Transcript Teaching for rigor and relevance

RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS
November 13th, 2012
Laura Casdorph
Curve of Change Implementation
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.
2.
3.
4.
5.
6.
7.
8.
Fill a container with 250 mL of water.
Put the egg into the water gently and measure the distance from the
bottom of the container to the highest part of the egg in centimeters.
Record this height in the data table.
Remove the egg and carefully place it back in the container.
Add 5 mL of salt to the water and stir until the salt is dissolved.
Gently put the egg into the water and measure the highest point of the
egg. Record this height in the data table.
Repeat step 4 and 5 using a total of 10, 15, and 20 mL of salt.
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.
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
8
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.
Rigor/Relevance Framework
Create
6
Evaluate
5
Analyze
4
Apply
3
Understand 2
Remember
1
Low
Rigor/Knowledge
High
Adapted from the International Center for Leadership in Education
1
Knowledge
Relevance/Application
Low
2
Apply in
Knowledge
in one
discipline
Apply
in
discipline
in one
discipline
discipline
3
4
5
Apply across
Apply to
Apply to real-
Apply to realApply
disciplinesApply to real-world
world
world nonreal-worldsituations
across
unpredictable
predictable predictable situations
disciplines
situations
situations
High
Visual Representation of the Four Quadrants
10
High
Traditional Tasks
C – ASSIMILATION
Rigor
Student Thinks
Low
Performance Based
D – ADAPTATION
Student Thinks
& Works
A - ACQUISITION
B – APPLICATION
Teacher Works
Student Works
Relevance
High
Quadrant Characteristics
Rigor
High
C – ASSIMILATION
D – ADAPTATION
Students extend and refine
their acquired knowledge to
be able to automatically use
knowledge to analyze and
solve problems.
A - ACQUISITION
Students have the
competence to think in
complex ways and to apply
acquired knowledge and
skills.
B – APPLICATION
Students gather and store bits
of knowledge and information
to remember or understand.
Low
Students use acquired
knowledge to solve problems,
design solutions, and complete
work.
High
Relevance
Science Examples
High
Quadrant C – ASSIMILATION
Rigor
Identify chemicals
dissolved in an
unknown solution.
Quadrant A – ACQUISITION
Quadrant D – ADAPTATION
Collect data and make
recommendations
to address a community
environmental problem.
Quadrant B – APPLICATION
Construct models of
molecules using
toothpicks, round
objects.
Collect data on dissolved
oxygen, hardness,
alkalinity, and
temperature in a stream.
Low
High
Relevance
Science Examples
Ecosystems
High
Quadrant C - ASSIMILATION
Rigor
•
Quadrant D - ADAPTATION
Research a water related and
dry land ecosystem. Create a
VENN diagram about how
they are the same and how
they are different.
Quadrant A - ACQUISITION
•
•
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.
Quadrant B - APPLICATION
•
Describe the different
ecosystems (water
related and dry land)
Low
Research an animal and
describe its community and
population. Describe how the
ecosystem supports the life of
the researched animal.
High
Relevance
Science Examples
Photosynthesis
High
Quadrant C – ASSIMILATION
Quadrant D - ADAPTATION
Design a consumer
brochure on light
requirements for indoor
flowering plants
Rigor
Create a science project to
demonstrate photosynthesis
Quadrant A – ACQUISITION
Quadrant B - APPLICATION
Describe photosynthesis and
importance to plants and
humans
Low
Solve case study problem on
location of a greenhouse to
maximize sunlight
High
Relevance
Science Examples
Biomes
Rigor
High
Quadrant C - ASSIMILATION
Quadrant D - ADAPTATION
Quadrant A - ACQUISITION
Quadrant B - APPLICATION
Low
High
Relevance
Next Generation Science Standards








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
st
21
Century Science
TIP : Research and Information Fluency
Rigor or Knowledge
18
Entry (1)
Developing (2-3)
Acquire information
using provided
resources.
Apply search
techniques
demonstrated by
teacher.
Follow teacher
direction to
complete class
assignments.
Respond to, but do
not extend teacher
prompt.
Determine accuracy
and authority of
information sources
using provided
checklist or digital
tool.
Respond to class
assignments that
prompt analysis of
information.
