P1250095204RwdPK

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Susangunderman_at_comcast.net
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Cobb County Schools

• Just north of Atlanta, GA
• 2nd largest school district in state
• 30th largest in nation
• 106,000 students (2,500/yr)
• 16 high schools
• 23 middle schools
• 68 elementary schools

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KMHS Profile

• Opened in 2000 with 1250 students
• 2006-7 population 3,142
• 2007-8 3,200
• 319,000 sq. ft. instructional space
• on 79 acres
• 118 core and 165 elective courses on 4x4 block
  schedule
• 23 AP courses 333 students/520 tests

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Snapshot of Student Population

• 300 students enrolled in Magnet Program
• 350 students served in Educational Support
• 4 ELL
• 24 Free and Reduced Lunch
• 88 Graduation Rate
• 96 daily attendance rate

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Teaching is only as good as the learning that
takes place.
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How are we doing?
How successful are we?
More people will graduate in the United States
with sports-exercise degrees than with electrical
engineering degrees.
Jeffrey Immelt, CEO
of GE
Were becoming a postindustrial society that
specializes in consumption and leisure.
Fareed Zakaria, 2006
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Causes for Alarm
For every 10 students who enter 8th grade. . .

• 7 will get a high school diploma
• 5 will enroll in postsecondary remedial courses
• 3 will complete postsecondary degree by 26
• All will expect the same or better lifestyle than
  their parents
• Gaps in American
  Education
• achievement, ambition, and numbers

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How do we promote this kind of learning in our
classrooms?How do we measure these skills?

• Innovation
• Openness
• Flexibility
• Creativity

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What we can do is take the best features of the
American systemopenness, INNOVATION, creativity,
and flexibilityand enhance them so that we can
create new industries, new technologies, and new
jobs. Fareed Zakaria, 2006
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NewsweekJune 12, 2006

• Its the ability to innovate and be creative
  and build new things that will help us compete.

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NewsweekJune, 2006

• No worker from a rich country can equal the
  energy of someone trying to move out of poverty.

People in China and India are starving for your
job.
Do your Homework
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How do we promote this kind of learning in our
classrooms?How do we measure these skills?

• Innovation
• Openness
• Flexibility
• Creativity

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We cannot teach our students the same way we were
taught.
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21st Century Skills

• Communication and Information
• Thinking and Problem Solving
• Interpersonal and Self-Directional
• Collaboration

How do we help our students develop
these skills?
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Vision and Implementation

• There are no teachers with correct answers,
  only guides with different areas of expertise and
  experience that may help along the way.
• Peter Senge
  and Fred Kofman, 1995

Flip the funnel
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21st Century Classroom

• Interaction with experts
• Performance-based assessment
• Virtual Classrooms
• Writing workshops
• Primary resources

• Student focused
• Engaging project-based activities
• Integrated curriculum
• Multiple resources
• Problem solving

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Changing the Paradigm of Teaching and Learning

• Active engagement in learning
• Primary and dynamic resources
• Application of knowledge
• Performance-based assessment

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Rigor and Relevance Framework

• Shifts the focus from
• Teaching to Learning

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Rigor and Relevance Framework
What do we want students to know and be able to
do?
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Rigor/Relevance Framework
Knowledge
High
Application
Low
Low
High
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(No Transcript)
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Knowledge Taxonomy

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

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Knowledge Taxonomy Verb List
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Application Model

• 1. Knowledge in one discipline
• 2. Application in 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
Application

• 1. Recall Knowledge
• 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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Levels
Blooms
HIGH
C D A B
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5
4
3
2
1 2 3 4 5
1
LOW
Application
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From Theory to Practice

• Moving Rigor and Relevance
• Into the Classroom

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The Journey Begins

• 2000-1 KMHS opens
• Dr. Daggett speaks to fledgling faculty
• Conversation focused on RRR begins
• 2001-2 Rigor Relevance Kit and handbook
• --Common vocabulary used
  consistently
• - Professional
  Development Groups
• - Faculty meetings
• - Snack n Shares

