increasing rigor & relevance. presented by: increasing rigor & relevance presented by: tami...
TRANSCRIPT
Education—Past, Present, & Future WHY do we need to increase rigor and
relevance for our students? WHOM will we impact?
Education—Past, Present, & Future WHY do we need to increase rigor and
relevance for our students? WHOM will we impact? HOW might we accomplish this task?
History of Change in Education
Baby Boom Sputnik
Brown v. Board of Education
Secondary Education Act
Civil Rights Act 1964
A Nation at Risk
The Cold War
Industry Technology Information
Great Society
Pol./Econ.
Turmoil
School
Desegregation
Standards &
State Tests
1945 1950 1960 1970 1980 1990 2000 2006
InternetNCLB
Changing Today’s High Schools Need for change in AZ
Half of all public school students live in poverty
Changing Today’s High Schools Need for change in AZ
Half of all public school students live in poverty
50-60% of poor students are performing below grade level
Changing Today’s High Schools Need for change in AZ
Half of all public school students live in poverty
50-60% of poor students are performing below grade level
Business and educational leaders fear the economic impact
Changing Today’s High Schools A thing of the past
Large high schools All students on the same
schedule
Changing Today’s High Schools A thing of the past
Large high schools All students on the same
schedule Similar age students
graduating together
Changing Today’s High Schools What the future may
hold Specialized high schools Individual student plans
built around a declared focus—career exploration or tracking
Changing Today’s High Schools What the future may
hold Specialized high schools Individual student plans
built around a declared focus—career exploration or tracking
More technology
Changing Today’s High Schools What the future may
hold Specialized high schools Individual student plans
built around a declared focus—career exploration or tracking
More technology More elective courses
Changing Today’s High Schools What the future may hold
Specialized high schools Individual student plans
built around a declared focus—career exploration or tracking
More technology More elective courses More rigor—push all
students into college level work
Who are they? Born between 1982 and 2002 Formerly called “Gen Y”
“The Class of 2000 has been bestowed, upon birth, the honorable task of leading the world into the millennium.”
─ Chris McGrath, 17
Millennial Students
They Are Sheltered Used to being watched over From 1981-1997 free or unsupervised time in a
typical preteen’s day declined by 37%
“Many of today’s kids lead insulated lives, unable to ride their bikes at will or play hide-and seek in the town park.”
─ Eleena de Lisser, The Wall Street Journal
They Are Confident Collectively optimistic Only age group that has been getting happier
over the last 15 years
“Millennials are developing an amazing optimism and a conviction that the future will indeed be better for all.”
─ Robert Brenner
They Are Team Oriented From school uniforms to team learning to
community service, they are gravitating toward group activity
Use technology to plug into a group
According to a recent Roper survey, more teenagers blame “selfishness” when asked, “What is a major cause of problems in this country?”
They Are Conventional Accept authority Follow rules Plan ahead
“Students are so normal. They have a lot of regard for adults. They respect their teachers for the most part. They get along with their parents.”
─ Janice Cromer, “State of Nation’s Youth” survey
They Are Pressured Respond to it well
“There’s pressure to achieve in everything. It can make the brightest kid in the world feel inadequate.”
─ Marilyn Cook, high school principal
They Are Achieving Embrace educational challenges Increase in participation in AP classes 75% of high school students say they want to
go to a 4-year college
8 in 10 teenagers say it’s “cool to be smart”.
They Are Exceptional In the eyes of their parents, the community, and
the media
“This new generation is, indeed, unique. Uniquely special.”
─ Ryan Kent
Millennials in Summary
With Millennials rising, America needs to start thinking bigger. Test them. Challenge them. Put difficult tasks before them, and have faith that they can do themselves, and their nation, proud. Lead them. Love them. And above all listen to 17-year-old Sara Fulton when she says, “Celebrate the good! Celebrate the youth in America!”
