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![Page 1: Welcome to the Successful Practices Network Dale Eggebraaten, Senior Associate International Center for Leadership in Education International Center for.](https://reader035.fdocuments.in/reader035/viewer/2022062511/55144c8a550346414e8b4ee1/html5/thumbnails/1.jpg)
Welcome to the Successful Practices Network
Welcome to the Successful Practices Network
Dale Eggebraaten, Dale Eggebraaten, Senior AssociateSenior Associate
International Center for Leadership in EducationInternational Center for Leadership in Education
Sponsored By
Orange Unified School
District
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SPN Components of School Excellence
1. Deepen the Implementation of the Schoolwide Literacy Focus
2. Develop Professional Collaboration Teams to Improve Teaching and Learning
3. Learn and Use Effective Research-based Teaching Practices
4. Implement a Targeted Professional Development Plan That Builds Expertise in Selected Strategies
5. Realigh Resources (People, Time, Talent, Energy, and Money) to Support the Instructional Focus
6. Engage Families and the Community in Supporting the Instructional Focus
7. Monitor Internal Accountability
8. Principal as Instructional Leader
9. District Office Support
Orange Unified Focus on Results
1. Embrace a Common Vision and Goals-RRR ALL Students
2. Inform Decisions through Data Systems
3. Empower Leadership Teams to Take Action and innovate
4. Clarify Student Learning Expectations
5. Adopt Effective Instructional Practices
6. Address Organizational Structures
7. Monitor Student Progress/Improve Support Systems
8. Refine Process on an Ongoing Basis
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Rigor, Relevance, Relationships
• You’ve heard of Rigor through “Focus on Results”
• New, might be Relevance
• Relationships goes along with your District’s Strategic Plan in the area of Personalization
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Count the number of passes the White Shirted Team makes.
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Count the number of passes the White Shirted Team makes.
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Count the number of passes the White Shirted Team makes.
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The Application ModelThe Application Model Rigor/Relevance Rigor/Relevance
FrameworkFramework
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Assimilationof knowledge
Acquisition of knowledge
Thinking Continuu
m
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1 2 3 4 5
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Bloom’s TaxonomyAwareness Level
Recall specific information List, arrange, tell, underline, identify, locate List the 4 P’s in the marketing mix.
Comprehension Level Understanding or interpretation
of information Define, explain, calculate, reword Explain how to apply varnish to a table.
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Bloom’s TaxonomyApplication level
Applying knowledge and understandingto a new situation
Solve, operate, use, handle, apply Using a ruler, determine the square
footage of the floor in this classroom.
Analysis LevelSeparate a complex idea into its componentsCategorize, simplify, examine, inspect, surveyWhich Microsoft office application was used to
create this presentation?
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Bloom’s TaxonomySynthesis Level
Combining knowledge to form a new idea.Create, build, generate, reorganizeWrite or tell a new story using the
same characters.
Evaluation Level Choosing an alternative in making a
decision. Decide, classify, judge, prioritize, determine Which salesperson provided the best
customer service? Why?
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1 2 3 4 5
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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Basic Nutrition11 Label food by nutritional groups Label food by nutritional groups
22 Explain nutritional value of individual foodsExplain nutritional value of individual foods
33 Use nutritional guidelines in planning mealsUse nutritional guidelines in planning meals
44 Examine success in achieving nutritional Examine success in achieving nutritional goalgoal
55 Develop personal nutrition goalsDevelop personal nutrition goals
66 Appraise results of personal eating habits Appraise results of personal eating habits over timeover time
Knowledge TaxonomyKnowledge Taxonomy
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AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action Action ContinuumContinuum
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Application ModelApplication Model
1.1. Knowledge in one disciplineKnowledge in one discipline
2. Application within discipline2. Application within discipline
3. Application across disciplines3. Application across disciplines
4. Application to real-world 4. Application to real-world predictable predictable situationssituations
5. Application to real-world 5. Application to real-world unpredictableunpredictable situations situations
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Application ModelKnowledge
Learning Knowledge, Attitude, or Skills Learning how to use the Internet
Apply in Discipline Using the knowledge, attitude, or skills
within the course curriculum Searching the Internet to find information
to complete a class project
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Application ModelApply Across Disciplines
Using the knowledge, attitude, or skills in all discipline curriculums
Use the skills learned in the Microsoft Office class to prepare humanities report and presentation.
Apply to Predictable Situations Using information to analyze and solve
real problems with predictable solutions Read a recipe, measure and combine
ingredients to make a birthday cake.
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Application ModelApply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions
Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY to Orange County, CA?
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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Basic NutritionBasic Nutrition
11 Label food by nutritional groups Label food by nutritional groups 22 Rank foods by nutritional valueRank foods by nutritional value33 Make cost comparison of different foods Make cost comparison of different foods
considering nutritional valueconsidering nutritional value44 Develop a nutritional plan for a person with Develop a nutritional plan for a person with
a health problem affected by food intakea health problem affected by food intake55 Devise a sound nutritional plan for an Devise a sound nutritional plan for an
elementary school that is culturally diverseelementary school that is culturally diverse
Application ModelApplication Model
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LevelsLevels
CC DD
AA BB 1 2 3 4 5
456
321
Bloom’sBloom’s
ApplicationApplication
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
In the Traditional Classroom
Out of the Traditional Classroom
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Acquisition
Assimilation Adaptation
Application
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English LAStudent
Activities
Elementary Examples
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MathActivities
Elementary Examples
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ScienceActivities
Elementary Examples
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Social Studies
Activities
Elementary Examples
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English LAStudent
Activities
Middle Grades
Examples
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MathStudent
Activities
Middle Grades
Examples
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ScienceStudent
Activities
Middle Grades
Examples
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Social StudiesStudent
Activities
Middle Grades
Examples
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English LAStudent
Activities
High School
Examples
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MathStudent
Activities
High School
Examples
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ScienceStudent
Activities
High School
Examples
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Social StudiesStudent
Activities
High School
Examples
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KnowledgKnowledge e
TaxonomTaxonomy y
Verb ListVerb List
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RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
High
HighLow
Low
Mathematics - Elementary
Memorize multiplication
tables.
