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Transcript of Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant...
![Page 1: Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To.](https://reader038.fdocuments.net/reader038/viewer/2022103111/5513f57e5503463a298b6233/html5/thumbnails/1.jpg)
Strategies for Increasing Rigor and Relevance in the Classroom
Dr. Richard Jones, Senior ConsultantInternational Center for Leadership in Education
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???? Why Rigor and Relevance ???????? Why Rigor and Relevance ????
• Changing Nature of Work - Technology
• Global Competition - It’s a Flat World
• Conceptual Age - Requires Whole Brain Thinkers
• Youth Have Changed - Digital Natives
• Increased Accountability for Learning
• Multiple Achievement Gaps
• Overloaded Curriculum
• Poor Student Engagement
• Changing Nature of Work - Technology
• Global Competition - It’s a Flat World
• Conceptual Age - Requires Whole Brain Thinkers
• Youth Have Changed - Digital Natives
• Increased Accountability for Learning
• Multiple Achievement Gaps
• Overloaded Curriculum
• Poor Student Engagement
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4
Quantify Rigor and Quantify Rigor and RelevanceRelevance
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5
Evaluation 6
AssimilationC
AdaptationD
Synthesis 5
Analysis 4
Application 3
AcquisitionA
ApplicationB
Comprehension 2
Knowledge/ 1 Awareness
Rigor
Rigor
1 Knowledge in
one discipline
2Apply
knowledge in one discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world
predictable situations
5Apply
knowledge to real-world
unpredictable situationsRelevanceRelevance
From: the International Center for Leadership in Education
Rigor and Relevance Framework
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6
RIRIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
HighHigh
HighHighLowLow
LowLow
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716
RIGOR
RELEVANCE
AA BB
DDCC
RoutineRoutineMemorizationMemorization
Four Quadrants of LearningFour Quadrants of Learning
ComplexComplexAnalyticalAnalytical
ChallengingChallengingReal WorldReal World
PracticalPracticalHands OnHands On
High
HighLow
Low Acquisition
A
Application
B
Adaptation
D
Assimilation
C
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Poll
Why are you interested in teaching toward Rigor and
Relevance?
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Poll
What are the greatest obstacles to Rigorous and
Relevant Learning?
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10
RRIIGGOORR
RELEVANCERELEVANCE
Rigor/Relevance Rigor/Relevance FrameworkFramework
HighHigh
HighHighLowLow
LowLow
TeacherTeacherWorkWork
StudentStudentThinkThink
StudentStudentThink & Think & WorkWork
StudenStudentt
WorkWork
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11
RIRIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
HighHigh
HighHighLowLow
LowLow
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Routes to High Rigor and Relevance
Pinnacle of High R/R
Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
Crea
te G
old
Seal
Les
son U
se D-M
oment Strategies
Adapt
a G
old
Seal
Less
on
Ch
an
ge S
trate
gie
sC
han
ge A
ssessm
en
tsM
ake In
terd
isciplin
aryA
dd
Hig
h R
R T
ask
Dick Jones, ICLE, 2010
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Design Gold Seal Lesson - culminate w/ performance
Modify existing lesson - • add high RR performance - adapt Gold Seal
Lessons
• change strategies
• change assessments
Interdisciplinary instruction Integrate academics in CTE and Arts Use “D” Moments
Ways to Increase Rigor/Relevance
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14
Add High Rigor/Relevance
Performance Task
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Focus of Learning
Assessment Learning ExperiencesStudent
Performance
R/RR/R
Step 1 Step 2 Step 3 Step 4
Rigor/Relevance Instructional Planning Steps
Plan
Teach
Backwards Design Approach
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16
Writing Performance Tasks
Writing Performance Tasks
A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.
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17
Writing Performance Tasks
Writing Performance Tasks
Students will write a letter to the editor of Students will write a letter to the editor of the local newspaper, on the topic of the the local newspaper, on the topic of the environment with a specific reference to a environment with a specific reference to a local issue or problem. Students will work local issue or problem. Students will work independently and use school resources. independently and use school resources. The letter will take a point of view, include The letter will take a point of view, include summaries of research, cite sources and summaries of research, cite sources and recommend action.recommend action.
Student Work
Specific Context
Conditions
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Writing Performance Tasks
Writing Performance Tasks
Students will write a letter to the editor of Students will write a letter to the editor of the local newspaper, on the topic of the the local newspaper, on the topic of the environment with a specific reference to a environment with a specific reference to a local issue or problem. Students will work local issue or problem. Students will work independently and use school resources. independently and use school resources. The letter will take a point of view, include The letter will take a point of view, include summaries of research, cite sources and summaries of research, cite sources and recommend action.recommend action.
