J' Moms Mabley

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J. Moms Mabley

• If you always do what you always did, you will
  always get what you always got.

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2005 Model Schools Conference
Planning for Rigorous and Relevant Instruction
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International Center for Leadership in Education
Richard D. Jones Ph.D. Senior Consultant
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• Personality

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You are what you eat

• Fruit Juice

?Bread, Cereal
?Meat, Dairy, Eggs
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You are what you eat

• Morning

?Bread, Cereal
?Meat, Dairy, Eggs
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You are what you eat

• Morning

?Afternoon
?Meat, Dairy, Eggs
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You are what you eat

• Morning

?Afternoon
?All Day
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Personal web site http//dickjones.us
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Rigorous and RelevantLearning
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Rigor
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Relevance
My only skill is taking tests.
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All Students
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??? Why ???Rigorous and RelevantLearning
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Rigor and Relevance
???? Why ????
Changing Nature of Work International
Comparisons Changing Youth Focus on on
Learning Not All Succeeding Explain What is
Important It is what is on THE test Increase
Student Motivation
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Hebrew proverb

• Do not confine your children to your own
  learning, for they were born in another time.

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Rigor/Relevance Framework

• International Center for Leadership in Education,
  Inc.

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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Knowledge Taxonomy
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Assimilation of knowledge
Thinking Continuum
Acquisition of knowledge
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Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
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Managing Resources
Knowledge Taxonomy
6 Evaluate spending habits of spouse
5 Set goals based on budget
4 Match expenses to budget
3 Buy something within budget
2 Explain values
1 Identify money
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Basic Nutrition
Knowledge Taxonomy
6 Appraise results of personal eating habits over
time
5 Develop personal nutrition goals
4 Examine success in achieving nutrition goals
3 Use nutrition guidelines in planning meals
2 Explain nutritional value of foods
1 Label food by nutritional groups
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Knowledge Taxonomy Verb List
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Application Model
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Action Continuum
Acquisition of knowledge
Application of knowledge
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Application Model

• 1 Knowledge of one discipline
• 2 Application within discipline
• 3 Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

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Managing Resources
Application Model

• 1 Know money values
• 2 Solve word problems
• 3 Relate wealth to quality of life
• 4 Prepare budget
• 5 Handle lottery winnings

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Basic Nutrition
Application Model

• 1 Label food by nutrition groups
• 2 Rank foods by nutritional value
• 3 Make cost comparison of foods considering
  nutritional value
• 4 Develop nutritional plan for a health problem
  affected by food
• 5 Devise a sound nutritional plan for a group of
  3 year-olds who are picky eaters

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Levels of Application Model
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ApplicationModel Decision Tree
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Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary
• If YES - Is it unpredictable?
• If NO
• If YES

Level 1
Level 2
Level 3
Level 4
Level 5
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Conducting a scientific experiment Reading a
historical novel Basic computation (add,
subtract, multiply, divide) Measuring volume of
liquids Technical writing Speaking to an
audience Determining probability Personal
health and wellness Predicting events based on
probability Critical viewing skills Collecting
and analyzing data Correct grammatical use of
language
Computer spreadsheet Word processing Poetry M
easurement of area Interpersonal
communication Physical fitness Nutrition Parent
ing Citizenship Economics U . S.
Geography Scientific classification
systems Cellular Biology Writing
letters Preparing a personal budget
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Application Model

• 1 Knowledge of one discipline
• 2 Application within discipline
• 3 Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

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Rigor/Relevance Framework
Knowledge
6
5
4
3
2
Application
1
1
2
3
4
5
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Rigor/Relevance Framework
Knowledge
Application

• 1. Recall Knolwedge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

1. Knowledge of one discipline 2. Application
within discipline 3. Application across
disciplines 4. Application to real world
predictable situations 5. Application to real
world unpredictable situations
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Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Teacher/Student Roles
D
C
Student Think
Student Think Work
RIGOR
High
B
A
Teacher Work
Student Work
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Did Students Get it Right?
D
C
Rational Answer
Right Questions
RIGOR
High
B
A
Right Answer
Right Procedure
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Control
D
C
Teacher Directed
Student Controlled
RIGOR
High
B
A
Teacher Controlled
Externally Controlled
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Differentiation
D
C
Student Work
Already Differentiated
RIGOR
High
B
A
Time Strategy
Student Work
Low
High
Low
RELEVANCE
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Skill

• Identify, collect or sort pertinent information
  while reading.

