Strategies for Rigor and Relevance - natpd.com · Peer Teaching Observations ... Evaluation...

Helen M. BraniganSenior Consultant

email: [email protected]

Richard D. JonesSenior Consultant

email: [email protected]

International Center for Leadership in Education1587 Route 146, Rexford, NY 12148

(518) 399 2776http://www.LeaderEd.com

Strategies forRigor andRelevance

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Ways to Increase Rigor and Relevance

Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Peer Learning Experience Review Action Research Continuous Professional Development

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Aligning Standards, Tests and Essential Skills to Improve Instruction

© International Center for Leadership in Education, Inc.

Rigor/Relevance Framework

Certain instructional strategies work better than others depending on the quad-rant of the Rigor/Relevance Framework in which the learning objective falls. Listtwo or three instructional strategies that you think would be effective in each ofthe four quadrants.

What Works Best?Worksheet

APPLICATION MODEL

Apply toreal-world

unpredictablesituations

Apply toreal-worldpredictablesituations

1 2 3 4 5

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

6

5

4

3

2

1

Knowledge Apply indiscipline

Applyacross

disciplines

AAcquisition

CAssimilation

DAdaptation

BApplication

TAXONOMY

KNOWLEDGE

3

INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION 51

DEFINITIONS OF INSTRUCTIONAL STRATEGIES

Brainstorming stimulates thinking andallows students to generate vast amountsof information and then sort that informa-tion in an engaging learning process.

Community service involves learningopportunities in which students do unpaidwork that adds value to the community.

Compare and contrast learning activi-ties require analysis to identify similari-ties and differences.

Cooperative learning places students instructured groups to solve problems byworking cooperatively.

Creative arts are artistic products orperformances that can also be used todevelop skills in other curriculum areas.

Demonstration involves direct observa-tion of physical tasks, such as the ma-nipulation of materials and objects.

Games are exciting, structured activitiesthat engage students in individual orgroup competition to demonstrate knowl-edge or complete an academic task.

Group discussion is any type of verbaldialogue among students used to exploreideas related to an instructional topic.

Guided practice refers to homework,worksheets, and computer practicewherein students solve routine problemsto reinforce concepts or skills.

Inquiry engages students in posing questionsaround an intriguing investigation, makingobservations, and discussing them.

Instructional technology means a multime-dia computer application that provides achoice of learning paths and enables tailoringof programs to student questions or interests.

Internship is a formal placement in anemployment situation for additional learningwhile the student is still in school.

Lecture is a verbal presentation of knowl-edge by the teacher to the students, oftensupplemented by visuals and handouts.

Literature is reading to discover use oflanguage; acquire information about people,history, cultures, and society; and developskills of analysis, inquiry, logic, and recall.

Memorization is rehearsal for the recall offacts using techniques for rememberinginformation, including mnemonic devices.

Note-taking/graphic organizers involvesorganizing logical notes for reference andusing graphics, diagrams, and symbols torepresent information.

Presentations/exhibitions are oral presenta-tions by students requiring them to organizeideas and express them in their own words.

Problem-based learning introduces conceptsthrough use of problem-solving skills on areal problem or investigation.

I. PLANNING INSTRUCTION

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INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION52

RIGOR AND RELEVANCE HANDBOOK

Project design requires students to integratetheir skills and knowledge to create theirown literary, technological, or artistic work,as individuals or in a group.

Recognition and rewards are motivationaltechniques used by teachers to providepositive feedback to students on theirsuccessful efforts and achievement.

Research means students locate and retrieveinformation from several sources, such aslibrary references, textbooks, other individu-als, and electronic databases via the Internet.

Review and re-teaching refers to teachers’planned efforts to review previously learnedcontent and assist students who may nothave fully acquired the knowledge.

Setting objectives and advance organizersare initiating techniques teachers use toengage students in learning, includingemphasizing what will be learned andpresenting engaging questions or activities.

Simulation/role playing replicates the wayskills or knowledge are used outside school,ranging from role playing to computer-generated virtual reality.

Socratic seminar combines the elements ofteacher questions, inquiry, and discussionaround key topics, with the teacher askingprobing questions as needed.

Teacher questions stimulate significantstudent thinking in response to thoughtfulqueries about connections with new infor-mation.

Total physical response requires studentsto engage in a physical activity as well asmental processes.

