Rigor and relevance ppt

2005 Model Schools2005 Model Schools
ConferenceConference
Pre-conferencePre-conference
Teaching for RigorTeaching for Rigor
and Relevanceand Relevance

J. “Moms” Mabley
If you always do what you
always did, you will always
get what you always got.

Helen Branigan
Richard D. Jones
International Center for Leadership
in Education

Rigorous andRigorous and
RelevantRelevant
LearningLearning

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

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

??? Why ?????? Why ???
Rigorous andRigorous and
RelevantRelevant
LearningLearning

Changing Nature of WorkChanging Nature of Work
International ComparisonsInternational Comparisons
Changing YouthChanging Youth
Focus on on LearningFocus on on Learning
Not All SucceedingNot All Succeeding
Explain What is ImportantExplain What is Important
It is what is on THE testIt is what is on THE test
Increase Student MotivationIncrease Student Motivation
Rigor and RelevanceRigor and Relevance
???? Why ????

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

Discussion Board -
Rigor and Relevance
•Web Site - http://modelsch
ools.sitecrossing.com
•Need Password -
rdj@nycap.rr.com
•Send messages to discussion
rr@modelschools.sitecrossing.com

Data - drivenData - driven
DecisionsDecisions

What are Data-driven
Decisions?
 It is more than looking
at student test scores?

What are Data-driven
Decisions?
 It is objective criteria
for determining what
you teach?

19
How do you determine what
you teach?
What You Know
Past Practice
State Standards
Textbook
Test

20
Data Driven Decision?
Priority Standards
Levels of Students
Student Need for Rigor
and Relevance
Test
Education Beyond
Interest

International Center forInternational Center for
Leadership in Education, Inc.Leadership in Education, Inc.
Curriculum MatrixCurriculum Matrix

ICLE Curriculum Survey
Language Arts - Top 10 Topics
1.Apply in writing the rules of grammar, punctuation and
spelling
2.Gather, analyze and summarize information from a variety
of sources
3.Give oral directions that are clear and understood
4.Follow oral directions
5.Identify and select pertinent information while reading
6.Follow written directions carefully and accurately
7.Understand rules of grammar, usage, punctuation, and
spelling
8.Develop processes for understanding and remembering
9.Prepare and deliver individual speeches
10.Know how to decipher unfamiliar words

1.Perform operations with numbers include, decimals,
ratios, percents and fractions
2.Understand characteristics of parallel, perpendicular,
and intersecting lines
3.Understand basic algebraic properties
4.Understand characteristics of angles
5.Understand best procedures for statistical data
collection, organization and display
6.Understand basic geometry ( point, line, plane)
7.Understand and use variables in expressions
8.Use correct order for performing algebraic expressions
9.Compute the distance between two points
10.Understand properties of circles
Mathematics - Top 10 Topics

1.Understand how and why rotation and revolution of earth
affect day, seasons and weather
2.Understand systems of human body
3.Understand nutrition
4.Know the metric system and conversion
5.Make observation of the local environment using senses and
instruments
6.Understand technology changes environment
7.Know processes in water cycle
8.Understand reproduction of living things from cells to
species
9.Understand cells and functions
10.Understand human impact on environment and ways to
improve
Science - Top 10 Topics

Curriculum Matrix
State Standard
Related Essential
Skills and priority
Priority on
State Test
Overall Priority

27
How do you use the
Curriculum Matrix?
Determine priority
standards
Have objective data on
community expectations
Simple reference as to
what is tested
Agenda for conversation
with academic teachers

International Center forInternational Center for
Leadership in Education, Inc.Leadership in Education, Inc.
Rigor/RelevanceRigor/Relevance
FrameworkFramework

K
N
O
W
L
E
D
G
E
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework

KnowledgeKnowledge
TaxonomyTaxonomy

AssimilationAssimilation
of knowledgeof knowledge
AcquisitionAcquisition
ThinkingThinking
ContinuumContinuum

Knowledge TaxonomyKnowledge Taxonomy
1. Recall Knowledge1. Recall Knowledge
2. Comprehension2. Comprehension
3. Application3. Application
4. Analysis4. Analysis
5. Synthesis5. Synthesis
6. Evaluation6. Evaluation

Managing ResourcesManaging Resources
Knowledge Taxonomy
6 Evaluate spending habits of
spouse
1 Identify
money
2 Explain values
5 Set goals based on budget
4 Match expenses to budget
3 Buy something within budget

