Excell rethinking rigor and relevance workshop
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Transcript of Excell rethinking rigor and relevance workshop
Rethinking Rigor and Relevance
Bruce Lamar Mims, Ed.D.
THINK of a number from 1 to 10
MULTIPLY that number by 9
If the number is a 2-digit number, ADD the digits together
Now SUBTRACT 5
DETERMINE which letter in the alphabet corresponds to the number you ended up with
(example: 1=a, 2=b, 3=c,etc.)
THINK of a country that starts with that letter
REMEMBER the last letter of the name of that country
THINK of the name of an animal that starts with that letter
REMEMBER the last letter in the name of that animal
THINK of the name of a fruit that starts with that letter
Are you thinking of a Kangaroo in Denmark
eating an Orange?
What Should What Should StudentsStudents
KnowKnowBe Able to DoBe Able to DoBe LikeBe Like
Successful Curriculum Successful Curriculum ReformReform
WhyWhy
Do we need Do we need
to changeto change
schools?schools?
WhatWhat
HowHow
How will our changing world impact your Career-Technical
Education Curriculum?
What knowledge and skills will an entry level worker in your career-technical field
need for success?
DID YOU KNOW???DID YOU KNOW???
Successful Curriculum Successful Curriculum ReformReform
WhyWhy
Do we need Do we need
to changeto change
schools?schools?
WhatWhat
Needs to Needs to
be done?be done?
HowHow
California Career Technical Education Model Curriculum Standards
Your District and the FutureYour District and the Future
►How will the Career and Technical How will the Career and Technical Education Model Curriculum Standards Education Model Curriculum Standards be implemented?be implemented?
►Teachers are already teaching to the Teachers are already teaching to the standards – do we know it?standards – do we know it?
►Focus on cross integration of Focus on cross integration of academics and technical informationacademics and technical information
►You You can can make a difference!make a difference!
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards Reinforce career technical education as a vital Reinforce career technical education as a vital
component of public education in Californiacomponent of public education in California
Represent our continuing commitment to Represent our continuing commitment to excellence for each student excellence for each student
Provide focus on what students need to know Provide focus on what students need to know and be able to do for success in their career and be able to do for success in their career pathwaypathway
* Develop a workforce that will be attractive to * Develop a workforce that will be attractive to both retain and recruit business in Californiaboth retain and recruit business in California
California Career Technical California Career Technical
Education Education 2121stst Century Century StandardsStandards
Teach rigorous academic concepts Teach rigorous academic concepts within the CTE curriculumwithin the CTE curriculum
Replace the narrow job-skill-orientated Replace the narrow job-skill-orientated vocational programs of the past vocational programs of the past
Linked directly to ELA, math, science, Linked directly to ELA, math, science, history and the arts standardshistory and the arts standards
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
Rigorous Rigorous Integrate academic content standardsIntegrate academic content standards
RelevantRelevant Industry-specific knowledge and skillIndustry-specific knowledge and skill
Prepare students for workplacePrepare students for workplace and for post-secondary educationand for post-secondary education
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
Secondary Educators Secondary Educators
Post-secondary Educators Post-secondary Educators Industry Industry Key educational organizationsKey educational organizations LegislatorsLegislators Students Students ParentsParents
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
Foundation for designing specific Foundation for designing specific curricular and instructional strategiescurricular and instructional strategies
General expectations of what General expectations of what studentsstudents should know and be able to do should know and be able to do
Provide flexibility in determining the Provide flexibility in determining the best method to deliver the contentbest method to deliver the content
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
Students need to be able toStudents need to be able to make informed career choicesmake informed career choices integrate and apply academic integrate and apply academic
and career conceptsand career concepts prepare for successful prepare for successful
participation in our global participation in our global societysociety
seek and love learning as a seek and love learning as a lifelong learnerlifelong learner
