Nicole Hochholzer International Center for Leadership in Education Leadership for Rigor, Relevance...

Nicole Hochholzer

International Center for Leadership in Education

Leadership for Rigor, Leadership for Rigor, Relevance and RelationshipsRelevance and Relationships

Leadership for Rigor, Leadership for Rigor, Relevance and RelationshipsRelevance and Relationships

2

Education at a CrossroadsEducation at a Crossroads

33

In schools the status quo persists!

4

High Expectations and RelationshipsData-driven Decisions Accountability Articulated Curriculum Rigorous and Relevant Instruction Personalized Learning Professional Learning Communities Partnerships School Climate Leadership

Rapidly Improving Schools Characteristics

Rapidly Improving Schools Characteristics

5

Education exists in a Education exists in a larger context of a larger context of a changing society.changing society.

When that society changes, When that society changes, school must change.school must change.

Changing Nature of

Work

Leadership for 21st CenturyLeadership for 21st Century

Central Units’ Memory = 8 MB

2004 iPod = 4 GB2004 iPod = 4 GB2005 iPod = 20 GB2005 iPod = 20 GB

2008 iPod = 160 GB2008 iPod = 160 GB

1964 IBM System / 360 Mainframe

Projection Keyboard

Today’s Youth

Technologically literate

Millennial-oriented TechnologyMillennial-oriented Technology

BlogsBlogsWikisWikis

TaggingTagging

Instant MessagingInstant Messaging

MySpaceMySpace

PodcastsPodcasts

Teachers struggling to teach an overloaded curriculum!

National Essential Skills Study (NESS)

• Online Study similar to the 1998 Curriculum Survey of Essential Skills

• Topics– English Language Arts– Science– Math– Social Studies

Language Arts - Top 10 Topics

Apply in writing the rules of grammar, punctuation and spelling

Gather, analyze and summarize information from a variety of sources

Give oral directions that are clear and understood Follow oral directionsIdentify and select pertinent information while readingFollow written directions carefully and accuratelyUnderstand rules of grammar, usage, punctuation, and spelling

Develop processes for understanding and rememberingPrepare and deliver individual speeches Know how to decipher unfamiliar words

Understand how and why rotation and revolution of earth affect day, seasons and weather

Understand systems of human bodyUnderstand nutritionKnow the metric system and conversionMake observation of the local environment using senses and instruments

Understand technology changes environmentKnow processes in water cycleUnderstand reproduction of living things from cells to species

Understand cells and functionsUnderstand human impact on environment and ways to improve

Science - Top 10 Topics

Perform operations with numbers include, decimals, ratios, percents and fractions

Understand characteristics of parallel, perpendicular, and intersecting lines

Understand basic algebraic propertiesUnderstand characteristics of anglesUnderstand best procedures for statistical data collection, organization and display

Understand basic geometry ( point, line, plane)Understand and use variables in expressionsUse correct order for performing algebraic expressions

Compute the distance between two pointsUnderstand properties of circles

Mathematics - Top 10 Topics

Using the Curriculum Matrix

• Determine priority standards• Objective data on community

expectations• Simple reference as to what is

tested• Agenda for conversations with

teachers

TeachingTeaching

VS.

LearningLearning

22

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC

Rigor/Relevance Rigor/Relevance FrameworkFramework

HigHighh

HigHighh

LoLoww

LoLoww

Assimilationof knowledge

Acquisition of knowledge

Thinking Continuu

m

Level of challenge of the learning for the student

24

Knowledge TaxonomyKnowledge Taxonomy

24

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

10

25


25

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

10

26


2610

6. Appraise results of personal eating habits over time5. Develop personal nutrition goals4. Examine success in achieving nutritional goals3. Make use of nutritional information in planning meals2. Explain nutritional value of foods1. Label foods by nutritional groups

AcquisitionAcquisitionof knowledgeof knowledge

Applicationof knowledge

Action Continuum

Relevance of learningto life and work

28

Application ModelApplication Model

1 Knowledge of one discipline

2 Application within discipline3 Application across

disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

2813

29

Application ModelApplication Model

• Label foods by nutritional groups• Rank foods by nutritional value• Make cost comparisons of

different foods considering nutritional value

• Develop nutritional plan for person with diabetes

• Devise sounds plan for group of 3 year old picky eaters

2913

3030

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

13

RelevanceRelevance

RigorRigor

31

Rigor/Relevance Framework

1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge of one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

Knowledge Application

Low

High

RIGOR

RELEVANCE

AA BB

DDCC


RoutineRoutineMemorizationMemorization

Four Quadrants of LearningFour Quadrants of Learning

ComplexComplexAnalyticalAnalytical

ChallengingChallengingReal WorldReal World

PracticalPracticalApplicationApplication

High

HighLow

Low Acquisition

A

Application

B

Adaptation

D

Assimilation

C

33

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC


HigHighh

HigHighh

LoLoww

LoLoww

RIGOR

RELEVANCE

AA BB

DDCC


Acquisition of knowledge / skills

Motivation

Creativity – Innovation-

Problem Solving

High

HighLow

Low

Rigor -

Critical Thinking

Relevancy -

Validation

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• 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.

• 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.

1

2

3

4

5

6

1 2 3 4 5

A B

DC


• 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.

37

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Math - Elementary

Memorize multiplication

tables.

Find values in number sentences when represented

by unknowns.

Develop formula for determining large quantity

without counting, (e.g. beans in a jar.)

