RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS Presented By: Kim Powell and Kim Dye November 10 th,...
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Transcript of RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS Presented By: Kim Powell and Kim Dye November 10 th,...
RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS
Presented By: Kim Powell and Kim DyeNovember 10th, 2012
A tale of two classes…
Class One:
This girl is completely floating in the Dead Sea! What is causing her to float? Research the major elements found in the Dead Sea. Design an experiment using water, salt, and an egg. Keep good data! Use the data to explain why she is floating.
A tale of two classes…
Class Two: Will adding salt to water make an egg float?
1. Fill a container with 250 mL of water.
2. Put the egg into the water gently and measure the distance from the bottom of the
3. container to the highest part of the egg in centimeters. Record this height in the data
4. table.
5. Remove the egg and carefully place it back in the container.
6. Add 5 mL of salt to the water and stir until the salt is dissolved.
7. Gently put the egg into the water and measure the highest point of the egg. Record this height in the data table.
8. Repeat step 4 and 5 using a total of 10, 15, and 20 mL of salt.
9. Remove the egg and discard the salt solution. Rinse the container and the egg with water. Repeat steps 1-6 two more times for a total of three trials.
10. Wash hands thoroughly.
Which class…
is more rigorous? is more relevant? would you want your child to be in?
My only skill is taking tests.
Define Rigor & Relevance
What is your definition of rigor and relevance?
Work with your elbow partner to formulate a definition. (Two-minute task)
Share your team’s definition.
Rigor & Relevance Defined
Definitions:Rigor ~• is learning in which students demonstrate a
thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity.
Relevance ~• is learning in which students apply core knowledge,
concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual.
7
Rigor/Relevance Framework
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
Adapted from the International Center for Leadership in Education
Knowledge in one discipline
Apply in discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world non-predictable situations
Low
High
Low
R
igor/
Kn
ow
led
ge
H
igh
1 2 3 4 5Knowledge in one
discipline
Apply in discipline
Apply across disciplines
Apply to real-world situations
Apply to real-world
unpredictable situations
Relevance/Application
Visual Representation of the Four Quadrants
C – ASSIMILATION D – ADAPTATION
A - ACQUISITION B – APPLICATION
Rig
or
Relevance
High
Low High
Teacher Works
Student Thinks Student Thinks &
Works
Student Works
Traditional Tasks Performance Based
9
Quadrant Characteristics
C – ASSIMILATION D – ADAPTATION
A - ACQUISITION
B – APPLICATION
Rig
or
Relevance
High
Low High
Students gather and store bits of knowledge and information to remember or understand.
Students extend and refine their acquired knowledge to be able to automatically use knowledge to analyze and solve problems.
Students have the competence to think in complex ways and to apply acquired knowledge and skills.
Students use acquired knowledge to solve problems, design solutions, and complete work.
Grade 3 Science Examples 3.6 Ecosystems
Quadrant C - ASSIMILATION Quadrant D - ADAPTATION
Quadrant A - ACQUISITION Quadrant B - APPLICATIONRig
or
RelevanceHigh
High
Low
• Describe the different ecosystems (water related and dry land)
• Research a water related and dry land ecosystem. Create a VENN diagram about how they are the same and how they are different.
• Research an endangered species (sea turtles) and describe how their ecosystem supports them. Create a campaign to bring awareness to ways we can help the endangered species.
• Research an animal and describe its community and population. Describe how the ecosystem supports the life of the researched animal.
Next Generation Science Standards Dr. Jonathan Osborne
Asking questions for science and defining problems for engineering
Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations for science and
designing solutions for engineering Engaging in argument from evidence Obtaining, evaluating and communicating
information
21st Century Science
TIP : Research and Information Fluency
Entry (1) Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Acquire information using provided resources. Follow teacher direction to complete class assignments. Respond to, but do not extend teacher prompt.
Apply search techniques demonstrated by teacher. Determine accuracy and authority of information sources using provided checklist or digital tool. Respond to class assignments that prompt analysis of information.
Construct questions to guide research. Select the most appropriate digital tools and information sources. Assemble and organize information to address authentic tasks.
Assemble and synthesize information to address authentic tasks. Use tools to powerfully display and interact with information.
ACQUISITION of
New Knowledge
ASSIMILATION of
Knowledge
APPLICATION of
Knowledge
ADAPTATION of
Knowledge
Rigor or Knowledge
Relevance or Application of Knowledge
14
TIP: Communication & CollaborationEntry (1) Developing
(2-3) Approaching (4-5)
Ideal / Target (6-7)
Work in small groups toward a common product without collaborating.
Work in teacher-selected groups with defined roles to accomplish class assignments. Use digital tools to communicate to complete class assignments.
Establish group norms, form teams, and organize roles to address an authentic task. Use appropriate digital tools to facilitate collaboration.
