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Welcome

R 4. October 2006. Welcome. Session #1 October 2006. 8:30. Welcome, Opening Activities… Overview of R4… BREAK Mega-Trends- Processing Activity Reflection LUNCH The Rigor/ Relevance Framework… BREAK Team Planning CLOSURE 2:30 Credit Option (5-10 min). 11:30. 12:15. 2:10.

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Welcome

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  1. R4 October 2006 Welcome

  2. Session #1 October 2006 8:30 Welcome, Opening Activities… Overview of R4… BREAK Mega-Trends- Processing Activity Reflection LUNCH The Rigor/ Relevance Framework… BREAK Team Planning CLOSURE 2:30 Credit Option (5-10 min) 11:30 12:15 2:10

  3. Sampling: Pre-Assessment

  4. Sampling: Pre-Assessment

  5. Sampling: Pre-Assessment(Middle School Cohort :Clear Lake) 52

  6. Middle School Students Google image source: http://www.aceweb.org/sigs/diversity/id_images/4-Hkidsd.jpg How would you describe them?

  7. Middle School Session #1October 2006 Exploring the Possibilities of Rigor, Relevance, Relationships and Reflection Julie Crotty Julie Graber Jaymie Randel R4

  8. Our Thinking is… If teachers understand how the brain receives, processes, stores and retrieves information, and ifthey understand the basics of human motivation theory, then they will design and facilitate learning opportunities for students in ways that are compatible with how the brain learns… resulting in higher levels of learning… as well as long-term retention of that learning.

  9. Our Thinking is… Ifteachers understand how the brain learns, and the basics of human motivation theory, then they will orchestrate an environment of collaboration between and among themselves and students. A collaborative environment allows for healthy relationships that are fundamental to meeting each student’s basic psychological needs. (Belonging, Worth, Freedom, Fun)

  10. Our Thinking is… If teachers understand the power of reflection as a strategy for achieving higher levels of learning and long-term retention, then they will equip each student with skills necessary for becoming a self-directed learner.

  11. Our Goal 100% of the Leadership Teams will develop a document that answers this essential question:

  12. The Essential Question Does our educational program offer the appropriate levels of rigor, relevance, relationships, and reflection needed, so that each student enters high school successfully prepared for continued learning in the 21st century?

  13. The Content • Turning Points, 2000 • This We Believe • The National Forum… To AccelerateMiddle Grades Reform • Model Schools (ICLE) • Brain Research & Motivation Theory

  14. Trends in Globalization

  15. Trends in Demographics

  16. Trends in Generational Values and Beliefs

  17. Trends in Technology

  18. R4 What have you heard so far that interests you? What connections can you make between what you’ve heard and your existing building’s professional development initiatives?

  19. The Design • 4 sessions in 3 different locations • The Iowa High School Summit • Team Learning Time • Team Planning Time • In-district consulting Google image source: http://www.flinders.edu.au/careers/student/Professional_Development/Team%20A%20at%20Work.

  20. Delivery Dates

  21. Learning Adult Learning Strategies • Effective Openers • ADA • Effective Closures • Theory Google image source: http://www.projectwhirl.org/images/File0016.jpg Continuous Improvement Data Collection and AnalysisGoal Setting

  22. Collaboration • Enhanced Adult Learning • Broad-based Ownership Google image source: http://www.britishcouncil.org/morocco-support-200x150-york-projects.jpg

  23. Proven R4 Promising

  24. R4 What has been clarified for you about your role as a member of your school’s R4 Leadership Team?

  25. The Year At A Glance

  26. Beyond This Year… • 2006-07 Exploration (Why might middle schools need to change?) • 2007-2008 Planning (What changes may need to be made?) • 2008-2011 Implementation (How will we make the changes?)

  27. What’s the worst that could happen as a result of your team’s participation in the R4 sessions? What’s the best that could happen as a result of your team’s participation in the R4 sessions?

  28. So… how do you feel? http://www.astro.ex.ac.uk/people/rob/images/wet_cat.jpg Is it time for a break?

  29. 4 1 Demographics Technology 6 5 Generational Beliefs & Values Globalization

  30. 4 Mega-Trends • Divide the 4 Trend articles among your leadership team members (making sure that all 4 are covered) • Move to the designated area for each assigned Trend • Read the assigned Trend, individually or as a group • Discuss the Trend article, and collaborate to complete each individual’s Structured Response Sheet • Return to school team • Take turns sharing (using response sheets) the main ideas from each of the 4 Trend articles

  31. Professional Learning Log of_________ One can learn from experience. It is with concious reflection on the experience that the learning is deepened. Learning Log Think about the discussions that have taken place thus far today. What has struck a chord with you? What has helped you make sense of the content?

  32. As a team, share your personal reflections about the content of the day, thus far.

  33. Time for Lunch! Google image source: http://www.personal.psu.edu/staff/k/x/kxm/mark/feline/cats-eating.jpg

  34. If the school board decreed that the final exam for any course had to be given a year after the course was completed, how would that change the way you teach?

  35. Rigor Relevance When you hear these words, what meaning do they have for you?

  36. The 5th R: RELAY Leg #1 (1-2 minutes) Directions… Directions… Leg #2 (1-2 minutes) (7- 10 minutes) Input… Leg #3 (4-5 minutes) Leg #4 (5-10 minutes)… Sharing

  37. RELEVANCE Application 1 2 3 4 5 Apply knowledge to real-world unpredictable situations Knowledge in one discipline Apply knowledge across disciplines Apply knowledge to real-world predictable situations Apply knowledge in one discipline

  38. RIGOR Evaluation 6. KNOWLEDGE Synthesis 5. Analysis 4. Application 3. Comprehension 2. Awareness 1.

  39. 6 5 4 3 2 1 D C A B Knowledge (Rigor) 1 2 3 4 5 Application (Relevance)

  40. QUADRANT A Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. C D A B Low Rigor – Low Relevance

  41. QUADRANT A (Example) Recall definitions of various technical terms.

  42. QUADRANT B Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to new and unpredictable situations. C D B A Low Rigor – High Relevance

  43. QUADRANT B (Example) Follow written directions to install new software on a computer.

  44. QUADRANT C Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions. C D A B High Rigor – Low Relevance

  45. QUADRANT C (Example) Compare and contrast several technical documents to evaluate purpose, audience, and clarity.

  46. QUADRANT D Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. D C A B High Rigor – High Relevance

  47. QUADRANT D (Example) Write procedures for installing and troubleshooting new software.

  48. The 5th R: RELAY Leg #1 (1-2 minutes) Directions… Directions… Leg #2 (1-2 minutes) Leg #3 (4-5 minutes) Input… Leg #4 (10-15 minutes)… Practice

  49. C D Large group sharing…. What were some of your points of discussion? Check your answers Check your answers Check your answers A B

  50. 6 5 4 3 2 1 Rigorous and Relevant Learning D C Rigor A B 1 2 3 4 5 Relevance

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