Designing “Quad D” Key Assignments

1. Designing “Quad D” Key Assignments CTE TEACH in partnership with the California Department of Education

2. Agenda

3. R & D • Rob & Duplicate!

4. Today’s Outcomes • Understand how rigor, relevance and relationships support effective instruction • Build a toolbox of strategies to become a “21st century/Quad D” classroom • Evaluate elements of Quad D key assignment and create one • Take information back to share with others/organization

6. Table Team Resume • Using template • Builds student to student relationships • Builds teacher to student relationships • Great to use in beginning of new semester • Intro to teamwork class projects • Helps students recognize strengths & weaknesses of others, find common interests among group, inclusive, draws all students in

7. What are the problems the world faces today?

9. A New Reality The world is no longer the safe, stable and predictable place that it once was and, as a result, there are ever increasing and incredible changes on our nation's future horizon. • What impact will this changing world have on education? • How can schools prepare our youth for these realities? • How do we provide the essential skills and empowerment they need to be contributors in solving important world and community problems?

10. Why Change?

11. Our Students Have Changed

12. What do you Notice?

13. iBrain • Documents evolutionary change in wiring of young minds • Previous Generations think “back to front” • Today’s youth thinks “front to back”

14. Who are students today? • Digital natives • Live in global world • Technology has changed the ways students learn • Students today – Do to Learn • Previous generations – Learn to Do

15. Example

16. The education industry thinks technology adds cost; all other industries use technology to drive down costs.

17. But is Education Keeping Up?

19. Ian Jukes • Service class jobs are being replaced by technology • Example – What effect will drones have on delivery labor market? • Creative class jobs are facilitated by technology • Example – since 2007, 800,000 app jobs launching 50 Billion apps • “We must teach our students for their futures, not our past”

20. Bottom Line • Our students and world have changed….. So we have to change!

21. Struggling Students Source: Education Week, Children Trends Database: 4.28.2013

22. 100 Girls Project For every 100 women enrolled in college, 77 men are enrolled. For every 100 girls diagnosed with a special education disability, 217 boys are diagnosed with a special education disability. For every 100 girls diagnosed with emotional disturbance, 324 boys are diagnosed with emotional disturbance For every 100 females ages 15 to 19 that commit suicide, 549 males in the same range commit suicide. For every 100 women ages 18 to 21 in correctional facilities, 1430 men are in correctional facilities . -The Boys Initiative, 2004

23. Source: Alliance for Excellent Education 2011 Missed Income Opportunity to Society? • If all 2011 HS dropouts had graduated….over their lifetime they would have earned.... • Nationally – $154 Billion • California – $21 Billion

24. Source: Alliance for Excellent Education 2011 High School Dropouts are More Likely To: • Commit crimes • Rely on government assistance programs Reducing nations ability to compete globally

25. 750 Students • Describe school in one word Boring!

26. Source: Bill & Melinda Gates Foundation Top 5 Dropout Reasons • Classes were not interesting – 47% • Missed too many days, could not catch up – 43% • Spent time with others not interested in school – 42% • Had too much freedom, not enough rules – 38% • Was failing – 35%

27. How to Make it More Interesting? • Rigor • Relevance • Relationships! • Relationships • Relevance • Rigor

28. Can’t Have Rigor w/o the First Two! • Students need to have relationships • Teacher to student • Student to student • Students need to “see” the relevance • To their world or you lose them • Improves both long term and short term memory

29. Relationships... • Builds trust • Promote motivation and risk-taking • Enhance learning • Need to be in place to build the safety and use higher order thinking (rigor)

30. Shift in Teaching Page 250 The Daggett System for Effective Instruction

31. Comparing Learning to… Use the Real World… 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 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 Adding Relevance to Any Lesson or Unit

32. What is Rigor With your elbow partner discuss the following: • Your definition of rigor • The skills you think 21st Century Learners need to be successful in life

33. What is Rigor? Rigor is… Rigor is NOT….. More or harder worksheets AP or honors courses The higher level book in reading More work More homework • Scaffolding thinking • Planning for thinking • Assessing thinkingabout content • Recognizing the level of thinkingstudents demonstrate • Managing the teaching/ learning level for the desired thinking level

34. Source: Partnership for 21st Century Skills Top 21st Century Skills • Communication & Collaboration • Critical thinking & problem solving • Creativity & innovation • Information, media and technology skills • Productivity & accountability • Leadership & responsibility • Life & career skills • Flexibility & adaptability • Initiative & self-direction • Social & cross-cultural skills Source: Partnership for 21st Century Skills

35. Rigor/Relevance Framework®

36. Rigor/Relevance Framework D C High Rigor & Application High Rigor Low application R I GOR High A B Low Rigor Low Application High Application Low Rigor Low Low High 18 RELEVANCE

37. Rigor/Relevance Framework D C Student Thinks & Works Student Thinks R I GOR High A B Student Works Teacher Works Low Low High 18 RELEVANCE

38. Verbs by Quadrant p. 5 Using R/R Handbook

39. 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

40. Questions 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?

41. Today's Students “Do” To Learn D C B A

42. Instead of Learning to Do D C B A

43. The 21st Century/Quad D Classroom • Creates rigor, relevance & builds relationships • Infuses students with 21st century skills • Inspires critical thinking and problem solving

44. What Makes You Say That? Interpretation with Justification Routine 1. What's going on? 2. What do you see that makes you say that?

45. I See…I Think…I Wonder A routine for exploring works of art and other interesting things What do you see? What do you think about that? What does it make you wonder?

46. I see…I think…I wonder…

47. Think, Puzzle, Explore A routine that sets the stage for deeper inquiry What do you think you know about this topic? What questions or puzzles do you have? How can you explore this topic?

48. Connect, Extend, Challenge • CONNECT: How are the ideas and information presented CONNECTED to what you already • EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions? • CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

49. Future Think • Predict what would happen if? • What affect on government? • What affect on industry? • Weigh pros & cons • How would this affect you & your family?

50. I Used to Think…, But Now I think… A routine for reflecting on how and why our thinking has changed