Video provides new information to studentsthrough visual presentation ranging fromfull-length commercial movies to shortinformation or news segments.

Work-based learning presents opportuni-ties for students to learn through on-the-jobexperiences ranging from job shadowing tofull employment.

Writing makes students organize theirknowledge and reinforces concepts in anyform from a one-paragraph test-questionresponse to a multi-page research report.

DEFINITIONS OF INSTRUCTIONAL STRATEGIES, continued

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INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION 53

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Instructional Strategies and Rigor/Relevance Framework

KEY êêê Ideal Strategy êêAppropriate Strategy ê Least Appropriate Strategy

Adaptation

I. PLANNING INSTRUCTION

6

INTERNATIONAL CENTER FOR LEADERSHIP IN EDUCATION54

RIGOR AND RELEVANCE HANDBOOK

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Instructional Strategies and Rigor/Relevance Framework, continued

KEY êêê Ideal Strategy êêAppropriate Strategy ê Least Appropriate Strategy

Adaptation

7

© International Center for Leadership in Education, Inc.Using Instructional Strategies - 8

Instructional Strategies

Changing Roles

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8

© International Center for Leadership in Education, Inc. Using Instructional Strategies - 9

How to Teach for Rigor and Relevance

Changing Roles, continued

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9

Checklist for Rigorous and RelevantTeaching and Learning

The teaching designIs planned using data on students and curriculum.Is clearly linked to priority state standards.Has an expectation for levels of rigor and relevance.Uses appropriate assessments aligned with the rigor and relevance of expectations.Is clearly guided by big ideas and essential questions.Uses strategies that are aligned with the rigor and relevance of expectations.Includes the knowledge and skills necessary for expected student performance.Uses authentic performance tasks calling for students to demonstrate their understanding and apply knowledgeand skills.Uses clear evaluation criteria and performance standards evaluations of student products and performances.Uses a variety of resources. The textbook is only one resource among many.

The classroomHas student work and essential questions as central to classroom activities.Has high expectations and incentives for all students to achieve the expected performance.Has a culture that treats students and their ideas with dignity and respect.Displays evaluation criteria or scoring guides.Has samples of high-quality student work on display.

The teacherInforms students of the expected performance, essential questions, performance requirements, and assessmentcriteria at the beginning of the lesson or unit.Engages students’ interest when introducing a lesson.Uses a variety of strategies that match the expected level of rigor and relevance and learning styles of students.Facilitates students’ active construction of meaning (rather than simply telling).Effectively uses questioning, coaching, and feedback to stimulate student reflection.Facilitates student acquisition of basic knowledge and skills necessary for student performance.Differentiates instruction to meet individual student needs.Adjusts instruction as necessary on reflection and feedback from students.Uses information from ongoing assessments to check for student learning and misconceptions along the way.Uses a variety of resources to promote understanding.

The studentsCan describe the goals (student performance) of the lesson or unit.Can explain what they are doing and why (i.e., how today’s work relates to the larger unit or course goals).Are engaged throughout the lesson or unit.Can describe the criteria by which their work will be evaluated.Are engaged in activities that help them to apply what they have learned.Demonstrate that they are learning the background knowledge and skills that support the student performanceand essential questions.Have opportunities to generate relevant questions.Are able to explain and justify their work and their answers.Use the criteria or scoring guides to revise their work.

International Center for Leadership in Education

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1. Determining Levels of Rigor and Relevance2. Rigor and Relevance Challenge3. Developing Instructional Plans4. Put It In Writing!5. Strategies for Rigor and Relevance6. What�s Your Style?7. Using Checklists8. Carousel (Brainstorming)9. Numbered Heads Together (Cooperative Learning)10. Think-Pair-Share (Cooperative Learning)11. Seeing is Believing AND Understanding (Demonstration)12. Sink or Float? (Inquiry)13. Planning Lectures (Lecture)14. Developing Story Mnemonics (Memorization)15. Picture This (Note-taking)16. The Final Word (Presentations)17. PBL Case Study (Problem-based Learning)18. Tower of Pasta (Project Design)19. Archaeological Simulation (Simulation)20. Imagining Imagination Questions (Teacher Questions)