Student Work
Specific Context
Conditions
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19
Focus of Learning
Assessment Learning ExperiencesStudent
Performance
R/RR/R
Step 1 Step 2 Step 3 Step 4
Rigor/Relevance Instructional Planning Steps
Plan
Teach
Backwards Design Approach
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20
Create Gold Seal Lesson
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21
Gold Seal Lessons
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Gold Seal - TemplateTitleSubject/GradeFocusStudent Learning Performance Task
Overview/DescriptionTeacher Procedures
Assessment/Scoring GuideEssential Skills Standards
Prepare Student MaterialsPrepare Student Materials22
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23
Steps in Gold Seal Lessons
Steps in Gold Seal Lessons
1.Start with a focus of unit (grade, course, topics, title
2.Identify the Student Learning
3.Brainstorm the Student Work
4.Create Performance Task
5.Create Assessment
6.Build Rest of Lesson
1.Add Procedures to Performance
2.Prepare Student Materials
3.Link to Standards/Essential Skills
1.Start with a focus of unit (grade, course, topics, title
2.Identify the Student Learning
3.Brainstorm the Student Work
4.Create Performance Task
5.Create Assessment
6.Build Rest of Lesson
1.Add Procedures to Performance
2.Prepare Student Materials
3.Link to Standards/Essential Skills23
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24
Adapt Gold Seal Lesson
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Sources of Gold Seal Lessons
Publications
•Original K-12 - 360 lessons
•New K-8 or 9-12 120 lessons each
•Subject specific - 30 lessons
•Curriculum Matrix - samples
Successful Practices Network
•http://www.successfulpractices.org
•1800 and growing
Gold Seal Lesson Service
•http://www.successfulpracticesgsl.org
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Rigor/Relevance Unit Planning
Start with Performance Task and Final AssessmentSequence the Lesson
•Pre-Assessments•Launching Activity•Teaching Steps•Formative Assessments
Reading StrategiesAdaptation for Student NeedsResourcesDaily Lesson Plan 26
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27
Modifying Assessments
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28www.leadered.com
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightAnswer
Did Students Get it Right?
RationalAnswer
RightQuestions
RightProcedure
High
HighLow
Low
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2912
Rigorous and Relevant Instruction
Types of Assessment
• Multiple Choice• Constructed Response• Extended Response• Process Performance• Product Performance• Portfolio• Interview• Self Reflection
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3013
Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance Framework
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3114
KNOWLEDGE
A P P L I C A T I O N
Extended ResponseProduct Performance
Primary AssessmentsRigor/Relevance Framework
Portfolio Product PerformanceInterviewSelf Reflection
Process PerformanceProduct Performance
Multiple ChoiceConstructed Response
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www.leadered.com
• Determine the level of Rigor and Relevance on state tests.
• Develop your tests to parallel state tests when preparing for them.
• Use performance assessment when you want Quadrant D achievement
• Keep level of assessment consistent with expectation for performance.
• Let students know assessment in advance
R/R and Assessment
Suggestions.....
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Modifying Strategies
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ResearchResearch
When to Use StrategyBased on
Rigor/RelevanceFramework
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KNOWLEDGE
A P P L I C A T I O N
Rigor/Relevance FrameworkRigor/Relevance Framework
ActivitiesActivities
ProjectsProjects
ProblemsProblems
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
36
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37
Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
37
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39
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkStrategies
High
HighLow
Low
Compare and ContrastSummarizing
Design a Real World ProductTeach Others
Make, Produce, PerformRole Play
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40
Make Interdisciplinary
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41
Evaluation 6
AssimilationC
AdaptationD
Synthesis 5
Analysis 4
Application 3
AcquisitionA
ApplicationB
Comprehension 2
Knowledge/ 1 Awareness
Rigor
Rigor
1 Knowledge in
one discipline
2Apply
knowledge in one discipline
3Apply
knowledge across
disciplines
4Apply
knowledge to real-world
predictable situations
5Apply
knowledge to real-world
unpredictable situationsRelevanceRelevance
From: the International Center for Leadership in Education
Rigor and Relevance Framework
Interd
isciplin
ary
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Definition• Teaching the same skills in different context
in courses• Teaching related skills across disciplines• Joint or connected instruction• New instruction including multiple disciplines
Interdisciplinary
42
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•Teacher collaboration•Student engagement•Higher level thinking •Content mastery•Mirrors real world•Less fragmented learning
Benefits
Interdisciplinary
43
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D-Moments
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Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.
D-Moments
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D - Moments
Original Ideas
Teaching Others
Current Events
Inquiry
Did You Know
Google It
How Did that Happen
Remind Me
Program Your Television
Can You see it Now?
Short Strategies to Take Learning to Quadrant D
Storytelling
Quiz Show
Future Think
Summarizing
Why Questions
Lego Land
At Your Service
Analyze It
Justify Your Position
Write to Learn
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47
Routes to High Rigor and Relevance
Pinnacle of High R/R
Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
Crea
te G
old
Seal
Les
son U
se D-M
oment Strategies
Adapt
a G
old
Seal
Less
on
Ch
an
ge S
trate
gie
sC
han
ge A
ssessm
en
tsM
ake In
terd
isciplin
aryA
dd
Hig
h R
R T
ask
Dick Jones, ICLE, 2010
![Page 47: Strategies for Increasing Rigor and Relevance in the Classroom Dr. Richard Jones, Senior Consultant International Center for Leadership in Education To.](https://reader038.fdocuments.net/reader038/viewer/2022103111/5513f57e5503463a298b6233/html5/thumbnails/47.jpg)
Poll
Where will you start on a path to Rigor and Relevance?
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49
RIRIGGOORR
RELEVANCERELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
HighHigh
HighHighLowLow
LowLow
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Questions and Answers with Dick Jones
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Rigor, Relevance and Relationships
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