LEAP
INTO EFFECTIVE INSTRUCTION
October 8, 2012
Created By:
Melinda Jenkins, Lynn Paarmann, Kim Powell, & Carol Simopoulos
Objective for Today:
Work with your teammates to LEAP into Instruction
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As a grade level, we would like for you to closely examine the Curriculum Framework,
the Pacing Guide, the TIP Framework, and we will introduce to the Rigor and
Relevance Framework to you-
Learn
Dig deeper in to the Curriculum Framework to understand
the content objectives.
Engage
Discuss and apply instructional strategies during this activity
to ensure your students are active and engaged learners.
Adjust
Discuss and design a formative assessment to monitor and
adjust instructional strategies for student mastery.
Discuss and design a summative assessment to determine the
students’ understanding and the extent of the depth and
breadth of the content taught.
Progress
Let’s revisit the TIP Chart…..
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What is the purpose of the Teaching Innovation Progression Chart (TIP Chart)?
http://blogs.henrico.k12.va.us/21/files/2011/07/TIPC_062211_DRAFT.pdf
• RESEARCH & INFORMATION FLUENCY
In the 21st Century classroom, students find, navigate through, and evaluate large amounts of information. Teachers provide guided
and independent research opportunities for students to make informed, ethical decisions and create products.
• COMMUNICATION & COLLABORATION
In a 21st Century classroom, students communicate and collaborate ethically and effectively to reach a common goal or create a
product. The teacher uses a variety of communication methods, structures student interaction in groups, and engages students in
collaborative projects.
• CRITICAL THINKING & PROBLEM SOLVING
Students will extend knowledge and skills in practical ways to solve real world problems. The teacher provides the activities,
experiences, and feedback needed for students to develop questioning, critical thinking and problem solving skills.
• CREATIVITY & INNOVATION
In the 21st Century classroom, students develop original ideas and create products by applying critical thinking, research methods,
communication tools, and collaborative processes. Teachers provide experiences that allow students to create unique ideas and
products.
TIP : Research and Information Fluency
Rigor or Knowledge
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Entry (1)
Developing (2-3)
Acquire information
using provided
resources.
Apply search
techniques
demonstrated by
teacher.
Follow teacher
direction to
complete class
assignments.
Respond to, but do
not extend teacher
prompt.
Determine accuracy
and authority of
information sources
using provided
checklist or digital
tool.
Respond to class
assignments that
prompt analysis of
information.
Relevance or Application of Knowledge
Approaching (4-5)
Construct questions
to guide research.
Select the most
appropriate digital
tools and
information sources.
Assemble and
organize
information to
address authentic
tasks.
Ideal / Target (6-7)
Assemble and
synthesize
information to
address authentic
tasks.
Use tools to
powerfully display
and interact with
information.
TIP: Communication & Collaboration
Rigor or Knowledge
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Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Work in small
groups toward a
common product
without
collaborating.
Work in teacherselected groups with
defined roles to
accomplish class
assignments.
Establish group
norms, form teams,
and organize roles
to address an
authentic task.
Use digital tools to
communicate to
complete class
assignments.
Use appropriate
digital tools to
facilitate
collaboration.
Select appropriate
digital tools to
communicate and
collaborate with
peers and experts,
regardless of
time zone or
physical distances.
Reflect on their roles
as communicators
and collaborators
and set goals for
future growth.
TIP: Critical Thinking & Problem Solving
Rigor or Knowledge
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Entry (1)
Developing (2-3)
Respond to, but do
not justify their
answers to teacherinitiated questions.
Respond to higher
order questions.
Work on class
assignments through
recollection of
knowledge.
Relevance or Application of Knowledge
Approaching (4-5)
Ideal / Target (6-7)
Generate and
respond to
purposeful
Elaborate on critical questions.
thinking or problem
solving practices
Justify decisionwhen prompted.
making and/or
problem-solving
Apply digital tools
practices.
to think critically
and solve problems Apply digital tools
in class assignments. to think critically
and solve openended authentic
tasks
that require higher
order thinking skills.
Select the most
appropriate digital
tools, as well as
questioning, critical
thinking and
problem solving
strategies to solve
authentic tasks.