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
Basis for curriculum frameworks, Basis for curriculum frameworks, instructional materials, and statewide instructional materials, and statewide assessmentsassessments
Each standard has 2 or more Each standard has 2 or more subcomponents which elaborate onsubcomponents which elaborate onelaborate on the specific knowledgeelaborate on the specific knowledgeskills to be masteredskills to be mastered
Developed for grades 7-12Developed for grades 7-12
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards Foundation knowledge and Foundation knowledge and
skills for each CTE programskills for each CTE program Essential knowledge and skills Essential knowledge and skills 15 Industry Sectors15 Industry Sectors
2 or more 2 or more Career PathwaysCareer Pathways11 11 Foundation StandardsFoundation Standards3 – 12 3 – 12 Pathway Standards Pathway Standards 2 – 6 2 – 6 Subcomponents for Subcomponents for
each each Pathway StandardPathway Standard
California Career California Career PathwaysPathways
Coherent sequence of rigorous coursesCoherent sequence of rigorous courses Develop technical knowledge and skills Develop technical knowledge and skills Apply academic knowledge and skillsApply academic knowledge and skills
Prepares students to master California Prepares students to master California academic and technical standards academic and technical standards
Prepares students for advanced post-Prepares students for advanced post-secondary course work secondary course work
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandardsEach Pathway integratesEach Pathway integrates
English-language artsEnglish-language arts mathematicsmathematics sciencescience history-social sciencehistory-social science visual and performing artsvisual and performing arts
academic standardsacademic standards
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards 11 Foundation Standards11 Foundation Standards
Uniform in all industry sectorsUniform in all industry sectors
Mastery needed for success inMastery needed for success in CTE pathway curriculum CTE pathway curriculum 21 century workplace21 century workplace
Integrate the best of SCAN Integrate the best of SCAN SkillsSkills
California Career Technical California Career Technical Education Foundation Curriculum Education Foundation Curriculum
StandardsStandards
1.01.0 AcademicsAcademics 2.02.0 CommunicationsCommunications 3.03.0 Career Planning and ManagementCareer Planning and Management 4.04.0 TechnologyTechnology 5.05.0 Problem Solving and Critical Problem Solving and Critical
ThinkingThinking 6.06.0 Health and SafetyHealth and Safety
California Career Technical California Career Technical Education Foundation Curriculum Education Foundation Curriculum
StandardsStandards
7.07.0 Responsibility and FlexibilityResponsibility and Flexibility
8.08.0 Ethics and Legal ResponsibilitiesEthics and Legal Responsibilities
9.09.0 Leadership and TeamworkLeadership and Teamwork
10.010.0 Technical Knowledge and SkillsTechnical Knowledge and Skills
11.011.0 Demonstration and ApplicationDemonstration and Application
1.0 Academic Foundation 1.0 Academic Foundation StandardsStandards
Academic knowledge and skills needed Academic knowledge and skills needed for success in post-secondary education for success in post-secondary education and industry sector employmentand industry sector employment
Supported, reinforced, Integrated and Supported, reinforced, Integrated and applied throughout the industry sector applied throughout the industry sector pathway curriculumpathway curriculum
Numbered according to California Numbered according to California Academic Content StandardsAcademic Content Standards
2.0 Communication Foundation 2.0 Communication Foundation StandardsStandards
Composed of and numbered according Composed of and numbered according to California English/Language Arts to California English/Language Arts Content StandardsContent StandardsReading, writing, speaking and listeningReading, writing, speaking and listeningMultimedia presentation skillsMultimedia presentation skills
Supported, reinforced, Integrated and Supported, reinforced, Integrated and applied throughout the industry sector applied throughout the industry sector pathway curriculumpathway curriculum
Foundation StandardsFoundation Standards
3.0 Career Planning and 3.0 Career Planning and ManagementManagement Understand how to make Understand how to make
effective decisions, use career effective decisions, use career information, and manage information, and manage personal career planspersonal career plans
Career Technical Education Pathway Career Technical Education Pathway Standard Career Planning and Standard Career Planning and
ManagementManagement3.0 Students will understand how to make 3.0 Students will understand how to make effective decisions, use career information, effective decisions, use career information, and manage personal career plansand manage personal career plans