Basic NutritionBasic 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

KnowledgeKnowledge
TaxonomyTaxonomy
Verb ListVerb List

ApplicationApplication
ModelModel

AcquisitionAcquisition
Action ContinuumAction Continuum

Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within discipline2 Application within discipline
3 Application across3 Application across
disciplinesdisciplines
4 Application to real-world4 Application to real-world
predictable situationspredictable situations
5 Application to real-world5 Application to real-world
unpredictable situationsunpredictable situations

Managing ResourcesManaging Resources
11 Know money valuesKnow money values
22 Solve word problemsSolve word problems
33 Relate wealth to quality ofRelate wealth to quality of
lifelife
44 Prepare budgetPrepare budget
55 Handle lottery winningsHandle lottery winnings
Application Model

Basic NutritionBasic 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

ModelModel
Decision TreeDecision Tree

Is it Application?Is it Application?
◆If NOIf NO
If YES - Is it real world?If YES - Is it real world?
◆If NO and one disciplineIf NO and one discipline
◆If NO and interdisciplinaryIf NO and interdisciplinary
If YES - Is it unpredictable?If YES - Is it unpredictable?
◆If NOIf NO
◆If YESIf YES
Application ModelApplication Model
Level 1
Level 2
Level 3
Level 4
Level 5

•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
•Measurement of area
•Interpersonal communication
•Physical fitness
•Nutrition
•Parenting
•Citizenship
•Economics
•U . S. Geography
•Scientific classification systems
•Cellular Biology
•Writing letters
•Preparing a personal budget

1 2 3 4 5
KnowledgeKnowledge
1
2
3
4
5
6

Rigor/Relevance Framework
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
Knowledge Application

1
2
3
4
5
6
1 2 3 4 5

1
2
3
4
5
6
1 2 3 4 5
A
B
C D

R
I
G
O
R
RELEVANCE
AA BB
DDCC
TeacherTeacher
WorkWork
Teacher/Student RolesTeacher/Student Roles
StudentStudent
ThinkThink
StudentStudent
Think & WorkThink & Work
StudentStudent
WorkWork
High
HighLow
Low

R
I
G
O
R
RELEVANCE
AA BB
DDCC
RightRight
AnswerAnswer
Did Students Get it Right?Did Students Get it Right?
RationalRational
AnswerAnswer
RightRight
QuestionsQuestions
RightRight
ProcedureProcedure
High
HighLow
Low

SkillSkill
Identify, collect orIdentify, collect or
sort pertinentsort pertinent
information whileinformation while
reading.reading.

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

Quadrant B
Locate and read
current articles on
biotech.

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

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

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

K
N
O
W
L
E
D
G
E
AA BB
DDCC
• 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.

Rigor/Relevance
Determining Levels
Activity

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

informed manner
language is spoken
appliance
A
5
3
4
4
4

K
4
5
3
3
4
informed manner
language is spoken
appliance
A
5
3
4
4
4

1
2
3
4
5
6
1 2 3 4 5
K
N
O
W
LE
D
G
E
AA
CC DD
BB

Rigor/Relevance
Reflecting on Teaching
Activity

R/R Challenge
Standard Quadrant A Performance
Understand rules of grammar,
usage, punctuation, and
spelling
Memorize spelling Words
Perform operations with
numbers
Solve word problems
Demonstrate U S geography Label States on a map
Understand systems of human
body
Write description of human
system

PlanningPlanning
InstructionInstruction

Rigor/Relevance
Linking Standards and Student
Work
Activity

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

Revised StaffRevised Staff
DevelopmentDevelopment
KitKit

Staff Development Activities
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
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!

Framework andFramework and
AssessmentsAssessments

Rigor/Relevance
Framework
And
Assessment

ACTIVITY
LIST TYPES OF ASSESSMENT

Types of AssessmentTypes of Assessment
 Multiple ChoiceMultiple Choice
 Constructed ResponseConstructed Response
 Extended ResponseExtended Response
 Process PerformanceProcess Performance
 Product PerformanceProduct Performance
 PortfolioPortfolio
 InterviewInterview
 Self ReflectionSelf Reflection
Rigorous and Relevant Instruction

