Engaging Students through Rigorous and Relevant Instruction

1. Engaging Students through Rigorous and Relevant Instruction

2. Jim Miles Senior Associate International Center for Leadership in Education Jim@LeaderEd.com

3. THINK of a number from 1 to 10 MULTIPLY that number by 9 If the number is a 2-digit number, ADD the digits together Now SUBTRACT 5

4. DETERMINE which letter in the alphabet corresponds to the number you ended up with (example: 1=a, 2=b, 3=c,etc.) THINK of a country that starts with that letter REMEMBER the last letter of the name of that country

5. THINK of the name of an animal that starts with that letter REMEMBER the last letter in the name of that animal THINK of the name of a fruit that starts with that letter

6. Are you thinking of a Kangaroo in Denmark eating an Orange?

7. Think – Pair – Share What makes a lesson rigorous and relevant for a student?

8. ICLE Philosophy Relationships Relevance Rigor All Students

9. Relationships + Relevance Make Rigor Possible

10. Rigor/Relevance Framework 6 Knowledge D C 5 4 3 A B 2 1 Application 1 2 3 4 5

11. Assimilation of knowledge Thinking Continuum Level of challenge of the learning for the student Acquisition of knowledge

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13. Knowledge Taxonomy Awareness Level • Recall specific information • list, arrange, tell, identify, locate • List the four functions of marketing Comprehension Level • Understanding or interpretation of information • define, explain, calculate, reword • Explain how to take a patient’s pulse

14. Knowledge Taxonomy Synthesis Level Combining knowledge to form a new idea. create, build, generate, reorganize Design a cell phone package that meets your needs and budget; how would the bacterial population respond genetically to quarantine procedures Evaluation Level • Choosing an alternative in making a decision. • decide, classify, judge, prioritize • Given two cell phone plans justify which plan best meets your needs and budget; recommend policies for your school to prevent disease from spreading

15. Knowledge Taxonomy Application level • Applying knowledge and understandingto a new situation • solve, operate, use, handle, apply • Use Internet resources for a research paper on our trade deficit Analysis Level • Separate a complex idea into its components • categorize, simplify, examine, survey • Compare the similarities and differences between Excel and Access applications

16. Knowledge Taxonomy Verb List Page 8

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

18. RIGORMEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

19. Action Continuum Acquisition of knowledge Application of knowledge Relevance of learning to life and work

20. Application Model Knowledge • Learning Knowledge, Attitude, or Skills • Learning how to use a calculator Apply in Discipline • Using the knowledge, attitude, or skills within the course curriculum • Using the calculator to determine the material costs of a storage shed

21. Application Model Apply Across Disciplines • Using the knowledge, attitude, or skills in all discipline curriculums • Using the knowledge/skills learned in math class to solve a manufacturing problem Apply to Predictable Situations • Use information to analyze and solve real world problems with predictable solutions • Read a recipe, calculate the ingredients needed to triple the recipe

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23. Application Model Apply to Unpredictable Situations • Using information to analyze and solve real problems with unknown solutions • Plan the transportation and lodging for your family’s vacation to Disney World • Plan a luncheon for students being inducted into the Business National Honor Society and their parents

24. A Relevant Lesson asks Students to: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

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26. Adding Relevancy to Any Learning Compare Learning to … Use Real World Examples • 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

27. A Relevant Lesson answers: • What am I Learning? • Why am I learning it? • How will I use it?

28. Application Model 5 Application to real-world unpredictable situations 4 Application to real-world predictable situations 3 Application across disciplines 2 Application within discipline 1 Knowledge of one discipline course

30. Rigor/Relevance Framework D 6 Knowledge C 5 Understands 4 3 A B 2 Knows 1 Application 1 2 3 4 5

31. Rigor/Relevance Framework Teacher/Student Roles D C Student Thinks Student Thinks and Works RIGOR High B A Student Works Teacher Works Low Low High RELEVANCE

32. Verbs by Quadrant B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude A name label define select identify list recite locate record memorize

33. Product by Quadrant 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 A definition worksheet list quiz test workbook true-false reproduction recitation

34. knowledge application • CAREER • DEVELOPMENT • Self-knowledge • Who am I? • Career exploration • Where am I going? • Career Plan • How do I get there? • INTEGRATED • LEARNING • What am I learning? • Why am I learning it? • How can I use it? • UNIVERSAL • FOUNDATION SKILLS • (SCANS) • What do I need to know? • What skills are • important for me” Questions students should be able to answer skills

35. Which Quadrant ?? Why?? • Calculate medical dosages for different weight children. • Design a model bridge to carry a specific loads. • Use word processing software to write a business letter requesting information. • List safety procedures. • Compare the similarities between 2 cameras. • Analyze commercials for purpose and impact.

36. Which Quadrant ?? Why?? • Calculate medical dosages for different weight children. B • Design a model bridge to carry a specific loads. D • Use word processing software to write a business letter requesting information. B • List safety procedures. A • Compare the similarities between 2 cameras. C • Analyze commercials for purpose and impact. C

37. Select one activity and describe how you would make it a Quadrant D Activity. • Calculate medical dosages for different weight children. • Design a model bridge to carry a specific loads. • Use word processing software to write a business letter requesting information. • List safety procedures. • Compare the similarities between 2 cameras. • Analyze commercials for purpose and impact.

38. Quadrant A Ask questions to recall facts, make observations or demonstrate understanding What is/are__? What did you observe__ ? What else can you tell me__? What does it mean__? Where did you find that__? Who is/was__? In what ways_? How would you define that in your own terms? What did/do you notice about this __? What did/do you feel/see/hear/smell __? What do you remember about _?

39. Quadrant B Ask questions to apply or relate How would you do that? Where will use that knowledge? How does that relate to your experience? How can you demonstrate that? What observations relate__? Where would you locate that information? Calculate that for __? How would you illustrate that? Who could you interview? How would you collect that data? How do you know it works? Can you apply what you know to this real world problem? How do you make sure it is done correctly?

40. Quadrant C Ask questions to summarize, analyze, organize, or evaluate 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 that _____ ? Why did __ changes occur? How can you distinguish between__? What is a better solution to__? How would you defend your position about__? What changes to __ would you recommend? What evidence can you offer? How do you know? Which ones do you think belong together? What is the author’s purpose?

41. Quadrant D Ask questions to predict, design, create How would you design a __ to __? How would you compose a song about__? How would you rewrite the ending of the story? What would be different today, if that event occurred? Can you see a possible solution to__? How could you teach that to others? Which resources would you use to deal with__? How would you devise your own way to deal with__? What new and unusual uses would you create for__? Can you develop a proposal which would_? How would you do it differently?

42. I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher, I possess tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized." • Haim Ginott