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Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

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Quadrant B

• Locate and read current articles on biotech.

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Quadrant C

• Read and analyze 3 original newspaper articles
  from WW II and identify reasons for opposition to
  US entry into the war.

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Quadrant D

• Read pertinent information related to El Nino
  weather patterns and propose possible summer
  vacation destinations.

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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Calculate percentages of advertising in a
newspaper. Tour the school building and
identify examples of parallel and perpendicular
lines, planes, and angles. Determine the
median and mode of real data displayed in a
histogram Organize and display collected data,
using appropriate tables, charts, or graphs.
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
Calculate percentages of advertising in a
newspaper. Tour the school building and
identify examples of parallel and perpendicular
lines, planes, and angles. Determine the
median and mode of real data displayed in a
histogram Organize and display collected data,
using appropriate tables, charts, or graphs.
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
Express probabilities as fractions, percents,
or decimals. Classify triangles according to
angle size and/or length of sides. Calculate
volume of simple three- dimensional
shapes. Given the coordinates of a
quadrilateral, plot the quadrilateral on a grid.
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
Express probabilities as fractions, percents,
or decimals. Classify triangles according to
angle size and/or length of sides. Calculate
volume of simple three- dimensional
shapes. Given the coordinates of a
quadrilateral, plot the quadrilateral on a grid.
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
Analyze the graphs of the perimeters and areas
of squares having different-length
sides. Determine the largest rectangular area
for a fixed perimeter. Identify coordinates for
ordered pairs that satisfy an algebraic relation
or function. Determine and justify the
similarity or congruence for two geometric
shapes.
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Analyze the graphs of the perimeters and areas
of squares having different-length
sides. Determine the largest rectangular area
for a fixed perimeter. Identify coordinates for
ordered pairs that satisfy an algebraic relation
or function. Determine and justify the
similarity or congruence for two geometric
shapes.
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Obtain historical data about local weather to
predict the chance of snow, rain, or sun during
year. Test consumer products and illustrate
the data graphically. Plan a large school event
and calculate resources (food, decorations, etc.)
you need to organize and hold this event. Make
a scale drawing of the classroom on grid paper,
each group using a different scale.
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
Obtain historical data about local weather to
predict the chance of snow, rain, or sun during
year. Test consumer products and illustrate
the data graphically. Plan a large school event
and calculate resources (food, decorations, etc.)
you need to organize and hold this event. Make
a scale drawing of the classroom on grid paper,
each group using a different scale.
D
C
B
A
A P P L I C A T I O N
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Rigor/ RelevanceHandbook
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Activity
Rigor/Relevance Determining Levels
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Skills and Knowledge
K

• Read or view news reports, interpret information
  and vote in an informed manner
• Use second language to discuss current events in
  a country where the language is spoken
• Follow directions in a manual to use equipment
  safely
• Write an essay, using references about an issue
  of interest
• Compare prices, interest rates and maintenance
  costs of buying an appliance

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3
3
5
4
International Center for Leadership in Education
1997
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Skills and Knowledge
A

• Read or view news reports, interpret information
  and vote in an informed manner
• Use second language to discuss current events in
  a country where the language is spoken
• Follow directions in a manual to use equipment
  safely
• Write an essay, using references about an issue
  of interest
• Compare prices, interest rates and maintenance
  costs of buying an appliance

5
4
4
3
4
International Center for Leadership in Education
1997
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Skills and Knowledge
K
A

• Read or view news reports, interpret information
  and vote in an informed manner
• Use second language to discuss current events in
  a country where the language is spoken
• Follow directions in a manual to use equipment
  safely
• Write an essay, using references about an issue
  of interest
• Compare prices, interest rates and maintenance
  costs of buying an appliance

5
4
4
3
3
4
5
3
4
4
International Center for Leadership in Education
1997
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Rigor/Relevance Framework