V. Professional Development Workshops

B.Teacher Learning

Activities

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Types of Graphic Organizers

Handout9

Page 1 of 3

Types of Graphic

Organizers

Making Meaning

SolvingProblems

Describing

Hierarchy

CharacterWeb

Spider Map

Continuum

ClusteringWeb

BrainstormingWeb

DecisionMatrix

Media Plan

Cause and

EffectDiagram

AffinityDiagram

Concept Map

Cycle(Flowchart)

InteractionOutline

T-Graph

Venn Diagram

KWL Chart

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Graphic Organizer Tasks

Task #1

Task #2

Task #3

You are asked by the state board of education to develop a new plan forteacher preparation. Describe through a graphic all of the steps andactivities you would require in an ideal teacher preparation program.

Develop a graphic organizer to represent the Rigor Relevance Frameworkand its use in developing curriculum, instruction and assessment.

Develop a graphic organizer to represent a concept that you teach. Designthis as you would explain this concept to students.

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What is it different from?

What are examples?

What category is it in?

What are its properties?

ConceptConceptConceptConceptConceptDefinitionDefinitionDefinitionDefinitionDefinition

MapMapMapMapMap

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Viruses, microscopic organisms that

live within the cells of living things,

are a major cause of disease through-

out the world. Some infect humans,

while others infect animals and plants.

By damaging the cells in the organism,

the virus can cause diseases in humans

like measles, the common cold, or even

the deadly disease AIDS.

The human eye cannot see a virus; an

electron microscope that can magnify

by thousands is needed. They are

shaped like spheres or rods and are not

made up of cells. To stay alive and re-

produce, viruses must feed off the cells

of other living things.

Viruses have two parts: an outer pro-

tein coat that protects it and gives it

shape, and an inner core of either DNA

or RNA. These acids allow the virus

to reproduce inside other cells. The

makeup of a virus allows it to live only

The VirusThe VirusThe VirusThe VirusThe Virus

in certain types of cells. When it en-

ters a cell, it connects to a receptor and

interferes with the cell’s reproduction

of proteins that the cell needs. The vi-

rus changes the cell so it produces pro-

teins the virus needs, and then it can

reproduce thousands of times. These

newly produced viruses infect more

and more cells.

The particular cells that the virus in-

vades determine the disease the virus

produces. In humans, viruses can cause

chickenpox, cold sores, influenza,

measles, polio, yellow fever, and

mumps. The HIV virus causes AIDS.

Viruses are different from bacteria.

Bacteria can live on many different

surfaces and in different temperatures.

Viruses cannot live this way. They need

other organisms to live and reproduce.

Antibiotics cannot kill viruses, while

they can kill bacteria. Viruses are not

as complex as bacteria.

ConceptConceptConceptConceptConceptDefinitionDefinitionDefinitionDefinitionDefinition

MapMapMapMapMap

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What I Know What I LearnedWhat I Wantto Know

K-W-L Chart

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1

Where Are The Jobs?Economic growth is very strong, but America isn't generatingenough jobs. Many blame outsourcing. The truth is a lot morecomplicated.Americans live in a faith-based economy. We believe deeply in education, innovation,risk-taking, and plain hard work as the way to a better life. But that faith is being eroded.The link between strong growth and job creation appears to be broken, and we don'tknow what's wrong with it. Profits are soaring, yet no one is hiring. Angry voices areblaming Benedict Arnold CEOs who send jobs to India and China. If highly educated"knowledge" workers in Silicon Valley are losing their jobs, who is really safe?

The truth is that we are living through a moment of maximum uncertainty. The economyis at an inflection point as new forces act upon it. Yet the shape and impact of theseforces remains unknown. Outsourcing looms large as a potential threat because no oneknows how many jobs and which industries are vulnerable. And productivity seemsproblematic because it's hard to see where the rewards for all the cost-cutting and hardwork are going. Meanwhile, the Next Big Thing that is supposed to propel the economyand job growth forward after the Internet boom isn't obvious. As a result, CEOs arereluctant to place big bets on the future. Workers hunker down. And those laid off are at aloss trying to retrain. How can they, when they don't know where the new jobs will beand who will be hiring? It's not even clear what college students should major inanymore. No wonder this feels like a new age of uncertainty.