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The Journey Begins

• 2002-3 ICLE conducts RR workshop with faculty
• 2003-4 KMHS selected as Model School
• 2005-6 Students trained in framework

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• Nurture relationships with teachers
• who show potential
• Involve students

Make them part of expectations and celebrations
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D Quadrant Lesson Creation
Standard Prose and Document Literacy

• Select outcome
• Be able to synthesize concepts learned in
  a nonfiction unit.
• Select product
• Publish a newspaper article based on
  childrens literature

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Match to verb and strategy
Verbs
Products
Strategies

• evaluate
• validate
• justify
• rate
• referee
• infer
• rank
• dramatize
• argue
• conclude

• evaluation
• opinion
• estimation
• trial
• article
• adaptation
• recommendation
• debate
• new game
• invention

• inquiry
• research
• cooperative
• learning
• presentation
• project design

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Required Components

• Headline
• By-line
• Staged photograph
• Cutline and pull quote
• Map
• Continuation headline, if needed
• Body (250-400 words)
• Interview
• Site visit
• Archival research

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Provide rubric
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Student Reflection
First of all, I never thought we could get it
all together to actually produce a newspaper with
all the parts that you wanted. But we did it, and
I actually learned a lot. Mostly I learned that I
had to pull my load so that we didnt look like a
bunch of slackers compared to the other groups.
And I think I know what it might feel like to be
a publisher in charge of getting a newspaper to
press on time. Definitely not for me!
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Conceptual Physics

• Why does pizza dough flatten when it is tossed?
• Why do golf balls have dimples?
• What causes high and low tides to occur at the
  beach?
• How do barrels on interstates lessen the severity
  of a crash?
• The physics of a piano

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WORDSEARCH
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January 2006

• Dr. Daggett meets with students and teachers
• Responses surprising
• I feel a little sorry for my teacher trying
• to get to D
• Teachers 4 students 2.5
• Clearly not there yet
• The challenge

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Answering the Challenge

• Staff development task Create a D quadrant
  lesson
• Share with colleagues

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In the beginning. . .

• Find your comfort zone
• Snack n Shares to learn tools
• Work in collaborative groups
• 1.5 hours per month
• Workdays
• Develop a D Quadrant lesson to deliver and share

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The Plan

• Each collaborative group would share the lesson
• Do the math 55 groups in 3 months
• Please dont make us sit through that!

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Back to the drawing board.

• Input from leadership teams
• They get it dont overwhelm them.
• Instead, Lets Celebrate!!

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KM iDOL Survivors of the Academy Awards

• IDOL Committee
• New plan
• February workday Department meetings to select
  best in show
• Application and Rubric tied to standards and
  Rigor and Relevance Framework
• Reviewed by committee
• Four finalists and six cameos
• March workday Final presentations

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The Incentives

• Collaboration
• Creativity
• Support
• Money!!
• 2500 first prize
• 1000 second
• 850 third
• 500 fourth

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Judges

• Superintendent
• Assistant Superintendent
• for Curriculum
• Area Assistant Superintendent

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Training for Judges

• Rigor and Relevance Framework by committee
  including students
• The Rubric

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Stretch
Critical Knowledge Student Think
Critical Application Student Work Think
Stretch
Stretch
Core Knowledge Teacher Work
Core Application Student Work Think
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Kennesaw Mountain Model Lessons Presentation
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Finalist
Physical Education The Pit Seasonal Sand
Training Coaches
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Finalist
Biology II Human Anatomy Project Dr. Joanne
Jezequel
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Childrens Book ProjectAnatomy Physiology
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Student Reflection

• I once had a teacher who said, If you truly
  understand a concept, you can find at least 5
  different ways to retell the information. The
  childrens book helped me think past the
  memorization of dry textbook material.

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Cameo
AP Music Theory Alma Mater Project David Roth
Jeff Harper
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Cameo
Earth Science Montage of Tornado Stories John
Schafer
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Finalist
Algebra II Money Management Graduation
D-cisions Jimmy Whittemore Dana Rogers
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Overall Project Description

• These lessons have been designed to provide
  students with an opportunity to explore their
  post high school path of either attending college
  (Hon Alg II project) or immediately entering the
  job market (Money Management project). By
  collecting real world data, both groups of
  students evaluate the consequences of one of
  these decision paths utilizing mathematical
  concepts being explored in their respective
  curriculum.

