Creating a Rigorous and Relevant
Learning Environment
June 27, 2014
Cambridge MA
Linda L. Jordan Senior Implementa2on Advisor The Center for Leadereship in Educa2on Agenda Welcome &
Intriductions
Closing
Relevance
Relationships
Rigor
Learning Outcomes Understand how rigor, relevance and
relationships support effective instruction
Build awareness of tools aligned with the
four quadrants of the Rigor/Relevance
Framework
Holland, Michigan 4 My Creden9als Senior Implementation Advisor
The International Center for
Leadership in Education
Building Relationships
Why do we need to get to know the teacher? (Linda) Emotion is the gatekeeper to learning
Relationship is a key element in every
classroom
Builds trust
Find common threads of interest
Fun
Building Rela9onships All We Have In Common With the people sitting near you form
a group of 3-5
Create a list of at least three things you
have in common.
Be ready to share some items from you
list with the group.
8 Educa9on Today College and Career Ready
Teacher Evaluation
Standards: Common Core and State
Assessments: NGA and State
Technology
Defining College
and
Career Ready
College/Career Ready Companies becoming paperless
At home offices
New Demands on Educators What will our students need to: know?
do ?
13 How to Meet the New Demands DaggeK System for Effec9ve Instruc9on Daggett System
for Effective Instruction
Organizational Leadership
Create a shared vision and culture for success;
organizational systems aligned to support
student achievement.
Instructional Leadership
Define instructional priorities, using data in a systematic
way to drive decision making; ongoing opportunities
provided for professional growth.
Teaching
Convey a deep knowledge of content
and be equipped with a set of powerful teaching strategies
to drive student achievement.
®
Rigor/Relevance Framework A Focus on Relationships
Teacher Student Student Student Neuroscience Connections
The human
brain is
hardwired
to give and
receive
care. Relationships Make
Relevance Possible
Relationships...
-increase feelings of safety, motivation and
risk-taking
-can enhance learning
-need to be in place to build the safety
need to use higher order thinking (rigor)
ShiP in Teaching Management-based
Teaching
Relationship-based
Teaching
Rules
Mandated
Negotiated
Power
Without question
Authority with respect
Indicators
Students are passive and
quiet
Discouraged
Students are actively
engaged
Encouraged
Negotiate feed back/
punishment
Positive reinforcement/
reward
Disseminate knowledge
Guide learning and give
encouragement
Risk-taking
Control
Mechanisms
Teacher Role
22 • Page 250 The Daggett System for
Effective Instruction
How do you build rela9onships? What is the culture of your schools?
•  Bus drop-off/pick-up
•  Café
•  Hallways
•  Office
23 Rela9onship Resources Search the following keywords:
•  Teambuilding
•  Inclusion Activities
•  Energizers
Focusing on Rigor How Do You Define Rigor?
What makes a
lesson rigorous
for students?
Defini2on Aspects of a Rigorous Lesson RIGOR Examples Non-­‐
examples Rigor Makes the
Future Possible
Rigor is… Rigor is NOT… !  Scaffolding thinking
!  More or harder
!  Planning for thinking
worksheets
!  AP or honors courses
!  The higher level book
in reading
!  More work
!  More homework
!  Assessing thinking about
content
!  Recognizing the level of
thinking students
demonstrate
!  Managing the teaching/
learning level for the
desired thinking level
28
RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE •
KNOWLEDGE TAXONOMY.
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
Bloom’s Taxonomy
• Eval • Creating
Synthesis
Evaluatin
g
Analysis
Analyzing
Application
Applying
Comprehension
Understanding
Knowledge
Remembering
Original
Revised
Integrating Technology
Bloom’s Taxonomy—Technology Version
• educationaltechnologyguy.blogspot.com
Rigorous Lessons ask Students to:
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
CREATE
PRIORITIZE
SCRUTINIZE
DECIDE
32
Examining the Level of Knowledge
1. Look up definition of word of the day.
2. Write an explanatory essay about your interest in a
particular career.