THE REAL CULPRIT. Yet there are things we do know. The real culprit in this joblessrecovery is productivity, not offshoring. Unlike most previous business cycles,productivity has continued to grow at a fast pace right through the downturn and intorecovery. One percentage point of productivity growth can eliminate up to 1.3 millionjobs a year. With productivity growing at an annual rate of 3% to 3 1/2% rather than theexpected 2% to 2 1/2%, the reason for the jobs shortfall becomes clear: Companies areusing information technology to cut costs -- and that means less labor is needed. Of the2.7 million jobs lost over the past three years, only 300,000 have been from outsourcing,according to Forrester Research Inc. People rightly fear that jobs in high tech andservices will disappear just as manufacturing jobs did. Perhaps so. But odds are it will beproductivity rather than outsourcing that does them in.

We know also where the benefits of rising productivity are going: higher profits, lowerinflation, rising stocks, and, ultimately, loftier prices for houses. In short, productivity isgenerating wealth, not employment. Corporate profits as a share of national income are atan all-time high. So is net worth for many individuals. Consumer net worth hit a newpeak, at $45 trillion -- up 75% since 1995 -- and consumers have more than recoupedtheir losses from the bust.

We know, too, that outsourcing isn't altogether a bad thing. In the '90s, high-techcompanies farmed out the manufacture of memory chips, computers, and telecomequipment to Asia. This lowered the cost of tech gear, raising demand and spreading theIT revolution. The same will probably happen with software. Outsourcing will cut pricesand make the next generation of IT cheaper and more available. This will generategreater productivity and growth. In fact, as venture capitalists increasingly insist that all

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IT startups have an offshore component, the cost of innovation should fall sharply,perhaps by half.

We know something about the kinds of jobs that could migrate to Asia and those that willstay home. In the '90s, the making of customized chips and gear that required closecontact with clients remained in the U.S., while production of commodity products wasoutsourced. Today, the Internet and cheaper telecom permit routine service work to bedone in Bangalore. But specialized jobs that require close contact with clients, plus anunderstanding of U.S. culture, will likely remain.

America has been at economic inflection points many times in the past. These periods ofhigh job anxiety were eventually followed by years of surging job creation. The faithAmericans have in innovation, risk-taking, education, and hard work has been sustainedagain and again by strong economic performance.

There's no question that today's jobless recovery is causing many people real pain. Thenumber of discouraged workers leaving the workforce is unprecedented. Labor-forceparticipation is down among precisely the most vulnerable parts of the workforce --younger and nonwhite workers. Some are going back to school, but many are simplygiving up after fruitless searches for decent jobs. If the participation rate were at itsMarch, 2001, level, there would be 2.7 million more workers in the labor force lookingfor jobs. This would push the unemployment rate up to 7.4%, not the current 5.6%.

History has shown time and again that jobs follow growth, but not necessarily in asimple, linear fashion. America has a dynamic, fast-changing economy that embodiesJoseph A. Schumpeter's ideal of creative destruction. We are now experiencing themaximum pain from the wreckage of outmoded jobs while still awaiting the innovationsthat will generate the work of the future. While America's faith in its innovation economyhas often been tested, it has never been betrayed. Given the chance, the economy willdeliver the jobs and prosperity that it has in the past.

By Bruce Nussbaum , Business Week, March 22, 2004

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The Great Depression: 1929 to the 1940s

Pairs-Read

Learning the Strategy

Pairs reading teaches you to summarize the main points and the details from your read-ing. You’ll take turns with a partner reading paragraphs aloud, and then paraphrasing whatyou’ve just heard. You’ll gain confidence in your reading ability as you understand andremember more of what you read.

Practicing the Strategy

1. Decide with your partner who will be the reader and who will be the listener. If you arethe reader, you will read to your partner the first paragraph of the text below.

2. The listener will then tell you what he or she remembers from that paragraph. Solisten carefully and focus on the meaning of the sentences. The paragraphs are shortand easy to remember.

3. If the listener has questions, you may answer them or look up any information thatwas missed.

4. Now switch roles.

5. At the end of the reading, together with your partner, make a list of all the main pointsand details you both remember from the entire reading.

❂

✥

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On October 24, 1929, a day now known as BlackThursday, the prices of stocks in America fellrapidly. The following week, stocks went downeven further, and the shareholders panicked.They sold off 16 million shares of stock on thefollowing Black Tuesday. People lost so muchmoney that they became desperate, some evencommitting suicide. More banks closed andmore people lost their jobs. Without jobs, theycould not pay for their homes.