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Individual Project Descriptions

• Money Management students use newspapers, the
  internet, and real life experiences to research
  projected income and cost of living expenses
  based on a chosen career path and self-designed
  lifestyle. Each student must prepare an extensive
  budget that will
• Demonstrate how each expense decision can be
  justified
• Validate purchase decisions that are supported by
  mathematical calculations
• Prioritize the level of investment choices based
  on budget
• Present conclusions on the challenges faced with
  balancing a budget

• Honors Algebra 2 students use the web to research
  the cost of a four year college education. The
  information is evaluated and analyzed using
  exponential and logarithmic models. In summary,
  this assignment requires the students to
• Research real word data
• Make Computations using mathematical models
• Predict a variety of financial investments
  options
• Revise original plan based on imposed real world
  obstacles
• Organize findings into a Power point presentation
  in a way that validates the investment and
  mathematical models

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English DepartmentModel Lesson
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D-Quadrant LessonAdvanced Composition and 9th
Grade LiteratureDramatic Conventions

• Presented by
• Skyler Curtis and Niki Jaquish

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Performance standards

• Performance standards say
• Use research and technology
• Participate in student-to-student and group
  verbal interactions.
• Deliver focused, coherent
• presentations.
• Identify evidence of devices from a
• variety of texts in a variety of genres .
• Increase understanding of literary works
• by relating them to contemporary text
• or their historical context.

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ObjectivesStudents Will

• Advanced Composition
• Analyze dramatic conventions
• Evaluate film clips and text
• Synthesize information
• Present conventions to 9th grade students

• 9th Grade Literature
• Analyze dramatic conventions
• Evaluate film clips and text
• Discuss information
• Recreate a scene from a selection of text

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Dramatic Conventions

• Divided Lovers
• Aside
• Monologue
• Clown
• Mistaken Identity
• Magic/Supernatural

• Foil
• Tragic Flaw
• Central Symbol

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Procedures

• Senior groups assigned conventions
• Find examples in film, television and literary
  works
• Present information to Freshman class
• Presentations will include
• Definition of term
• Examples in Romeo and Juliet and Othello
• Presentation of film and television clips
• Evaluation of the development of the convention
  over time

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Procedures Continued

• Culminating activities
• The freshmen will work with the seniors to find
  examples of the conventions in a clip of The
  Simpsons Hamlet episode. They will later be
  expected to recreate a scene from another work of
  literature illustrating four of the conventions.

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D-Quadessence???

• Knowledge Taxonomy
• Discussion-student to student, teacher to student
• Analysis- Film clips, literary works
• Synthesis-Literary works and conventions
• Evaluation- Development of conventions
• Real world predictable and unpredictable
  situation application-Presenting work to other
  students

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Sustaining the Initiativefor Rigor and Relevance
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Sustaining the Initiative

• Keeping the Foundation Strong
• Revisiting the research (ICLE Briefings)
• Reconfirming the commitment
• Bridging the Gap
• Time
• Turnover
• Avoid educationese
• Buzz words
• Name Dropping
• KFC not Baskin Robbins

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Sustaining the Initiative

• Confront Active Negativity
• Eye-rollers
• BMG
• Toxic Dumpers

• Involve students and community

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Lessons Learned

• Cant always be in D use as culminating activity
• Stretch from application across disciplines to
  predictable real-world and unpredictable
  real-world
• Continuous evaluation and reflection
• to ratchet it up to a higher quadrant

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Lessons

• John Antonetti and Bob Marzano Standards and
  state tests will take care of themselves because
  youre not changing fundamentals of good
  teaching, just changing focus from teacher to
  student
• Authentic work requires authentic audience
• Find ways for others in building or community to
  provide feedback
• Let creative juices flow
• Relax and have fun!