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J. “Moms” Mabley

J. “Moms” Mabley

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J. “Moms” Mabley

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

  2. Teaching for Rigor and Relevance

  3. Rigor

  4. My only skill is taking tests. Relevance

  5. All Students

  6. Rigor/Relevance Framework

  7. What are some ways you have used the Rigor/Relevance Framework?

  8. Questions or Issues to cover?

  9. Rigor/Relevance Framework KNOWLEDGE D C B A A P P L I C A T I O N

  10. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge

  11. Application Model

  12. 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 Application Model

  13. Rigor/Relevance Framework Knowledge 6 5 4 3 2 Application 1 1 2 3 4 5

  14. 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Rigor/Relevance Framework Knowledge Application 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

  15. Rigor/Relevance Framework KNOWLEDGE D C B A A P P L I C A T I O N

  16. Rigor/Relevance Framework Teacher/Student Roles D C Student Think Student Think & Work RIGOR High B A Teacher Work Student Work Low Low High RELEVANCE

  17. Rigor/Relevance Framework Mathematics - Elementary C D Find values in number sentences when represented by unknowns. Develop formula for determining large quantity without counting, e.g. beans in a jar. High RIGOR B A Collect outside temperatures for several days and make a graph of results. Low Memorize multiplication tables. Low High RELEVANCE

  18. Rigor/Relevance Framework Social Studies - Elementary C D High Contrast citizens’ responsibilities under different forms of government. Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado). RIGOR B A Memorize names, locations and capital cities of U.S. states. Low Describe geographic and climatic characteristics of the local community. Low High RELEVANCE

  19. Rigor/Relevance Framework English - Middle Level C D High Analyze commercials for fact and opinion. Write directions for assembling a product or carrying out a procedure. RIGOR B A Low Assemble a product following written directions. Locate information in technical writing. Low High RELEVANCE

  20. Rigor/Relevance Framework Science - Middle Level C D Collect data and make recommendations to address a community environmental problem. High Identify chemicals dissolved in an unknown solution. RIGOR B A Construct models of molecules using toothpicks, round objects. Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. Low Low High RELEVANCE

  21. Rigor/Relevance Framework Health Education C D Analyze advertisements that target youth. Role play conflict resolution situations. High RIGOR B A Describe the effects of drugs on the human body. Demonstrate strategies to reduce spread of germs. Low Low High RELEVANCE

  22. Rigor/Relevance Framework Social Studies - High School C D Participate in a Socratic seminar on a policy issue, such as privacy. Analyze a community problem, suggest a solution, and prepare a plan to solve it. High RIGOR B A Study a geography of a world region by locating demographic and economic data. Locate and interpret current and historical economic data (e.g., GDP, CPI, employment). Low Low High RELEVANCE

  23. Rigor/Relevance Framework Business - Information Tech. C D Compare features of web development software. High RIGOR Create a full web site for a local business. B A Low Demonstrate web development software functions. Design web page. Low High RELEVANCE

  24. Activity Rigor/Relevance Reflecting on Teaching

  25. Rigor/Relevance Framework KNOWLEDGE D C B A A P P L I C A T I O N

  26. Rigor/RelevanceFramework andAssessments

  27. Activity Rigor/Relevance Assessment Challenge

  28. Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection Types of Assessment Rigorous and Relevant Instruction

  29. Rigor/Relevance Framework High Traditional Tests Performance Low Low High

  30. Primary Assessments Rigor/Relevance Framework KNOWLEDGE Portfolio Product Performance Interview Self Reflection Extended Response Product Performance Process Performance Product Performance Multiple Choice Constructed Response A P P L I C A T I O N

  31. Rigor/Relevance Framework KNOWLEDGE D C B A A P P L I C A T I O N

  32. Instructional Strategies: How to Teach for Rigor and Relevance

  33. Research When to Use Strategy Based on Rigor/Relevance Framework

  34. Rigor/Relevance Framework Problems KNOWLEDGE D C Projects Activities B A A P P L I C A T I O N

  35. Rigor/Relevance Framework Compare and Contrast Summarizing Design a Real World Product Teach Others Make, Produce, Perform Role Play Strategies D C RIGOR High B A Low Low High RELEVANCE

  36. Planning Instruction

  37. Creating a RR Rubric

  38. Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like? High Rigor/High Relevance

  39. Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance High Rigor/High Relevance

  40. Rigor Relevance Educational Soundness Student Engagement High Rigor/High Relevance

  41. Revise a Lesson

  42. Describe lesson you taught, Levels of R/R How would you revise Level of RR Student Work Strategies (including reading) Assessment Revise a Lesson

  43. Quadrant D Lessons

  44. High Rigor/High Relevance Lessons Title RR Level Focus Student Learning Performance Task Instructional Focus Standards Scoring Guide Exemplars (optional) Lesson Plan (optional)

  45. A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application.  It is usually written in the third person describing the learning to other educators. Writing Performance Tasks