Find values in number
sentences when represented by
unknowns.
Develop formula for estimating a large quantity without
counting, e.g. beans in a jar.
Collect outside temperatures for several days and graph the results.
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Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List
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1. Knowledge Arrange Check Choose Find Group Identify Label List Locate
Knowledge Taxonomy
Match Name Point to Recall Recite Repeat Say Select Write
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2. Comprehension Advance Calculate Change Convert Contemplate Define Explain Extrapolate Infer
Interpret Outline Project Propose Reword Submit Transform Translate Vary
Knowledge Taxonomy
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3. Application Adopt Consume Capitalize on Devote Employ Exercise Handle Maintain Make use of
Manipulate Mobilize Operate Put to use Relate Solve Start Take up Utilize
Knowledge Taxonomy
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4. Analysis Assay Audit Breakdown Canvass Check out Dissect Deduce Divide Examine
Knowledge Taxonomy
Include Inspect Look at Scrutinize Sift Survey Study Test for Uncover
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5. Synthesis Blend Build Cause Combine Compile Compose Conceive Construct Create
Develop Evolve Form Generate Make up Originate Produce Reorder Structure
Knowledge Taxonomy
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6. Evaluation Accept Appraise Arbitrate Assess Award Decide Classify Criticize Determine
Knowledge Taxonomy
Grade Judge Prioritize Rank Rate Reject Rule on Settle Weigh
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Instructional StrategiesInstructional Strategies• Brainstorming Brainstorming • Cooperative Learning Cooperative Learning • Demonstration Demonstration • Guided Practice Guided Practice • Inquiry Inquiry • Instructional Instructional
TechnologyTechnology• LectureLecture• Note-taking/Graphic Note-taking/Graphic
Organizers Organizers
MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based learningProblem-based learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning
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KNOWLEDGE
A P P L I C A T I O N
• BrainstormingBrainstorming• Compare & Compare &
ContrastContrast• InquiryInquiry• Teacher QuestionsTeacher Questions
Examples of Instructional StrategiesExamples of Instructional StrategiesRigor/Relevance FrameworkRigor/Relevance Framework
• BrainstormingBrainstorming• Community ServiceCommunity Service• Cooperative LearningCooperative Learning• Creative ArtsCreative Arts• Teacher QuestionsTeacher Questions
• Community ServiceCommunity Service• Cooperative LearningCooperative Learning• DemonstrationDemonstration• Problem SolvingProblem Solving
•• LectureLecture• MemorizationMemorization• Guided PracticeGuided Practice
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework
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AssessmentAssessment
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Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance FrameworkRigor/Relevance Framework
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KNOWLEDGE
A P P L I C A T I O N
•• Extended Extended ResponseResponse
•• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
•• PortfolioPortfolio•• Product Product
PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection
•• Process Process •• PerformancePerformance•• Product Product
PerformancePerformance
•• Multiple ChoiceMultiple Choice•• Constructed Constructed
ResponseResponse
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Right Answers
Rational Answer Right Questions
Right Steps / Procedures
Did the Student get it right?
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AssessmentAssessmentCA Standards for the Teaching Profession
Standard Five: Assessing Student Learning
5.3 Involving and guiding all students in assessing their own learning5.4 Using the results of assessments to guide instruction
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RIGOR
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low
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Reflective Reflective ThoughtThought
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
No Reflection Only the Right
Answer
Reflective Thought
Reflection to Analyze
Reflection to Create, Design, or Develop
Reflection to Follow Right Steps / Procedures
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
Relationships have little influence on
learning
Relationships
Requires relationships where
students receive assistance as needed
Requires relationships at high levels and with
multiple people
Requires relationships where students work effectively with others
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Next Steps
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Next Steps
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Next Steps – “Commit to Try”
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Welcome to the Successful Practices Network
Welcome to the Successful Practices Network
Dale Eggebraaten, Dale Eggebraaten, Senior AssociateSenior Associate
International Center for Leadership in EducationInternational Center for Leadership in Education
Sponsored By
Orange Unified School
District
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Do Just One BraveDo Just One BraveThing TodayThing Today
Why Rigor and RelevanceWhy Rigor and Relevance
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Put a sign upPut a sign up
If you do not know where you will use what we have talked about today in
the real world,
Ask Me!
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How do teachers react to new/more data?
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How do teachers react to new/more data?
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Remind then the excitement when data is understood?
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Remind then the excitement when data is understood?
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CTE Challenges in Quad C• Analysis
– Same – Differences– Compare – Contrast– Cause – Effect
• Synthesis– Known & creating something else– Connect topic/evidence / details
• Evaluate– Establish criteria– Judgement