RIGOR & RELEVANCERIGOR & RELEVANCE

NEW TEACHER MEETINGSEPTEMBER 21, 2009NEW TEACHER MEETINGSEPTEMBER 21, 2009

FAVORITE QUOTEFAVORITE QUOTE

"I like a teacher who gives you something to take home to think about besides homework."

"I like a teacher who gives you something to take home to think about besides homework."

ANOTHER FAVORITE QUOTEANOTHER FAVORITE QUOTE

"A teacher is one who makes himself progressively

unnecessary."

"A teacher is one who makes himself progressively

unnecessary."

"The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great

teacher inspires."

"The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great

teacher inspires."

The Quote by which to live:

The Quote by which to live:

STATISTICSSTATISTICS 74% of children who are poor readers in 3rd

grade remain poor readers in 9th grade. Governor in Indiana determines number of prisons

to be built, in part, by number of 2nd graders not reading at grade level.

In California, the number of children who do not make it past 4th grade reading level helps gauge how many prisons to build.

Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not a modestly skilled reader by that time is unlikely to graduate high school.

74% of children who are poor readers in 3rd grade remain poor readers in 9th grade.

Governor in Indiana determines number of prisons to be built, in part, by number of 2nd graders not reading at grade level.

In California, the number of children who do not make it past 4th grade reading level helps gauge how many prisons to build.

Academic success, as defined by high school graduation, can be predicted with reasonable accuracy by knowing someone’s reading skill at the end of 3rd grade. A person who is not a modestly skilled reader by that time is unlikely to graduate high school.

Why Kids Drop OutWhy Kids Drop Out

Classes were not interesting 47%

Missed too many days 43% Spent time with people not interested in school 42%

Too much freedom/not enough rules 38%

Was failing in school 35%

Classes were not interesting 47%

Missed too many days 43% Spent time with people not interested in school 42%

Too much freedom/not enough rules 38%

Was failing in school 35%

Why do we need rigor & relevance in our

schools?

Why do we need rigor & relevance in our

schools? Changing world Motivate all students to high achievement

Emphasize essential skills & knowledge

Shift focus from teaching to learning Reduce overloaded curriculum Unified perspective & focus Preparation for state tests 100% graduation rate

Changing world Motivate all students to high achievement

Emphasize essential skills & knowledge

Shift focus from teaching to learning Reduce overloaded curriculum Unified perspective & focus Preparation for state tests 100% graduation rate

WHAT IS RIGOR ?WHAT IS RIGOR ? Rigor is learning that engages students in curriculum and activities that are complex and challenging.

Quadrants A, B, C, & D (acquisition, application, assimilation, adaptation)

Levels 1-6 ( awareness, understanding, application, analysis, synthesis, evaluation)

Rigor is learning that engages students in curriculum and activities that are complex and challenging.

Quadrants A, B, C, & D (acquisition, application, assimilation, adaptation)

Levels 1-6 ( awareness, understanding, application, analysis, synthesis, evaluation)

WHAT IS COMPLEX ?WHAT IS CHALLENGING ?

WHAT IS COMPLEX ?WHAT IS CHALLENGING ?

A versatile way to define the level of rigor of curriculum, instructional activities, or assessment is the Knowledge Taxonomy Verb List.

Example: Incorporating higher level instructional activities & assessment on our R&R framework.

A versatile way to define the level of rigor of curriculum, instructional activities, or assessment is the Knowledge Taxonomy Verb List.

Example: Incorporating higher level instructional activities & assessment on our R&R framework.

COMPLEX & CHALLENGINGCOMPLEX & CHALLENGING

Application to real world

Broad Difficult Higher order thinking

Problem solving

Application to real world

Broad Difficult Higher order thinking

Problem solving

Ambitious Analytical Demanding Diversified Extending Motivating Thought provoking

Ambitious Analytical Demanding Diversified Extending Motivating Thought provoking

WHAT IS RELEVANCE ?WHAT IS RELEVANCE ? Student performance expressed as one of five levels (knowledge, apply in one discipline, apply across disciplines, apply in real-world predictable situations, apply to real-world unpredictable situations)

HOW CAN I APPLY WHAT YOU ARE TEACHING ME TO MY LIFE NOW OR IN THE FUTURE?

Student performance expressed as one of five levels (knowledge, apply in one discipline, apply across disciplines, apply in real-world predictable situations, apply to real-world unpredictable situations)

HOW CAN I APPLY WHAT YOU ARE TEACHING ME TO MY LIFE NOW OR IN THE FUTURE?

Application ModelApplication Model

The Application Model describes putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies action…using that knowledge to solve complex real world problems, create projects, designs & other works to use in real-world

situations.

The Application Model describes putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies action…using that knowledge to solve complex real world problems, create projects, designs & other works to use in real-world

situations.

What Rigor is and is not…

What Rigor is and is not…

A culture A process An attitude Challenging Collaborative Complex Continuous Differentiated Engaging Hots Meaningful Research based reflective

A culture A process An attitude Challenging Collaborative Complex Continuous Differentiated Engaging Hots Meaningful Research based reflective

A lesson/board Busy work End of unit testing Isolated Mundane Not just for advanced One size fits all Passive Recall Short answer Skill-based Teaching facts only Top-down

A lesson/board Busy work End of unit testing Isolated Mundane Not just for advanced One size fits all Passive Recall Short answer Skill-based Teaching facts only Top-down

TRADITIONAL PLANNING(linear model)

TRADITIONAL PLANNING(linear model)

CURRICULUMDecide what to teach

IINSTRUCTIONDecide how to teach it

AssessmentDecide how to measure achievement

Recent research concludes that curriculum,

instruction, & assessment are not separate and linear but interrelated.

Recent research concludes that curriculum,

instruction, & assessment are not separate and linear but interrelated.

Good learning takes place when there is a dynamic linkage of

instruction & assessment.

BEGIN WITH THE END IN MIND!

Good learning takes place when there is a dynamic linkage of

instruction & assessment.

BEGIN WITH THE END IN MIND!

Now, let’s plan for rigorous & relevant

instruction!!

Now, let’s plan for rigorous & relevant

instruction!!

GRAB YOUR CAPE!GRAB YOUR CAPE!