Select appropriate digital tools to communicate and collaborate with peers and experts, regardless oftime zone or physical distances. Reflect on their roles as communicators and collaborators and set goals for future growth.
ACQUISITION of
New Knowledge
ASSIMILATION of
Knowledge
APPLICATION of
Knowledge
ADAPTATION of
Knowledge
Rigor or Knowledge
Relevance or Application of Knowledge
15
TIP: Critical Thinking & Problem Solving
Entry (1) Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Respond to, but do not justify their answers to teacher-initiated questions. Work on class assignments through recollection of knowledge.
Respond to higher order questions. Elaborate on critical thinking or problem solving practices when prompted. Apply digital tools to think critically and solve problems in class assignments.
Generate and respond to purposeful questions. Justify decision-making and/or problem-solving practices. Apply digital tools to think critically and solve open- ended authentic tasks that require higher order thinking skills.
Select the most appropriate digital tools, as well as questioning, critical thinking andproblem solving strategies to solve authentic tasks. Reflect on their roles as critical thinkers and/or problems solvers and set goals for future growth.
ACQUISITION of
New Knowledge
ASSIMILATION of
Knowledge
APPLICATION of
Knowledge
ADAPTATION of
Knowledge
Rigor or Knowledge
Relevance or Application of Knowledge
16
TIP: Creativity & Innovation
Entry (1) Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Respond to teacher direction to complete class assignments. Work on standardproducts following teacher direction.
Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products. Question, summarize and make predictions on existing knowledge using provided digital tools.
Analyze trends and make predictions that inspire new solutions to authentic tasks. Create meaningful, original work within the assignment parameters.
Synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters. Choose strategic risks that support innovation. Reflect on the creative/innovative process and set goals for future growth.
ACQUISITION of
New Knowledge
ASSIMILATION of
Knowledge
APPLICATION of
Knowledge
ADAPTATION of
Knowledge
Rigor or Knowledge
Relevance or Application of Knowledge
17
Rigor/Relevance Framework
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
Adapted from the International Center for Leadership in Education
Low
Low
R
igor/
Kn
ow
led
ge
Hig
h
1 2 3 4 5Knowledge in one
disciplineApply in discipline
Apply across disciplines
Apply to real-world
predictable situations
Apply to real-world
unpredictable situations
Relevance/Application of Knowledge
High
Quadrant C – ASSIMILATION(TIP Level 2-3 Developing)
Quadrant D – ADAPTATION(TIP Level 6-7 Ideal/Target)
Quadrant A – ACQUISITION(TIP Level 1 Entry)
Quadrant B – APPLICATION(TIP Level 4-5 Approaching)
Bloom’s
- Research & Information Fluency- Communication & Collaboration
Critica
l Th
inkin
g &
Pro
ble
m
Solv
ing
Cre
ativ
ity &
Innovatio
n18
Rigor/Relevance Framework
Create 6
Evaluate 5
Analyze 4
Apply 3
Understand 2
Remember 1
Adapted from the International Center for Leadership in Education
Low
Low
R
igor/
Kn
ow
led
ge
Hig
h
1 2 3 4 5Knowledge in one
disciplineApply in discipline
Apply across disciplines
Apply to real-world
predictable situations
Apply to real-world
unpredictable situations
Relevance/Application of Knowledge
High
Quadrant C – ASSIMILATION(TIP Level 2-3 Developing)•Brainstorming•Inquiry•Research•Socratic Seminar•Quality Teacher Questions
Quadrant D – ADAPTATION(TIP Level 6-7 Ideal/Target)•Presentations/Exhibitions•Project Design•Instructional Technology•Ask own questions, research answers
Quadrant A – ACQUISITION(TIP Level 1 Entry)•Guided Practice•Lecture•Memorization
Quadrant B – APPLICATION(TIP Level 4-5 Approaching)•Cooperative Learning•Demonstration•Simulation/Role Playing•Work-based learning
Bloom’s
19
Relevance Model Decision Flow Chart
Is it application?
Is the application real world?
Is the outcome unpredictable?
Yes
Yes
Yes
No
No
Level 1Knowledge in one
discipline
Is more than one school subject involved?
Level 2Apply within
discipline
YesLevel 3
Apply across disciplines
Level 4Apply to real-world
predictable situations
Level 5Apply to real-world
unpredictable situations
No
No
Egg Experiment
Quadrant C - ASSIMILATION Quadrant D - ADAPTATION
Quadrant A - ACQUISITION Quadrant B - APPLICATIONRig
or
RelevanceHigh
High
Low
Curve of Change Implementation
Performance Based Tasks and Rubrics
http://blogs.henrico.k12.va.us/pbscience
If you always do what you always did, you will always get what you always got.
J. “Moms” Mabley