3.1 Know the personal qualification, 3.1 Know the personal qualification, interests, interests, aptitudes, knowledge, and skills aptitudes, knowledge, and skills necessary necessary to succeed in a career.to succeed in a career.3.2 Understand the scope of career 3.2 Understand the scope of career opportunities and know the requirements opportunities and know the requirements
for education, training, and for education, training, and licensurelicensure3.7 Understand the nature of 3.7 Understand the nature of entrepreneurial entrepreneurial activitiesactivities
Foundation StandardsFoundation Standards
3.0 Career Planning and 3.0 Career Planning and ManagementManagement Understand how to make Understand how to make
effective decisions, use career effective decisions, use career information, and manage information, and manage personal career planspersonal career plans
4.0 Technology4.0 Technology Using technological resources in Using technological resources in
personal, community, and personal, community, and workplace environmentsworkplace environments
Foundation StandardsFoundation Standards
5.0 Problem Solving and Critical 5.0 Problem Solving and Critical ThinkingThinkingUsing logical reasoning, analytical Using logical reasoning, analytical
thinking, and problem solving techniquesthinking, and problem solving techniques
6.0 Health and Safety6.0 Health and SafetyPolicies, procedures, regulations and Policies, procedures, regulations and
practices in using equipment and practices in using equipment and hazardous materialshazardous materials
Foundation StandardsFoundation Standards
7.0 Responsibility and Flexibility7.0 Responsibility and Flexibility Demonstrate behaviors in personal, Demonstrate behaviors in personal,
community and Workplacecommunity and Workplace
8.0 Ethics and Legal 8.0 Ethics and Legal ResponsibilitiesResponsibilities Application of laws, regulations and Application of laws, regulations and
organizational normsorganizational norms
Foundation StandardsFoundation Standards
9.0 Leadership and Teamwork9.0 Leadership and Teamwork Leadership styles, group dynamics, Leadership styles, group dynamics,
decision- making, diversity, and decision- making, diversity, and conflict resolutionconflict resolution
10.0 Technical Knowledge and 10.0 Technical Knowledge and SkillsSkills Knowledge and skills common to all Knowledge and skills common to all
pathways within the industry sectorpathways within the industry sector
Foundation StandardsFoundation Standards
Demonstration and ApplicationDemonstration and ApplicationFoundation and pathway Foundation and pathway
standards conceptsstandards concepts
California Career California Career PathwaysPathways
Agriculture and Natural Resources Agriculture and Natural Resources Agricultural Business PathwayAgricultural Business Pathway Agricultural Mechanics PathwayAgricultural Mechanics Pathway Agriscience PathwayAgriscience Pathway Animal Science PathwayAnimal Science Pathway Forestry and Natural Resources Forestry and Natural Resources
PathwayPathway Ornamental Horticulture PathwayOrnamental Horticulture Pathway Plant and Soil Science PathwayPlant and Soil Science Pathway
California Career California Career PathwaysPathways
Arts, Media, and Entertainment Arts, Media, and Entertainment Media and Design ArtsMedia and Design Arts Performing ArtsPerforming Arts Production and Managerial ArtsProduction and Managerial Arts
Building Trades and ConstructionBuilding Trades and Construction Cabinetmaking and Wood ProductsCabinetmaking and Wood Products Engineering and Heavy ConstructionEngineering and Heavy Construction Mechanical ConstructionMechanical Construction Residential and Commercial Residential and Commercial
ConstructionConstruction
California Career California Career PathwaysPathways
Engineering and Design Engineering and Design Architectural and Structural Architectural and Structural
EngineeringEngineering Computer Hardware, electrical, and Computer Hardware, electrical, and
Networking EngineeringNetworking Engineering Engineering DesignEngineering Design Engineering TechnologyEngineering Technology Environmental and Natural Science Environmental and Natural Science
EngineeringEngineering
California Career California Career PathwaysPathways
Education, Child Development and Education, Child Development and Family Services Family Services
Child DevelopmentChild Development Consumer ServicesConsumer Services EducationEducation Family and Human ServicesFamily and Human Services
Fashion and Interior Design Fashion and Interior Design Fashion, Design, Manufacturing and Fashion, Design, Manufacturing and
MerchandisingMerchandising Interior Design, Furnishing & Interior Design, Furnishing &
MaintenanceMaintenance
California Career California Career PathwaysPathways