Reflect on their roles
as critical thinkers
and/or problems
solvers and set
goals for future
growth.
TIP: Creativity & Innovation
Rigor or Knowledge
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Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Respond to teacher
direction to complete
class assignments.
Work on class
assignments that
blend technology
and limited aspects
of personal choice to
generate new ideas
and products.
Analyze trends and
make predictions that
inspire new solutions
to authentic tasks.
Synthesize existing
and self-generated
knowledge to create
new ideas and
products within and
beyond assignment
parameters.
Work on standard
products following
teacher direction.
Question, summarize
and make predictions
on existing
knowledge using
provided digital
tools.
Create meaningful,
original work within
the assignment
parameters.
Choose strategic risks
that support
innovation.
Reflect on the
creative/innovative
process and set goals
for future growth.
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
Here is a H21 submission that focuses on all four content areas:
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http://blogs.henrico.k12.va.us/21/2012/01/12/catapult-creations/
As a grade level team, review the H21submission entitled “Catapult Creations.”
Discuss with your team how this activity aligns to the TIP Chart. How would you
score it based on the 4 components?
K-1 teams will focus on Research and Information Fluency.
2-3 teams will focus on Communication and Collaboration.
4-5 teams will focus on Critical Thinking and Problem Solving.
Exceptional Education and other resource staff will focus on Creativity and
Innovation.
At the end of this activity be prepared to share and justify your scores with your
colleagues.
Distribute TIP Chart to each group.
Please pause the presentation here.
Rigor & Relevance Defined
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Definitions:
Rigor ~
• is learning in which students demonstrate a thorough in-depth
mastery of challenging tasks to develop cognitive skills through
reflective thought, analysis, problem solving, evaluation or
creativity.
Relevance ~
• is learning in which students apply core knowledge, concepts, or
skills to solve real-world problems. Relevant learning is
interdisciplinary and contextual.
Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
Low
Rigor/Knowledge
High
10
Bloom’s
Create
6
Evaluate
5
Analyze
4
Apply
3
Understand 2
Remember
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Quadrant C – ASSIMILATION
(TIP Level 2-3 Developing)
•Brainstorming
•Inquiry
•Research
•Socratic Seminar
•Quality Teacher Questions
Quadrant D – ADAPTATION
(TIP Level 6-7 Ideal/Target)
•Presentations/Exhibitions
•Project Design
•Instructional Technology
•Ask own questions, research
answers
Quadrant A – ACQUISITION
(TIP Level 1 Entry)
•Guided Practice
•Lecture
•Memorization
Quadrant B – APPLICATION
(TIP Level 4-5 Approaching)
•Cooperative Learning
•Demonstration
•Simulation/Role Playing
•Work-based learning
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Knowledge in one
discipline
Low
2
Apply in
discipline
3
4
5
Apply across
disciplines
Apply to realworld
predictable
situations
Apply to real-world
unpredictable
situations
Relevance/Application of Knowledge
High
Visual Representation of the Four Quadrants
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High
Traditional Tasks
C – ASSIMILATION
Rigor
Student Thinks
Low
Performance Based
D – ADAPTATION
Student Thinks
& Works
A - ACQUISITION
B – APPLICATION
Teacher Works
Student Works
Relevance
High
Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
High
Rigor/Knowledge
Low
- Research & Information Fluency
- Communication & Collaboration
Bloom’s
Create
6
Evaluate
5
Analyze
4
Apply
3
Understand 2
Remember
Quadrant C –
ASSIMILATION
(TIP Level 2-3 Developing)
Quadrant D –
ADAPTATION
(TIP Level 6-7 Ideal/Target)
Quadrant A –
ACQUISITION
(TIP Level 1 Entry)
Quadrant B –
APPLICATION
(TIP Level 4-5
Approaching)
Critical Thinking & Problem Solving
Creativity & Innovation
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1
1
Knowledge in one
discipline
Low
2
Apply in
discipline
3
4
5
Apply across
disciplines
Apply to realworld
predictable
situations
Apply to real-world
unpredictable
situations
Relevance/Application of Knowledge
High
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Rigor & Relevance and the State SOL
Assessments – Then
3rd Grade Science
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Assessments –Now
3rd Grade Science
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Third Grade – 2003
Assessments – Then
5th Grade Science
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Assessments – Now
5th Grade Science
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Assessments – Then
3rd Grade Math
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19
Assessments – Now
3rd Grade Math
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Assessments – Then
5th Grade Math
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Assessments – Now
5th Grade Math
Assessing fraction concepts –
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Visual Representation of the Four Quadrants
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High
Traditional Tasks
C – ASSIMILATION
Performance Based
D – ADAPTATION
Student Thinks
& Works
Rigor
Student Thinks
A - ACQUISITION
Teacher Works
Low
B – APPLICATION
Student Works
Relevance
High
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Task 1 (Task Time: Approximately 20-30 minutes)
Learning is to gain knowledge, comprehension, or mastery of through
experience or study.
