GSL Chrisa
Transcript of GSL Chrisa
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Gold Standard Instruction
Got D?
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Rigor and Relevance
KnowledgeTaxonomy
Level of challenge of
the learning for thestudent
ApplicationModelRelevance oflearning to life andwork
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Rigor/Relevance Framework
Knowledge
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Level of
Challenge of the
learning for the
student
Assimilation
of knowledge
isi
Acquisition
of knowledge
ThinkingContinuum
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RIGOR
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Knowledge Taxonomy
1. Awareness Level
Recall specific information
List, arrange, underline, locate
List the four basic math functions
2. Comprehension Level
Understanding/interpretation of information
Define, explain, calculate, reword
Define each of the basic math functions
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Knowledge Taxonomy
3. Application level
Applying knowledge and understanding to a newsituation
Solve, operate, use, handle, apply Apply the math functions to solve a word problem
4. Analysis level
Separate a complex idea into its components
Categorize, simplify, examine, survey
Compare the costs and benefits of two cell phone plans
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Knowledge Taxonomy
5. Synthesis Level
Combining knowledge to form a new idea.
Create, build, generate, reorganize
Design a cell phone package that meets your needs andyour budget
6. Evaluation Level
Choosing an alternative in making a decision
Decide, classify, judge, prioritize Given two cell phone plans justify which plan best
meets your needs and budget.
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Rigorous Lessons ask Students to:
Examine
Classify
Generate
Create Scrutinize
Produce
Deduce
Assess
Prioritize Decide
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Rigorous Lessons
Rigor is
Scaffolding thinking
Planning for thinking
Assessing thinking aboutcontent
Recognizing the level ofthinking studentsdemonstrate
Managing theteaching/learning level forthe desired thinking level
Rigor is not
More or harder worksheets
AP or honors courses
The higher level book inreading
More work
More homework
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Knowledge Taxonomy
Evaluation
Synthesis
AnalysisApplication
Comprehension
Recall Knowledge
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Your Turn!!
Student Performance - Knowledge Taxonomy
Directions:
1. List Big Idea (Standard)
2. List Essential Knowledge/Skill3. List a way students could show you they
understand the benchmark at each level on theKnowledge Taxonomy.
4. Start with the Knowledge (Awareness) level andwork from the bottom up.
5. Use your verb chart to help you.
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Rigor/Relevance Framework
Application
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A Relevant Lesson asks Students to:
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVEMORE THAN ONE SOLUTION
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Action Continuum
Acquisition
of knowledge
Application
of knowledge
Relevance of learning
to life and work
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Application Model
1. Knowledge
Learning Knowledge, Attitude, or Skills
Learning how to use a calculator
2. Apply in Discipline
Using the knowledge, attitude, or skills within the
course curriculum
Using the calculator
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Application Model
3. Apply Across Disciplines
Using the knowledge, attitude, or skills in all discipline
curriculums
Use the word processing skills learned in a computertechnology class to prepare humanities report.
4. Apply to Predictable Situations
Using information to analyze and solve real problems
with predictable solutions
Read a recipe, calculate the ingredients needed to
triple the recipe.
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Application Model
5. Apply to unpredictable Situations
Using information to analyze and solve real
problems with unknown solutions
Plan the transportation and lodging for your
familys vacation to Disney World
Plan a luncheon for students being inducted into
the National Honor Society
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APPLICATION MODEL
5 Application to real-world unpredictable
situations
4 Application to real-world predictable
situations
3 Application across disciplines
2 Application within disciplines
1 Knowledge of one discipline course
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My onlyskill is
takingtests..
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Your Turn!!
Student Performance Application Model
Directions:
1. List Big idea (Standard)
2. List Essential Knowledge/Skill
3. List a way students could show you they understandand can apply the benchmark at each level on theApplication Model.
4. Start with the lowest level of application and work
from the bottom up.5. Use your Application Model Decision Tree to help
you.
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C t l
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K
N
O
W
LE
D
GE
A P P L I C A T I O N
Teacher
Directed
Teacher
ControlledExternally
Controlled
Student
Controlled
Control
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Rigor/Relevance Framework
K
N
O
W
LE
D
GE
A P P L I C A T I O N
A B
DC
Activities
Projects
Problems
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Students gather and store bits
of knowledge and information.
Students are primarily
expected to remember or
understand this knowledge.
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Verbs Name
Label
Define
Select
Identify
List
Recite
Locate
Record
Memorize
Product Definition
Worksheets
List Quiz
Test
Workbook
True-false Reproduction
Recitation
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Read a science experiment and identifythe necessary materials to perform the
experiment. Express probabilities as fractions,
percents, or decimal.
Practice ACT vocabulary words. Complete interactive mapping activities
on European geography.
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Students use acquired knowledge
to solve problems, designsolutions, and complete work. The
highest level of application is to
apply knowledge to new and
unpredictable situations.
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Verbs Apply
Sequence
Demonstrate
Interview
Construct
Solve
Calculate
Dramatize
Interpret
illustrate
Products Scrapbook
Summary
Interpretation Collection
Annotation
Explanation
Solution Demonstration
Outline
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Calculate percentages of advertising in a
newspaper.
Write a research report on a national
problem.
Map a community site by collecting data with
a GPS device.
Conduct a school/community survey on a
social issue and analyze results.
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Students extend and refine
their acquired knowledge to be
able to use that knowledge
automatically and routinely to
analyze and solve problems and
create solutions.
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Verbs Analyze
Compare
Examine
Contrast Differentiate
Explain
Dissect
Categorize
Classify
Diagram
Discriminate
Products Essay
Abstract
Blueprint
Inventory
Report
Plan
Chart
Investigate
Questionnaire
Classification
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Analyze the graphs of the perimeters and areas
of squares having different-length sides.
Compare and contrast literary styles of different
authors.
Solve a hypothetical science-related problem,
such as helping dinosaurs survive.
Compare/contrast how ancient civilizationsvalued women, social responsibility, and
equality.
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Students have the competence to think
in complex ways and to apply their
knowledge and skills. Even when
confronted with perplexing unknowns,
students are able to use extensive
knowledge and skill to create solutions
and take action that further develops
their skills and knowledge.
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Verbs Evaluate
Formulate
Justify
Rate Recommend
Infer
Prioritize
Revise
Predict
Argue
Conclude
Products Evaluation
Newspaper
Estimation
Trial Editorial
Play
Collage
Machine
Adaptation
Poem Debate
New game
invention
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Obtain historical data about local weather topredict the chance of snow, rain, or sunduring the year.
Write a legal brief defending a school policy. Design a roller coaster ride.
Evaluate a common practice or proposed
legislation for consistency with theConstitution/Bill of Rights and write youropinion in a letter to an elected official.
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Your Turn!!
Determining Levels of Rigor and Relevance
Handout