Strategies for Increasing Rigor and Relevance in the Classroom

Dr. Richard Jones, Senior ConsultantInternational Center for Leadership in Education

To hear this webinar you will need to choose your audio mode.

Go to the control panel in the upper right corner of your screen and click the button of how you will be listening. Your choices:

Use telephone Use mic & speakers

If using mic & speakers make sure your volume is turned up so you can hear

If using the telephone Dial:  916-233-3087

Access Code: 162-276-689

Audio PIN: unique PIN shown in audio control panel on screen

Technical difficulties? Contact (518) 399-2776.

www.LeaderEd.com

All participants are on mute.

Webinar Guidelines

• All participants are on mute during the entire webinar.

• Presentation portion will be 45 minutes

• Questions and Answers portion will be 15 minutes

• To ask a question type it in the question control panel in the upper right corner of your screen. Content questions will be answered in the order they were received at the end

of the webinar presentation.

We will send you a follow up email with the PowerPoint presentation and helpful resources

???? 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

4

Quantify Rigor and Quantify Rigor and RelevanceRelevance

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

6

RIRIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

HighHigh

HighHighLowLow

LowLow

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

Poll

Why are you interested in teaching toward Rigor and

Relevance?

Poll

What are the greatest obstacles to Rigorous and

Relevant Learning?

10

RRIIGGOORR

RELEVANCERELEVANCE

Rigor/Relevance Rigor/Relevance FrameworkFramework

HighHigh

HighHighLowLow

LowLow

TeacherTeacherWorkWork

StudentStudentThinkThink

StudentStudentThink & Think & WorkWork

StudenStudentt

WorkWork

11

RIRIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

HighHigh

HighHighLowLow

LowLow

12

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

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

14

Add High Rigor/Relevance

Performance Task

15

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

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.

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

18

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

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

20

Create Gold Seal Lesson

21

Gold Seal Lessons

22

Gold Seal - TemplateTitleSubject/GradeFocusStudent Learning Performance Task

Overview/DescriptionTeacher Procedures

Assessment/Scoring GuideEssential Skills Standards

Prepare Student MaterialsPrepare Student Materials22

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

24

Adapt Gold Seal Lesson

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

26

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

27

Modifying Assessments

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

2912

Rigorous and Relevant Instruction

Types of Assessment

• Multiple Choice• Constructed Response• Extended Response• Process Performance• Product Performance• Portfolio• Interview• Self Reflection

3013

Low

High

Low High

TraditionalTests

Performance

Rigor/Relevance Framework

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

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.....

33

Modifying Strategies

34

ResearchResearch

When to Use StrategyBased on

Rigor/RelevanceFramework

35

KNOWLEDGE

A P P L I C A T I O N

Rigor/Relevance FrameworkRigor/Relevance Framework

ActivitiesActivities

ProjectsProjects

ProblemsProblems

36

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

36

37

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

37

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

40

Make Interdisciplinary

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

42

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

43

•Teacher collaboration•Student engagement•Higher level thinking •Content mastery•Mirrors real world•Less fragmented learning

Benefits

Interdisciplinary

43

44

D-Moments

Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

D-Moments

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

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

Poll

Where will you start on a path to Rigor and Relevance?

49

RIRIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

HighHigh

HighHighLowLow

LowLow

Questions and Answers with Dick Jones

• This is the end of the presentation portion.

• Submit questions at this time and stay on to hear the answers.

• If you are logging off, thank you for attending and we will email you with follow-up information.

For more information www.LeaderEd.com

Thank you for attending!www.LeaderEd.com

(518) 399-2776 | Info@LeaderEd.com

Rigor, Relevance and Relationships

• Workshops, On-going training,

• Train-the-trainer

• Keynoter Speakers

• Model Schools Conference

• Resource Kits and Handbooks

18th Annual Model Schools Conference

Monday, June 14 - Thursday, June 17Orlando

www.ModelSchoolsConference.com