Energy and UtilitiesEnergy and Utilities Electromechanical Installation & Electromechanical Installation &
MaintenanceMaintenance Energy and Environmental Energy and Environmental
TechnologyTechnology Public UtilitiesPublic Utilities Residential /Commercial Energy & Residential /Commercial Energy &
UtilitiesUtilities
Finance and BusinessFinance and Business Accounting ServicesAccounting Services Banking and Related ServicesBanking and Related Services Business Financial ManagementBusiness Financial Management
California Career California Career PathwaysPathways
Health Science and Medical Health Science and Medical TechnologyTechnology Biotechnology Research and Biotechnology Research and
DevelopmentDevelopment Diagnostic ServicesDiagnostic Services Health InformaticsHealth Informatics Support ServicesSupport Services Therapeutic ServicesTherapeutic Services
Hospitality, Tourism, and RecreationHospitality, Tourism, and Recreation Food Science, Dietetics, and Nutrition Food Science, Dietetics, and Nutrition Food Service and HospitalityFood Service and Hospitality Hospitality, Tourism and RecreationHospitality, Tourism and Recreation
California Career California Career PathwaysPathways
Information TechnologyInformation Technology Information Support and Services Information Support and Services Media Support and ServicesMedia Support and Services Network CommunicationsNetwork Communications Programming and Systems Programming and Systems
DevelopmentDevelopment
Manufacturing and Product Manufacturing and Product DevelopmentDevelopment Graphics Arts Technology Graphics Arts Technology Integrated Graphics TechnologyIntegrated Graphics Technology Machine and Forming TechnologyMachine and Forming Technology Welding TechnologyWelding Technology
California Career California Career PathwaysPathways
Marketing, Sales, and Service Marketing, Sales, and Service E-commerceE-commerce EntrepreneurshipEntrepreneurship International TradeInternational Trade Professional Sales and MarketingProfessional Sales and Marketing
Public Services Public Services Human ServicesHuman Services Legal and Government ServicesLegal and Government Services Protective ServicesProtective Services
California Career California Career PathwaysPathways
TransportationTransportation Aviation and Aerospace Aviation and Aerospace
Transportation Services Transportation Services Collision Repair and RefinishingCollision Repair and Refinishing Vehicle Maintenance, Service Vehicle Maintenance, Service
and Repairand Repair
California Career Technical California Career Technical Education Curriculum StandardsEducation Curriculum Standards
Seamless transition to post-secondarySeamless transition to post-secondary Seamless entry into careerSeamless entry into career Essential employability skillsEssential employability skills Rigorous Academic Content standardsRigorous Academic Content standards Built upon existing CTE standards, Built upon existing CTE standards,
local, state and national industry local, state and national industry sector standardssector standards
California Career Technical California Career Technical Education Curriculum StandardsEducation Curriculum Standards
Research basedResearch based Reflect how students learn, recall, and Reflect how students learn, recall, and
transfer knowledgetransfer knowledge Students adapt and use information in Students adapt and use information in
real world applicationsreal world applications Broad curriculum capturing the Broad curriculum capturing the
underlying knowledge and skills underlying knowledge and skills needed for success in pathwayneeded for success in pathway
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandardsMcREL Format for Standards McREL Format for Standards
Declarative StatementsDeclarative StatementsInformation (facts, events, concepts, Information (facts, events, concepts,
principles)principles)Focus on higher-order declarative statements Focus on higher-order declarative statements
(what the student will know and understand)(what the student will know and understand)Clear concise statementsClear concise statements
Procedural StatementsProcedural StatementsApplication (what student will do with the Application (what student will do with the
information)information)
Demystifying the Demystifying the Career and Technical Education Career and Technical Education
StandardsStandards
What Industry sector are you What Industry sector are you associated with?associated with?
On what page does the On what page does the “Fashion and Interior Design” “Fashion and Interior Design” sector begin?sector begin?
What is the E3.1 standard for What is the E3.1 standard for the Therapeutic Services the Therapeutic Services Pathway?Pathway?
Successful Curriculum Successful Curriculum ReformReform
WhyWhy
Do we need Do we need
to changeto change
schools?schools?
WhatWhat
Needs to Needs to
be done?be done?
HowHow
Do we Do we do it? do it?
