4 R Future Relationships, Relevance, Rigor, Respect/Responsibility Preparing the 21 st century...
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Transcript of 4 R Future Relationships, Relevance, Rigor, Respect/Responsibility Preparing the 21 st century...
4 R FutureRelationships, Relevance, Rigor,
Respect/Responsibility
Preparing the 21st century student for their role in a Global Economy.
Relationships, Relevance, Rigor?
1950’s 1970’s 2000’s
Rigor Relevance Relationships
Relevance Relationships Relevance
Relationships Rigor Rigor
Relationships
A particular type of connection existing between people related to or having
dealings with each other
How do I do that?• Control the life shaping power of your thoughts and attitudes• Assess your current level of optimism• Develop the explanatory style of an optimist• Eliminate the explanatory style of a pessimist• Recognize and dispute pessimistic thoughts• Use positive reappraisal to handle problems and
disappointments• Make hope a habit• Practice gratitude and forgiveness• Play to your signature strengths• Go for the flow• ACT the way you want to feel
Relationships
When you come to school – be “in the moment”. Go at it with your best stuff every day. Tell yourself and
your students
“This IS important”
“You CAN do this”
“I WON”T give up on us”
If you want to “be somebody” then act like somebody!
Relevance
Learning in which students apply core knowledge, concepts or skills to solve real
world problems. Relevant learning includes: authentic problems, simulations, service learning, connecting concepts to
current issues and teaching others.
Rigor
Rigor refers to the academic rigor, learning in which students demonstrate a thorough,
in-depth mastery of challenging tasks.
Rigor is the quality of thinking, not the quantity.
Relevance/Rigor
Rigor without relevance can enable a student to be successful in
school but to fail once they no longer have the structure and
guidance.
Left hemisphere is sequential, logical and analytical. The Left powered the
Information age. Still necessary, but no longer sufficient.
Right hemisphere is non linear, intuitive and holistic. The Right qualities of
inventiveness, empathy, joyfulness and meaning will power the Conceptual
age.
Relevance/Rigor in the 21st Century
“When I was growing up my parents used to say to me, ‘Tom finish your dinner – people in China and India are starving.’ My advice to [students now] is ‘Finish your homework – people in China and India are starving for your jobs.’” Tom Friedman
21st Century Student
• Blogs• Wikis• Tagging• Text messaging• MySpace• Podcasts• PDAs• Genetic code
BTW, SOL U WL problE hav 2 Lern d lingo.
othRwIz U wiL hav knO idea
wot yor students R sAN 2 1 NothA Bhind yor bak.
21st century Student
By the way, sooner or later you will probably have to learn the lingo. Otherwise you will have know idea what your students are saying to one another behind your back
2005-06 Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Tex
t L
exil
e M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
On-the Job On-the Job Lexile RequirementsLexile Requirements
Construction
1,500
1,400
1,300
1,200
1,100
1,000
900
800
Lexile
Craftsman
Nurse
Sales
Secretary
National Adult Literacy Study 1992
International Center for Leadership in Education 2006
Knowledge/Rigor
Application / Relevance
AA BB
DDCC
Rigor/Relevance Framework
Knowledge/Rigor
Application / Relevance
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
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.
B
DC
A
RIGOR
RELEVANCE
Rigor/Relevance Framework
High
HighLow
Low
Relationships
Relationships of Little Importance
Relationships EssentialRelationships
Important
RelationshipsImportant
Basic Knowledge/Skills
• English Language (spoken)
• Reading Comprehension • (in English)• Writing in English • (grammar, spelling, etc.)• Mathematics
• Science
• Government/Economics
• Humanities/Arts
• Foreign Languages
• History/Geography
“Are They Really Ready To Work?”
Applied Skills
•Critical Thinking/Problem Solving
•Oral Communication
•Written Communication
•Teamwork/Collaboration
•Diversity
•Information Technology Application
•Leadership
•Creativity/Innovation
•Lifelong Learning/Self Direction
•Professionalism/Work Ethic
•Ethics/Social Responsibility
The Partnership for 21st Century Skills Validated that the Public Recognizes the
Skills Gap
Job Outlook 2002, National Association of Colleges and Employers (NACE)
The primary aim of education is not to
enable students to do well in school, but to
help them do well in the lives they lead outside
of school.
SKILLS
What got us to where we are today,
will not get them theretomorrow!