3. Discuss role of media in a democracy.
4. Make observations of similarities and differences
between two search engines.
5. Order fractions from least to greatest on a number
line.
6. On a model label the layers of Earth’s atmosphere.
7. Use the illustrations along with textual details from
a text to describe the key idea.
H or L
Focusing on Relevance How Do You Define
Relevance?
What makes a
lesson relevant
for students?
Defini2on Aspects of a Relevant Lesson RELEVANCE Examples Non-­‐
examples ®
Rigor/Relevance Framework 36 Relevant
Real World Application in
Unanticipated Situations
A Relevant Lesson asks
Students to:
USE THEIR KNOWLEDGE
TO TACKLE
REAL-WORLD PROBLEMS
THAT HAVE
MORE THAN ONE SOLUTION
38
RELEVANCE IS THE PURPOSE OF THE LEARNING: ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE
What is Relevant to TODAY’s Students? K- Born in 2009
6th Grade- Born in 2002
12th Grade-Born in 1996 (in K 2001)
What have you experienced
that they have NOT?
Adding Relevance to
Any Lesson or Unit
Comparing Learning to…
•  Student’s life
•  Family’s life
•  Student’s community and
friends
•  Our world, nation, state
•  World of Work
•  World of Service
•  World of Business and
Commerce that we interact
with
Use the Real World
•  Moral, ethical, political,
cultural points of view,
and dilemmas
•  Real world materials
•  Internet resources
•  Video and other media
•  Scenarios, real life stories
•  News - periodicals, media
Rigor/Relevance
Framework
Tools to Support a
Rigorous and Relevant
Learning Environment
Verb List by Quadrant
Products by Quadrant A
definition
worksheet
list
quiz
test
workbook
true-false
reproduction
recitation
B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline
C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification
D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention
45
Ques9ons By Quadrant C
How are these similar/different?
How is this like…?
What’s another way we could say/explain/express that?
What do you think are some reasons/causes?
Why did…..changes occur?
What is a better solution to…?
How would you defend your position about that?
_____________________________________________
A
What is/are…?
How many…?
How do/does…?
What did you observe…?
What else can you tell me about…?
What does it mean…?
What can you recall…?
Where did you find that…?
Who is/are…?
How would you define that in your own terms?
D
How would you design a…to …?
How would you compose a song about…?
How would you rewrite the ending to the story?
What would be different today, if that event occurred
as…?
Can you see a possible solution to…?
How could you teach that to others?
If you had access to all the resources, how would you
deal with…?
What new and unusual uses would you create for…?
___________________________________________
B
Would you do that?
Where will you use that knowledge?
How does that relate to your experience?
What observations relate to…?
Where would you locate that information?
Calculate that for…?
How would you illustrate that?
How would you interpret that?
How would you collect that data?
How do you know it works?
Application Model Decision Tree
Instructional Strategies and the Rigor/Relevance Framework
Artistic expression
Brainstorming
Compare and contrast
Cooperative learning
Demonstration
Digital media production
Feedback and reflection
Game
Guided practice
Inquiry
Instructional technology — any time
Instructional technology — real time
Instructional technology — independent learning
Learning center
Lecture
Logical and independent thinking
Manipulatives and models
Memorization
Note-taking/graphic
Physical movement
Play
Presentation/exhibition
Problem-based learning
Project design
Research
Service learning
Simulation/role playing
Socratic seminar
Storytelling
Summarizing
Teacher questions
Teaching others
Test preparation
Video
Work-based learning
Writing to learn
© International Center for Leadership in Education
Quadrant A
Acquisition
Quadrant B
Application
Quadrant C
Assimilation
Quadrant D
Adaptation
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Interna9onal Center for Leadership in Educa9on http://www.leadered.com
50 ®
Rigor/Relevance Framework If You Understand You Are Responsible Linda L. Jordan ljordan@leadered.com
518-703-0114
ICLE 518-399-2776
www.leadered.com