HIGH PERFORMING HIGH SCHOOLS

• Focus on Student Interests and Needs – “Getting to Small”

• Culture of High Expectations for ALL

• Relationships at All Levels – Personalization and adult collaboration

• Curriculum and Instruction – Rigor and Relevance

• Use of Data

• Leadership• Professional

Development• 12th Grade• 9th Grade• LITERACY IS KING• Civility & Character• Quality Support• Unity of Purpose

Leadership• Distributed• Ownership Motivated (“empowering”)• Level 5 –Uncommon combination of Will and

Humility.• Sense of Urgency - passionate• Committed to shaping life – rather than being

shaped by it.• Take people to places they would not have gone

alone.

Leadership Imperatives for Rigor and Relevance

• As a leader, your single most valuable and important resource is your time.

• Where and how you spend your time tells your staff what your priorities are.

• You can delegate tasks – you cannot delegate leadership.

• You must inspect what you expect.

Serving as a high school principal is

like being a fire hydrant on a dog

farm.

WHAT ARE WE ALL ABOUT?

To prepare our high school graduates for a quality life

after high school:

>further education>a career>family

>citizenship

OWNERSHIP PROCESS from observer to owner

Owner

Leader

Partner

Participant

Observer

OWNERSHIP – EMPOWERMENT

PROCESS

• ________ % READY AND PASSIONATE

• ________ % OBSERVERS-CAN BE INFLUENCED

• ________ % NO WAY-WAIT IT OUT• “Not Yet” “RENTERS OR HOMELESS”

Do you have the will?

Do you have the passion?

How do you create ownership?

Do you have a plan?What resources are needed?

Fullan and Steigelbauer

"Educational change "Educational change depends on what depends on what teachers do and think - teachers do and think - it's as simple and as it's as simple and as complex as that."complex as that."

"Educational change "Educational change depends on what depends on what teachers do and think - teachers do and think - it's as simple and as it's as simple and as complex as that."complex as that."

The Tipping Point

Look at the world around you. It may seem like an immovable,

implacable place. It is not. With the slightest push — in just the right place — it can be tipped.

Malcolm Gladwell

Examples of Epidemics

Contagiousness

Little Causes can Have Big Effects

Change Happens Dramatically

Examples of Modern Change ( Epidemics)

Infectious Disease

Crime

Teenage Smoking

Teen Suicide

TV, Books, and Movies

Three Rules of Epidemics

The Law of the FewConnectors

Mavens

Salesman

The Stickiness Factor

The Power of Context

Creating Stickiness

Stickiness is:

Creative - Challenging the “Conventional Wisdom”

Supported by Evaluation and Research

People FriendlyStickiness Strategies

Think “Outside the Box”

Collect Data to Measure Results

Build on Human/Social Desires

Context Important in Education

Adding data analysis in context of state assessments

Buying technology in context of building project

Changing organization in context of new administrator

New instructional strategy in context of poor student performance

Comparison of Learning Models

Planned Professional DevelopmentInvolve All

Stakeholders

Comprehensive and Detailed

Development Plans

Detailed SolutionsExternal Mass

CommunicationStart With Big Ideas

Tipping Point Learning Tipping Point Learning Involve Key People Involve Key People

Clarity and Focus Clarity and Focus

Learning Ideas Learning Ideas

Collaborative Problem Collaborative Problem Solvers Solvers Internal Internal Reflection with ColleaguesReflection with ColleaguesStart with Small Start with Small ImprovementsImprovements

Dr. Gary M. Fields Senior Consultant International Center for Leadership in Education Leadership for...

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