Collect outside temperatures for several days and make a graph

of results.

3838

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

English - Elementary

Memorize spelling words.

Brainstorm as many words as

possible to describe an object.

Create new words to describe

phenomena or objects.

Write a story using specific

words.

3939

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Social Studies - High School

Describe provisions of one of the Bill

of Rights.

Participate in a Socratic seminar

on a issue, such as privacy.

Develop a school policy on First

Amendment rights in school setting.

Conduct a student survey on First

Amendment rights.

40

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Science- High School

Describe photosynthesis and

importance to plants and humans

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.

4141

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Phys. Ed. - High School

Describe correct procedure for

performing weight training exercise

Contrast exercises by impacts on

specific muscle groups.

Design a weight training program

for a paraplegic in school setting.

Regularly follow weight training

regimen.

4242

RIGOR

RELEVANCE

AA BB

DDCC


High

HighLow

Low

Math - Middle Level

Given a set of shapes, identify

symmetries

Determine the axis of symmetry for a

parabolic equation.

Program a robot to draw a square.

Find shapes/things around you that have

symmetry

43

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC


HigHighh

HigHighh

LoLoww

LoLoww

44

RRIIGGOORR

RELEVANCERELEVANCE


HigHighh

HigHighh

LoLoww

LoLoww

TeacherTeacherWorkWork

StudentStudentThinkThink

StudentStudentThink & Think & WorkWork

StudenStudentt

WorkWork

45

Rigor and Relevance Rigor and Relevance ReflectionReflection

ActivityActivity

International Center International Center for Leadership in for Leadership in

EducationEducation

International Center International Center for Leadership in for Leadership in

EducationEducation

What does Quadrant D

Look Like

What does Quadrant D

Look Like

Student Learning

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

Performance

Rigor/Relevance

ActualStudent

Performance

Rigor/Relevance

FeedbackReflection

Instruction

Assessment

Brainstorm Brainstorm Student Student

WorkWorkPerformancePerformanceTaskTask

Define Define Student Student LearningLearning

Writing Performance TasksWriting Performance Tasks

ThinkThinkRigor/Rigor/

RelevanceRelevance

ConsiderConsiderMultiple Multiple

DisciplinesDisciplines

Know Know Your Your

StudentsStudents

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


Activities

Projects

Problems

Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional

Technology Lecture

Note-taking/Graphic Organizers

MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning

RIGOR

RELEVANCE

AA BB

DDCC


StrategiesStrategies

High

HighLow

Low

Compare and Compare and ContrastContrastSummarizingSummarizing

Design a Real Design a Real World ProductWorld ProductTeach OthersTeach Others

Make, Produce, Make, Produce, PerformPerformRole PlayRole Play

Selection of Strategies Based on Rigor/Relevance Framework

Instructional Instructional Strategies: Strategies:

How to How to Teach for Teach for Rigor and Rigor and RelevanceRelevance

Using R/R FrameworkUsing R/R Framework

Design AssessmentsDesign Assessments

Select StrategiesSelect Strategies

Plan InstructionPlan Instruction

Supervision of LearningSupervision of Learning

Lessons about RRLessons about RR

Relevance makes rigor Relevance makes rigor possible possible

Don’t hold students Don’t hold students hostage in Ahostage in A

Universal language among Universal language among subjectssubjects

Resources for Rigor and Relevance

Make it Happen

Think Differently

Begin With the End in Mind

Focus as a School

Student Accountability for Learning

Build on the Work of Others

Teach for Student Success

High Support for High Expectations

Tools Tools Rigor/Relevance Framework Rigor/Relevance Framework

Performance Planning (Using RR Kit) Performance Planning (Using RR Kit)

Leadership for R/R (Lead for 3 R Kit) Leadership for R/R (Lead for 3 R Kit)

Rigorous/Relevant Assessment Rigorous/Relevant Assessment Gold Seal Lessons/SPN Network Gold Seal Lessons/SPN Network Strategies Kit/Reading KitsStrategies Kit/Reading Kits

Student EngagementStudent Engagement

57

Effects of Rigor/Relevance Framework

Simple, versatile and powerful

Tool for collaboration and reflection

Something new that builds on what teachers know

Inclusive

Shift focus to student learning

Avoids defending current practice

Framework for selecting strategies and assessments

ß57

Components of School ExcellenceComponents of School Excellence

6. Adapt Organizational Structures

7. Monitor Progress/Improve Support Systems

5. Adopt Effective Instructional Practices

8. Refine Process on an Ongoing Basis

1.Embrace Common Vision and Goals for Rigor Relevance/Relationships for ALL Students

2. Inform Decisions through Data Systems

3.Empower Leadership Teams to Take Action and Innovate

4. Clarify Student Learning Expectations

Components to School ExcellenceComponents to School Excellence

5. Adopt Effective Instructional Practices

““In the years to come, In the years to come, your students may your students may forget what you taught forget what you taught them. But they will them. But they will always remember how always remember how you made them feel.”you made them feel.”

61

RelationshipsRelationships

62

RigorRigor

RelevanceRelevance


BB

DDCC

AA

RIGOR

RELEVANCE


High

HighLow

Low


Relationships of Little

Importance

Relationships EssentialRelationship

sImportant

Relationships

Important

Nicole Hochholzer International Center for Leadership in Education Leadership for Rigor, Relevance...

Documents

Transcript of Nicole Hochholzer International Center for Leadership in Education Leadership for Rigor, Relevance...