Developing a Core-Developing a Core-PhilosophyPhilosophy
RigorRigorRelevanceRelevanceRelationshipsRelationshipsInvolving ALL Involving ALL
StudentsStudents
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuuContinuu
mm
Knowledge Knowledge TaxonomyTaxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation 6. Evaluation
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
The Student will The Student will knowknow
Knowledge Knowledge ComprehensionComprehension ApplicationApplication
Acquisition Acquisition of knowledgeof knowledge
Assimilation Assimilation of knowledgeof knowledge
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
The Student willThe Student will knowknowKnowledge Knowledge
the 4 P’s of Marketingthe 4 P’s of MarketingComprehensionComprehension
Explain each of the 4 P’s of MarketingExplain each of the 4 P’s of MarketingApplicationApplication
Create a marketing plan using each of Create a marketing plan using each of the 4 P’s the 4 P’s
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
The Student will The Student will understandunderstand
Analysis Analysis SynthesisSynthesis EvaluationEvaluation
Acquisition Acquisition of knowledgeof knowledge
Assimilation Assimilation of knowledgeof knowledge
California Career Technical California Career Technical Education Model Curriculum Education Model Curriculum
StandardsStandards
The Student will The Student will understandunderstand
Analysis Analysis compare / contrast compare / contrast
SynthesisSynthesisassimilate information assimilate information
EvaluationEvaluation judge effectivenessjudge effectiveness
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
Application ModelApplication Model
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
3 Application across 3 Application across disciplinesdisciplines
2 Application within discipline2 Application within discipline
1 Knowledge of one discipline1 Knowledge of one discipline
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplicationKnow
s
Understands
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
KnowsKnows
UnderstandsUnderstandsUnderstanUnderstan
dsds
UnderstanUnderstandsds
High
HighLow
Low
Rigor/Relevance FrameworkRigor/Relevance Framework
1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension3. Application3. Application4. Analysis4. Analysis5. Synthesis5. Synthesis6. Evaluation6. 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
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
High
HighLow
Low
Business - Information Technology
Demonstrate web development
software functions.
Compare features of web development
software.
Create a full web site for a local business.
Design web page.
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.
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.
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.
• 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.
• 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.
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.
• 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.
• 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.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Teacher Teacher WorksWorks
StudentStudentThinksThinks
Student Thinks Student Thinks and Worksand Works
StudentStudentWorksWorks
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherControlledControlled
ControlControl
TeacherTeacherDirectedDirected
StudentStudentControlledControlled
ExternallyExternallyControlledControlled
High
HighLow
Low
R&R Framework ...R&R Framework ...A Useful Tool to evaluateA Useful Tool to evaluate
CurriculumCurriculumInstructionInstructionAssessmentAssessmentActivitiesActivities
Developing Your Lesson PlanDeveloping Your Lesson Plan
What course will you be teaching?What course will you be teaching?Select a unit that you teach in Select a unit that you teach in
that course.that course.Develop a specific lesson plan Develop a specific lesson plan
from that unit that links to the from that unit that links to the California Career and Technical California Career and Technical Education standards.Education standards.
Instructional StrategiesInstructional Strategies Brainstorming Brainstorming Cooperative Cooperative
Learning Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional
TechnologyTechnology LectureLecture
Note-taking/GraphicNote-taking/Graphic Organizers Organizers
MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
Guided PracticeGuided PracticeLectureLectureMemorizationMemorization
Best Strategies for Quadrant A - Acquisition
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
Cooperative LearningCooperative Learning DemonstrationDemonstration Instructional TechnologyInstructional Technology Problem-based LearningProblem-based Learning Project DesignProject Design Simulation/Role PlayingSimulation/Role Playing Work-based LearningWork-based Learning
Best Strategies for Quadrant B - Application
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
BrainstormingBrainstorming InquiryInquiry Instructional TechnologyInstructional Technology ResearchResearch Socratic SeminarSocratic Seminar Teacher QuestionsTeacher Questions
Best Strategies for Quadrant C - Assimilation
Selecting Strategies on Selecting Strategies on Rigor/RelevanceRigor/Relevance
BrainstormingBrainstorming Cooperative LearningCooperative Learning InquiryInquiry Instructional Instructional
TechnologyTechnology Presentations/ Presentations/
ExhibitionsExhibitions Problem-based Problem-based
LearningLearning
Best Strategies for Quadrant D - Adaptation
Project DesignResearchSimulation/Role-
playingSocratic SeminarTeacher QuestionsWork-based Learning
I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized."
Haim Ginott
Successful Curriculum Successful Curriculum ReformReform
WhyWhy
Do we need Do we need
to changeto change
schools?schools?
WhatWhat
Needs to Needs to
be done?be done?
HowHow
Do we Do we do it? do it?