Low
High
Low High
Traditional
Tests
Performance

K
N
O
W
L
E
D
G
E
•• ExtendedExtended
ResponseResponse
•• ProductProduct
PerformancePerformance
Primary AssessmentsPrimary Assessments
•• PortfolioPortfolio
•• InterviewInterview
•• Self ReflectionSelf Reflection
•• ProcessProcess
•• PerformancePerformance
•• Multiple ChoiceMultiple Choice
•• ConstructedConstructed
ResponseResponse

NYS Math A Question
June 2002
C

NYS Math A Question
June 2003
D

Sample Question
B January 2005

K
N
O
W
L
E
D
G
E
AA BB
DDCC
NY Math ANY Math A
26%
42% 10%
22%

K
N
O
W
L
E
D
G
E
AA BB
DDCC
MEAP HS MathMEAP HS Math
12%
42% 15%
31%

Rigor/Relevance
Analyzing Test Questions
Activity

Rigor/Relevance
Assessment Challenge
Activity

R/R and AssessmentR/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

Raising the Level ofRaising the Level of
Rigor and RelevanceRigor and Relevance

R
I
G
O
R
RELEVANCE
AA BB
DDCC
Increasing Rigor/RelevanceIncreasing Rigor/Relevance
High
HighLow
Low

Challenging AssessmentsChallenging Assessments
Interdisciplinary InstructionInterdisciplinary Instruction
Reading in the Content AreaReading in the Content Area
RelationshipsRelationships
Use of TechnologyUse of Technology
New Teaching IdeasNew Teaching Ideas
Peer Teaching ObservationsPeer Teaching Observations
Action ResearchAction Research
Continuous Professional DevelopmentContinuous Professional Development
Increasing Rigor andIncreasing Rigor and
RelevanceRelevance

K
N
O
W
L
E
D
G
E
AA BB
DDCC
ReadingReading
ReadingReading
to acquire meaningto acquire meaning
ReadingReading
to acquireto acquire
knowledgeknowledge
ReadingReading
to learn proceduresto learn procedures
Reading to acquireReading to acquire
meaning andmeaning and
proceduresprocedures

Rigor/RelevancRigor/Relevanc
ee
andand
InstructionalInstructional
StrategiesStrategies

International Center for Leadership inInternational Center for Leadership in
Education, Inc.Education, Inc.
Instructional Strategies:Instructional Strategies:
How to Teach for Rigor andHow to Teach for Rigor and
RelevanceRelevance

InstructionalInstructional
Strategies:Strategies:
How to TeachHow to Teach
for Rigor andfor Rigor and
RelevanceRelevance

“Teaching is only as
good as the learning
that takes place.”
Instructional Strategies:Instructional Strategies:
How to Teach for Rigor andHow to Teach for Rigor and
RelevanceRelevance

Rigor/Relevance
What Works Best?
Activity

K
N
O
W
L
E
D
G
E
AA BB
DDCC
ActivitiesActivities
ProjectsProjects
ProblemsProblems

ResearchResearch
When to UseWhen to Use
StrategyStrategy
Based onBased on
FrameworkFramework

Selection ofSelection of
StrategiesStrategies
Based onBased on
Rigor/Rigor/
RelevanceRelevance
FrameworkFramework

Strategies that Work
 Identifying Similarities and Differences
 Summarizing and Note Taking
 Reinforcing Effort and Providing
Recognition
 Homework and Practice
 Nonlinguistic Representations
Robert Marzano, 2001

Strategies that WorkStrategies that Work
 Cooperative LearningCooperative Learning
 Setting Objectives and ProvidingSetting Objectives and Providing
FeedbackFeedback
 Generating and Testing HypothesesGenerating and Testing Hypotheses
 Cues, Questions, and AdvanceCues, Questions, and Advance
OrganizersOrganizers
Robert Marzano, 2001

Rigor/Relevance
Action Plans
Activity

Action PlansAction Plans
 ObjectiveObjective - What do you- What do you
plan to accomplish?plan to accomplish?
 Action stepsAction steps - What do- What do
you plan to do?you plan to do?
 Data to MeasureData to Measure
EffectivenessEffectiveness - What will- What will
be different and how willbe different and how will
you know?you know?

Lovers never send
form letters.

ICLE Philosophy
Rigor
Relevance
All Students

International Center for Leadership in
Education, Inc.
Helen M. Branigan hbranigan@aol.com
Richard Jones rdj@nycap.rr.com
Senior Consultants
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607

Rigor and relevance ppt

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