That was only the beginning. For the next fouryears, stock prices continued to fall by almost80 percent. People pulled their money out ofbanks to protect it. Others could not pay off theirloans. The result was 9,000 more failed banks,wiping out savings accounts of millions ofAmericans who once trusted them.

With no money, people suffered greatly in the1930s. Thousands lost their homes and had no-where to turn for food and shelter. More than25,000 families went out on the roads lookingfor jobs and a new way of life. Some reportsstate that over 200,000 young people were foundwandering from town to town, hopping trains,living in hobo camps looking for some form ofsupport. In 1933, the worst year, more than 13million people or one of every four workers inAmerica was unemployed.

The Great Depression: 1929 to the 1940s

Pairs-Read

Welfare agencies and religious missions some-times fed these wanderers a little soup or beans.Clothing was more difficult to find. As a resultof these impoverished conditions, millions fellsick and some even died of malnutrition.

The farmers became organized in 1932 anddecided to go on strike, hoping that if theydidn’t send their goods to market, it would raisethe prices. Next came the droughts in the Mid-west and in the Southwest. This area, oftencalled the Dust Bowl, became so dry that nocrops would grow. Farmers just packed up theirgoods and left their farms behind. Many wentto California looking for any jobs they couldfind, but that meant more low wages, longhours, and living in the fields.

People were startled into new ways of think-ing about what life can deliver because thereseemed to be no reason for all these events.Young adults were most affected by the eventsduring these years because they had no hopefor advancing in the workplace. If they couldfind a job, it was not a job with a future forthem. As a result, when they married and raisedchildren, they often were obsessed with get-ting and keeping a job, living frugally, and sav-ing their money. Because they had not experi-enced the hardships, their children did not un-derstand this attitude.

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Key Vocabulary Strategies Across Content Areas Verbal Rehearsal Crail and Lockhart (1972)

Check for verbal vocabulary use in discussions, give out word cards or post words to remind students to use them

Require specific vocabulary use in oral presentations Use Think-Pair-Share Connect with prior learning-what does the word remind you of or what other words are associated

with the target word Visual Clueing Kuzmich (2003)

Post key vocabulary words, expect that they will be used in writing during the unit Write key vocabulary words at the top of papers when requiring short constructed response items Can be used with Verbal Rehearsal and other strategies

Examples and Non-examples Frayer (1969)

Use the Frayer method or other graphic organizers and have students come up with: Examples, Non-examples, A non-linguistic representation, A use for the word

Analogies Marzano (2003)

Connect to prior knowledge Use opposites Use as prompt questions for discussion Use verbal, visual or written analogy based prompts

Pictures And Demonstrations Harvey & Goudvis (2000)

Use posters Use pictures on homework Demonstrate an idea Have students role play an idea Color highlight or underline key vocabulary

Combining Clues to Utilize the Definition Brown, et al, (1993)

Give clues leading to a definition Develop characteristics or patterns Develop relationships to prior knowledge Have students guess word or concept given its use

Verbal and Physical Memories Sousa (2003) & Kuzmich (2003)

Use question starters that are relational: What does it feel like it… What does it look like if…

Verbalize as you perform action or demonstration Attach a physical movement with the word Type a written response that utilizes key words

Key Word Method Burke (2002)

Not all words are equal, so teach the underlying concepts through use in writing, headings to a table or graph, bold print

Teach technical vocabulary using feature analysis and relate back to underlying big idea Always establish parts to whole relationships

Creating Patterns & Graphic Organizers Johnson & Pearson (1984)

Utilize Semantic Mapping, Cause and Effect Mapping and other methods requiring the use of a graphic organizer

Utilize multiple column note taking Utilize hierarchical or linear arrays to show relationships

Semantic Feature Analysis Johnson & Pearson (1984)

Turn Venn diagrams in feature analyzers Charts with words or attributes Characteristics of the word or group of words Show relationships among words

These strategies are also very effective in combination. Some will work better for new teachers; some will work better at different grade levels or times of the year given student developmental needs. Gregory, Gayle and Kuzmich, Lin (March 2005) Differentiated Literacy Strategies for Student Growth Grades 7-12. Thousand Oaks, CA: Corwin Press.

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