• Consult your pacing guide to choose a math SOL.
• Refer to the “Essential Knowledge and Skills” column in
the HCPS Curriculum Framework.
• Develop an assessment that incorporates a TEI format.
• Consider where your assessment belongs in the Rigor
and Relevance Framework.
Pause Here
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Task 2: Language Arts (Task Time: Approximately 20-30 minutes)
Engagement has both mental (thinking) and physical (doing) aspects. To what
degree will your lesson ensure all students are thinking (rigor) and acting
(relevance)?
•Select a
English Sample Lesson Plans found on the VDOE website.
•As a grade level team, decide on a lesson plan that you will implement during the 1st
semester of school.
•Review the lesson to determine where it falls on the Rigor & Relevance framework.
• Modify this lesson so it will meet the needs of your students. If necessary, adjust the
lesson to ensure that every student is actively engaged in both thinking and doing
(Quadrant D).
Pause Here
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Task 3: Science (Task Time: Approximately 30 minutes)
Adjust the delivery of instruction by using Formative Assessments.
Formative assessments are designed to assist the learning process by
providing continuous feedback to the learner, which can be used to identify
strengths and weaknesses to improve future performances.
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Task 3: Science (Task Time: Approximately 30 minutes)
Informal
Continuous
Formative
Assessments
Divergent
Process Based
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Task 3: Science (Task Time: Approximately 30 minutes)
• Log on to Virtual Share afp://esteachers.henrico.k12.va.us and click on the
Science folder.
• Refer to the
Science Henrico Pacing Guides.
• Dig in to the
Henrico Science Curriculum Framework.
• Select one item from the
Essential Knowledge and Skills section.
• Using the guidelines listed, create a formative assessment that you will use with
your students in the near future.
Pause Here
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Task 4: Social Studies (Task Time: Approximately 20-30 minutes)
Summative assessments are used primarily to make decisions for grading or
determining readiness for progression.
Typically summative assessments occur at the end of an educational activity
and are designed to judge or evaluate the learner’s overall performance.
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Task 3: Social Studies (Task Time: Approximately 30 minutes)
Formal
Final
Summative
Assessments
Product Based
Convergent
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Task 4: Social Studies (Task Time: Approximately 20-30 minutes)
• Log on to Virtual Share afp://esteachers.henrico.k12.va.us and click on the Social
Studies folder, then your grade level folder.
• Refer to the Social Studies HCPS Pacing Guide. Look at the 1st Marking Period.
• Dig in to the HCPS Social Studies Curriculum Framework and read content
objectives.
• Go to TestMaker and select questions that support these objectives.
• Then, reconstruct these test questions to reflect higher rigor and relevance without
using the multiple choice format. As a grade level, begin to design your 1st Marking
Period summative assessment.
Pause Here
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Reflection Discussion/Conclusion
Take Away for Today: When curriculum, instructional planning and
delivery, along with an appropriate collection of varied
assessments are aligned, they provide our students with a powerful
framework for success.
How can you modify your instructional planning and
implementation to include more rigorous and relevant activities?
Has the power of grade level discussion for increasing Rigor &
Relevance with 21st century skills (TIP) been effective today?
Take the LEAP to increase effective instruction.