─ From Millennials Rising: The Next Great Generation, Neil Howe and William Strauss
Addressing Needs of the Future Why—changing global
society demands response Who—“Millennials” have
unique needs
Addressing Needs of the Future Why—changing global
society demands response Who—“Millennials” have
unique needs How—rigorous, relevant
courses increase success
Rigor The level of difficulty or
complexity of a task in one discipline
Rigor without relevance = dropouts
Relevance Application of
knowledge to real-world situations
Relevance without rigor = the traditional trade school model
Rigor/Relevance Framework
RELEVANCE
RIGOR
Student Thinks & Works
D
Student Works
BTeacher Works
A
Student Thinks
C
Low
High
High
Rigor Applications
RIGOR Lecture
VideoDemonstration
Compare/ContrastDebate
Experiment
Teacher WorksA
Student ThinksC
Low
High
Relevance Application of
knowledge to real-world situations
Relevance without rigor = the traditional trade school model
Relevance Applications
RELEVANCE
A B
Applyknowledge inone discipline
Applyknowledge to
real-worldsituations
Teacher Works Student Works
Low High
Relevance Applications
RELEVANCE
MemorizationGuided Practice
Games
A B
Applyknowledge inone discipline
Applyknowledge to
real-worldsituations
Teacher Works Student Works
Low High
Relevance Applications
RELEVANCE
MemorizationGuided Practice
Games
ACommunity Service
DemonstrationSimulation/Role Playing
B
Applyknowledge inone discipline
Applyknowledge to
real-worldsituations
Teacher Works Student Works
Low High
Rigor/Relevance Framework
RELEVANCE
RIGOR
Applyknowledge inone discipline
Applyknowledge to
real-worldsituations
StudentWorksBTeacher
WorksA
StudentThinksC
Low
MemorizationGuided Practice
Games
Community ServiceDemonstration
Simulation/Role Playing
Compare/ContrastDebate
Experiment
High
High
Rigor/Relevance Framework
RELEVANCE
RIGOR
Applyknowledge inone discipline
Applyknowledge to
real-worldsituations
StudentThinks & WorksD
StudentWorksBTeacher
WorksA
StudentThinksC
Low
MemorizationGuided Practice
Games
Community ServiceDemonstration
Simulation/Role Playing
Compare/ContrastDebate
Experiment
High
High
Rigor/Relevance Framework
RELEVANCE
RIGOR
Applyknowledge inone discipline
Applyknowledge to
real-worldsituations
StudentThinks & WorksD
StudentWorksBTeacher
WorksA
StudentThinksC
Project-Based LearningInternships
Presentations/Exhibitions
Low
MemorizationGuided Practice
Games
Community ServiceDemonstration
Simulation/Role Playing
Compare/ContrastDebate
Experiment
High
High
Lessons in the D Quadrant Increasing rigor and
relevance Project-based learning
results in higher student scores on standardized tests and alternative assessments Classes involved work
resembling real situations Newmann, University of Wisconsin
Sample Lesson Problem: Every day, schools in a particular
school district discard vast amounts of materials that could be recycled. The district is unable to fund recycling programs, but each campus has been charged with the task of creating one.
Sample Lesson Problem: Every day, schools in a particular
school district discard vast amounts of materials that could be recycled. The district is unable to fund recycling programs, but each campus has been charged with the task of creating one.
Process: How will you involve students in acquiring funding for a recycling program as well as in studying the impact such a program would have on the environment?
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling
programs
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling
programs English/ELL—write letters to local business leaders for
support of recycling
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling
programs English/ELL—write letters to local business leaders for
support of recycling Science—investigate how landfills are built and how long it
takes materials to decay in a landfill
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling
programs English/ELL—write letters to local business leaders for
support of recycling Science—investigate how landfills are built and how long it
takes materials to decay in a landfill Foreign Language—translate documents for community
correspondence
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling
programs English/ELL—write letters to local business leaders for
support of recycling Science—investigate how landfills are built and how long it
takes materials to decay in a landfill Foreign Language—translate documents for community
correspondence PE—report on effects of pollution on respiration
Source: Lee County School District, Beattyville, KY
Recycling Project—D Quadrant Career and Technical Education—survey local businesses to
determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling
programs English/ELL—write letters to local business leaders for
support of recycling Science—investigate how landfills are built and how long it
takes materials to decay in a landfill Foreign Language—translate documents for community
correspondence PE—report on effects of pollution on respiration Special Education—interact in all aspects (mainstreamed)Source: Lee County School District, Beattyville, KY
Strategies for Rigor & Relevance Brainstorming Community Service Compare/Contrast Cooperative Learning Creative Arts Demonstration Games Graphic Organizers Group Discussion Guided Practice Inquiry Instructional Technology Internship Lecture Literature Memorization
Note-taking Presentations/Exhibitions Problem-based Learning Project Design Recognition and Rewards Research Review and Reteaching Setting Objectives and Advance Organizers Simulation/Role-playing Socratic Seminar Teacher Questions Total Physical Response Video Work-based Learning Writing
So What’s Next? LAUNCH committee Academic integration teams Practical applications at your school First steps...
Thoughts on Rigor & Relevance “What is important is that students enter the
global economy with the ability to apply what they learned in school to a variety of ever-changing situations that they couldn’t foresee before graduating.
Thoughts on Rigor & Relevance “What is important is that students enter the
global economy with the ability to apply what they learned in school to a variety of ever-changing situations that they couldn’t foresee before graduating.
“That is the mark of a quality education and a truer indication of academic excellence.”
─ Dr. Bill Daggett