Anderson School District Five

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Teaching for Rigor and Relevance

• Anderson School District Five
• 2007 - 2008

2
Hebrew proverb

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

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Rigorous and RelevantLearning
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Rigor
5
Relevance
My only skill is taking tests.
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All Students
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Agenda

• Why Rigor and Relevance
• Applying Rigor/Relevance Framework
• Planning Instruction
• Data-driven Decisions
• Connection w/ Assessment
• Increasing Rigor/Relevance
• Instructional Strategies
• Action Plans

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How

• Information
• Tools
• Activities to apply, reflect, discuss

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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
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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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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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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Activity
Levels of Application Model
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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
KNOWLEDGE
A P P L I C A T I O N
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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

• Read and follow directions for experiment on DNA
  extraction.

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Quadrant C

• Read and analyze biotech editorial for scientific
  accuracy.

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Quadrant D

• Using your research, debate a proposal related to
  genetic engineering with community leaders as
  judges.

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Rigor/Relevance Framework
D
C
Participate in a Socratic seminar on a issue,
such as privacy.
Develop a school policy on First Amendment rights
in school setting.
RIGOR
High
B
A
Describe provisions of one of the Bill of Rights.
.
Conduct a student survey on First Amendment
rights.
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
D
C
Find values in number sentences when represented
by unknowns.
Develop formula for estimating a large quantity
without counting, e.g. beans in a jar.
RIGOR
High
B
A
Collect outside temperatures for several days and
graph the results.
Memorize multiplication tables.
Low
High
Low
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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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
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
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/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
Reading
D
C
Reading to acquire meaning
Reading to acquire meaning and procedures
RIGOR
High
B
A
Reading to acquire knowledge
Reading to learn procedures
Low
High
Low
RELEVANCE
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Planning Instruction

• Planning is key to your success

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Rigorous and Relevant Instruction
Student Learning
Student Learning
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Planning Rigorous and Relevant InstructionSTEPS
R/R
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Data - driven Decisions
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What are Data-driven Decisions?

• It is more than looking at student test scores?

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What are Data-driven Decisions?

• It is objective criteria for determining what you
  teach?

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How do you determine what you teach?

• What You Know
• Past Practice
• State Standards
• Textbook
• Test

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Rigor/RelevanceFramework andAssessments
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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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You are a product engineer for a new juice box.
The box should shaped like the picture. Your job
is to determine the length of the straw so it
will extend beyond the box by 1/2. How long
should the straw be?
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B
Sample Question
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Rigor/Relevance andInstructionalStrategies
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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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Strategies

• Memorization
• Presentations/
• Exhibitions
• Research
• 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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Selection of Strategies Based on
Rigor/ Relevance Framework
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Matching Strategies to Forms of Student
Assessment
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Matching Strategies to Learning Style
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Strategies that Work

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations

Robert Marzano, 2001
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Strategies that Work

• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Robert Marzano, 2001
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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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R R R

• Rigorous and relevant instruction is not truly
  effective if the one providing the instruction
  has not developed quality relationship with his
  or her students.

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Get to Know Your Students

• Your students will not care how much you know
  until they know how much you care.

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QUESTIONS

• ???