Bloom’s TaxonomyBloom’s TaxonomyAwareness LevelAwareness Level
Recall specific informationRecall specific information list, arrange, tell, underline, identify, list, arrange, tell, underline, identify,
locatelocate List the 4 P’s in the marketing mixList the 4 P’s in the marketing mix
Comprehension Level Understanding or interpretation
of information define, explain, calculate, reword Identify common land formations on a map
Bloom’s TaxonomyBloom’s TaxonomyApplication levelApplication level
Applying knowledge and Applying knowledge and understandingunderstandingto a new situationto a new situation
solve, operate, use, handle, applysolve, operate, use, handle, apply Using a ruler, determine the square Using a ruler, determine the square
footage of the floor in this classroomfootage of the floor in this classroom
Analysis Level Separate a complex idea into its components categorize, simplify, examine, inspect, survey Compare and contrast the characters in a novel
Bloom’s TaxonomyBloom’s TaxonomySynthesis LevelSynthesis Level
Combining knowledge to form a new idea.Combining knowledge to form a new idea. create, build, generate, reorganizecreate, build, generate, reorganize Write or tell a new story using the same Write or tell a new story using the same
characterscharacters
Evaluation Level Choosing an alternative in making a decision. decide, classify, judge, prioritize, determine Which salesperson provided the best customer
service? Why?
Knowledge Knowledge TaxonomyTaxonomy
1. Recall Knowledge1. Recall Knowledge2. Comprehension2. Comprehension 3. Application3. Application 4. Analysis4. Analysis 5. Synthesis5. Synthesis 6. Evaluation 6. Evaluation
AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
Application Application ModelModel
KnowledgeKnowledge Learning Knowledge, Attitude, or SkillsLearning Knowledge, Attitude, or Skills Learning how to journalize a Learning how to journalize a transactiontransaction
Apply in Discipline Using the knowledge, attitude, or skills
within the course curriculum Using a ratio learned in Algebra I to solve a
problem in Algebra II
Application Application ModelModelApply Across DisciplinesApply Across Disciplines
Using the knowledge, attitude, or skills in Using the knowledge, attitude, or skills in all discipline curriculums all discipline curriculums
Use the word processing skills learned in Use the word processing skills learned in a computer technology class to prepare a computer technology class to prepare humanities report and presentation.humanities report and presentation.
Apply to Predictable Situations Using information to analyze and solve
real problems with predictable solutions Estimate the cost of carpeting this room if
carpeting costs $29.95/square yard.
Application Application ModelModel
Apply to Unpredictable SituationsApply to Unpredictable Situations
Using information to analyze and solve Using information to analyze and solve real problems with unknown solutionsreal problems with unknown solutions
Plan the transportation and lodging for Plan the transportation and lodging for your family’s vacation to Disney World your family’s vacation to Disney World
Plan a holiday luncheon for nursing home Plan a holiday luncheon for nursing home residents who have a variety of dietary residents who have a variety of dietary restrictionsrestrictions
Application ModelApplication Model
5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
3 Application across 3 Application across disciplinesdisciplines
2 Application within discipline2 Application within discipline
1 Knowledge of one discipline1 Knowledge of one discipline
Next StepsNext Steps
►Review what you currently cover in Review what you currently cover in classclass
►Use a highlighter to ID those areasUse a highlighter to ID those areas►Less is more!!!Less is more!!!► Identify areas of emphasis on CAHSEE Identify areas of emphasis on CAHSEE
and STAR testing and STAR testing
Labor Market Information and Additional Labor Market Information and Additional ResourcesResources
* Edd.ca.gov* Edd.ca.gov* Quick Start Overhead Projector Resources:* Quick Start Overhead Projector Resources:
* Language Arts 9* Language Arts 9* Language Arts 10* Language Arts 10* Math 9* Math 9* Math 10* Math 10* Business Ed* Business Ed* Family Consumer Science* Family Consumer Science* Language Arts Flash Cards* Language Arts Flash Cards* NEFE Materials* NEFE Materials
Philosophically SpeakingPhilosophically Speaking
► Remember This:Remember This:► The only guarantee in life is changeThe only guarantee in life is change► Keep your eyes and efforts focused on Keep your eyes and efforts focused on
students; when all the smoke clears and the students; when all the smoke clears and the dust settles, you will ultimately end-up on dust settles, you will ultimately end-up on the “just” side of rightthe “just” side of right
Namaste…Namaste…
Bruce L. Mims, Ed.DBruce L. Mims, Ed.D
For More Information…For More Information…
Excell Education Innovations and ConsultingExcell Education Innovations and Consulting““ExExcellence in cellence in CCurriculum Design and urriculum Design and
EEducationalducational L Leadership and eadership and LLearning”earning”
Bruce L. Mims, Ed.DBruce L. Mims, Ed.Dwww.ExcellEducationInnovations.comEmail: [email protected]: [email protected]: (562) 508-2461Ph: (562) 508-2461