Relevance or Application of Knowledge
Approaching (4-5)
Construct questions
to guide research.
Select the most
appropriate digital
tools and
information sources.
Assemble and
organize
information to
address authentic
tasks.
Ideal / Target (6-7)
Assemble and
synthesize
information to
address authentic
tasks.
Use tools to
powerfully display
and interact with
information.
TIP: Communication & Collaboration
Rigor or Knowledge
19
Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Work in small
groups toward a
common product
without
collaborating.
Work in teacherselected groups with
defined roles to
accomplish class
assignments.
Establish group
norms, form teams,
and organize roles
to address an
authentic task.
Use digital tools to
communicate to
complete class
assignments.
Use appropriate
digital tools to
facilitate
collaboration.
Select appropriate
digital tools to
communicate and
collaborate with
peers and experts,
regardless of
time zone or
physical distances.
Reflect on their roles
as communicators
and collaborators
and set goals for
future growth.
TIP: Critical Thinking & Problem Solving
Rigor or Knowledge
20
Entry (1)
Developing (2-3)
Respond to, but do
not justify their
answers to teacherinitiated questions.
Respond to higher
order questions.
Work on class
assignments through
recollection of
knowledge.
Relevance or Application of Knowledge
Approaching (4-5)
Ideal / Target (6-7)
Generate and
respond to
purposeful
Elaborate on critical questions.
thinking or problem
solving practices
Justify decisionwhen prompted.
making and/or
problem-solving
Apply digital tools
practices.
to think critically
and solve problems Apply digital tools
in class assignments. to think critically
and solve openended authentic
tasks that require
higher order
thinking skills.
Select the most
appropriate digital
tools, as well as
questioning, critical
thinking and
problem solving
strategies to solve
authentic tasks.
Reflect on their roles
as critical thinkers
and/or problems
solvers and set
goals for future
growth.
TIP: Creativity & Innovation
Rigor or Knowledge
21
Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Respond to teacher
direction to complete
class assignments.
Work on class
assignments that
blend technology
and limited aspects
of personal choice to
generate new ideas
and products.
Analyze trends and
make predictions that
inspire new solutions
to authentic tasks.
Synthesize existing
and self-generated
knowledge to create
new ideas and
products within and
beyond assignment
parameters.
Work on standard
products following
teacher direction.
Question, summarize
and make predictions
on existing
knowledge using
provided digital
tools.
Create meaningful,
original work within
the assignment
parameters.
Choose strategic risks
that support
innovation.
Reflect on the
creative/innovative
process and set goals
for future growth.
Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
High
Rigor/Knowledge
Low
- Research & Information Fluency
- Communication & Collaboration
Bloom’s
Create
6
Evaluate
5
Analyze
4
Apply
3
Understand 2
Remember
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)
Critical Thinking & Problem Solving
Creativity & Innovation
22
1
1
Knowledge in one
discipline
Low
2
Apply in
discipline
3
4
5
Apply across
disciplines
Apply to realworld
predictable
situations
Apply to real-world
unpredictable
situations
Relevance/Application of Knowledge
High
Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
Low
Rigor/Knowledge
High
23
Bloom’s
Create
6
Evaluate
5
Analyze
4
Apply
3
Understand 2
Remember
1
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
1
Knowledge in one
discipline
Low
2
Apply in
discipline
3
4
5
Apply across
disciplines
Apply to realworld
predictable
situations
Apply to real-world
unpredictable
situations
Relevance/Application of Knowledge
High
Relevance Model Decision Flow Chart
No
Is it application?
Level 1
Knowledge in one
discipline
Yes
Is the application
real world?
No
Is more than one
school subject
involved?
Yes
Yes
Is the outcome
unpredictable?
Yes
Level 2
No
Apply within discipline
Level 3
Apply across disciplines
Level 4
No
Apply to real-world
predictable situations
Level 5
Apply to real-world
unpredictable situations
Egg Experiment
Rigor
High
Quadrant C - ASSIMILATION
Quadrant D - ADAPTATION
Quadrant A - ACQUISITION
Quadrant B - APPLICATION
Low
High
Relevance
If you always do what you
always did, you will always
get what you always got.
J. “Moms” Mabley