6

D
KNOWLEDGE
C

5

4

3
2
A
B
1
1
2
3
4
5
A P P L I C A T I O N
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Activity
Rigor/Relevance Reflecting on Teaching
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Rigor/Relevance Challenge
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R/R Challenge
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Planning Instruction
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Rigorous and Relevant Instruction
How
What
How Well
Rigor/Relevance
Rigor/Relevance
Feedback Reflection
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Activity
Rigor/Relevance Linking Standards and Student Work
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Benefits of Using Rigor and Relevance?
? Better prepare students for future work ? Way
to focus student learning on priority standards
? Ensure student achieve standards ? Align
curriculum, instruction and assessment ? Prepare
for state tests ? Increase student interest and
motivation
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Revised Staff DevelopmentKit
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Staff Development Activities
Mapping Across Disciplines Linking Standards
and Student Work Setting Clear Expectations
What Do You Want? Determining Levels of Test
Questions Assessment Challenge Developing
Analytical Scoring Guides Developing
Instructional Plans Data-driven
Curriculum Rigorous Relevant Lesson
Reflection Lesson Review Brainstorming Student
Performance Brainstorming Student Work in
Multiple Disciplines Peer Review of
Lessons Standards Alignment Put It In Writing!
How Does It Feel To Be Learning? How Do You
Learn? Discovering Levels of Learning Setting
the Level of Knowledge Setting the Level of
Application Determining Levels of Rigor and
Relevance Identifying Rigor and
Relevance Rigor/Relevance Challenge Defining Real
World Identifying Community Resources Setting
Levels of Student Knowledge and
Performance Mapping Across Disciplines Linking
Standards and Student Work Setting Levels of
Student Knowledge and Performance
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Rigor/RelevanceFramework andAssessments
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Rigor/Relevance Framework And Assessment
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Types of Assessment
Rigorous and Relevant Instruction

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

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Rigor/Relevance Framework
High
Traditional Tests
Performance
Low
Low
High
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Primary Assessments Rigor/Relevance Framework
KNOWLEDGE
Portfolio Product Performance Interview Se
lf Reflection
Extended Response Product Performance
Process Performance Product Performance
Multiple Choice Constructed Response
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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NYS Math Question
A
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NYS Math A Question June 2002
C
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NYS Math A Question June 2003
D
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Sample Question
B
January 2005
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NY Math A
KNOWLEDGE
D
C
26
22
B
A
42
10
A P P L I C A T I O N
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MEAP HS Math
KNOWLEDGE
D
C
12
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B
A
42
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A P P L I C A T I O N
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Activity
Rigor/Relevance Analyzing Test Questions
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Activity
Rigor/Relevance Assessment Challenge
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R/R and Assessment
? 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
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Rigor/Relevance andInstructionalStrategies
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Instructional StrategiesHow to Teach for Rigor
and Relevance

• International Center for Leadership in Education,
  Inc.

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Instructional Strategies How to Teach for Rigor
and Relevance
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Teaching is only as good as the learning that
takes place.
Instructional Strategies How to Teach for Rigor
and Relevance
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Activity
Rigor/Relevance What Works Best?
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Rigor/Relevance Framework
Problems
KNOWLEDGE
D
C
Projects
Activities
B
A
A P P L I C A T I O N
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Research
When to Use Strategy Based on Rigor/Relevance Fra
mework
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Strategies
? Memorization ? Presentations/Exhibitions ? Resea
rch ? Problem-based learning ? Project
Design ? Simulation/Role-playing ? Socratic
Seminar ? Teacher Questions ? Work-based
Learning

• Brainstorming
• Cooperative Learning
• Demonstration
• Guided Practice
• Inquiry
• Instructional Technology
• Lecture
• Note-taking/Graphic Organizers

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Ask Me..... How will I ever use what Im
learning today?
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Raising the Level of Rigor and Relevance
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Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Rigor/Relevance Framework
Reading
KNOWLEDGE
D
C
Reading to acquire meaning and procedures
Reading to acquire meaning
B
A
Reading to acquire knowledge
Reading to learn procedures
A P P L I C A T I O N
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Sequencing Learning

• Launching activity
• Teacher Procedure
• Student Work
• Extending the Learning

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Suggestion for Sequencing Learning

• Dont always start in Quadrant A
• Consider starting with real world problems
• Use inquiry for launching activities
• Use variety of individual and group student work
• Make each part of learning experience important

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ICLE Philosophy

• Rigor
• Relevance
• All Students

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Look into the future through the eyes of a child?
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International Center for Leadership in Education,
Inc.

• Richard Jones rdj_at_nycap.rr.com
• Senior Consultant
• 1587 Route 146
• Rexford, NY 12148
• Phone [phone]
• Fax [phone]

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Copies of PowerPoint Slides

• http//www.dickjones.us

Center Web Site
http//www.LeaderEd.com