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
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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
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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.
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
Millennial-oriented TechnologyMillennial-oriented Technology
BlogsBlogsWikisWikis
TaggingTagging
Instant MessagingInstant Messaging
MySpaceMySpace
PodcastsPodcasts
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
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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
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1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
10
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Knowledge TaxonomyKnowledge Taxonomy
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1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
10
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Knowledge TaxonomyKnowledge Taxonomy
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
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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
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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
Rigor/Relevance FrameworkRigor/Relevance Framework
RoutineRoutineMemorizationMemorization
Four Quadrants of LearningFour Quadrants of Learning
ComplexComplexAnalyticalAnalytical
ChallengingChallengingReal WorldReal World
PracticalPracticalApplicationApplication
High
HighLow
Low Acquisition
A
Application
B
Adaptation
D
Assimilation
C
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RRIIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
HigHighh
HigHighh
LoLoww
LoLoww
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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
Rigor/Relevance FrameworkRigor/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.
37
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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
Rigor/Relevance FrameworkRigor/Relevance Framework
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.
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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
Rigor/Relevance FrameworkRigor/Relevance Framework
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
Rigor/Relevance FrameworkRigor/Relevance Framework
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.
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
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
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RRIIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance Rigor/Relevance FrameworkFramework
HigHighh
HigHighh
LoLoww
LoLoww
44
RRIIGGOORR
RELEVANCERELEVANCE
Rigor/Relevance Rigor/Relevance FrameworkFramework
HigHighh
HigHighh
LoLoww
LoLoww
TeacherTeacherWorkWork
StudentStudentThinkThink
StudentStudentThink & Think & WorkWork
StudenStudentt
WorkWork
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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
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
Rigor/Relevance FrameworkRigor/Relevance Framework
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
Rigor/Relevance FrameworkRigor/Relevance Framework
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
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
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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
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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.”
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