The 3 R’s

1. The 3 R’s IGOR ELEVENCE ELATIONSHIPS

2. Three Dimensional Framework • Developed by the International Center for Leadership in Education in 1997 • Purpose of framework is to enable students: • To be life long learners • Effective decision makers • Critical thinkers • Problem solvers • Teach students what to do when they don’t know what to do!

3. International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007. Rigor, Relevance & Relationship Framework Rigor Relationship Relevance To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.

4. So lets look at the three different dimensions of the model…

5. The First Dimension Knowledge……Rigor…

6. Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation These are a continuum based on the six levels of Bloom’s Taxonomy which describes the increasingly complex ways in which we think.

7. Bloom’s Taxonomy

8. Bloom’s vs. Anderson(Noun to verb transition) • Knowledge: select, write, list, find,… • Revision: Remember • Comprehension; propose, submit, • Revision: Understand • Application; relate, solve, utilize,….. • Revision: Applying • Analysis; deduce, dissect, survey, sift,… • Revision: Analyzing • Synthesis; generate, conceive, construct,.. • Revision: Evaluating • Evaluation; classify, reject, criticize,….. • Revision: Creating

9. The Second Dimension Application……..Relevance

10. Application Model 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations The application model is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.

11. Group Activity • Turn to page 10 in your handout and in the space provided at the bottom of the page after the ‘Public Speaking’ exercise, select one of the following topics and write it next to the word Subject -then complete the application model exercise; • Baking a cake • Wrestling • Calligraphy Once completed use the ‘Think Pair Share’ learning strategy to review your choices.

12. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5 International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007

13. International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007 Quadrants of Learning Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

15. Quadrant Descriptors

16. Increasing Rigor/Relevance Assimilating Adaptation D C RIGOR High B A Low Acquisition Application Low High RELEVANCE International Center for Leadership in Education: Model Schools Conference; Washington DC. June 30, 2007

17. Rigor/Relevance Framework Romeo and Juliet D C Design brochure on dealing with family crises. Write a letter to Romeo on how to deal with conflict. RIGOR High B A ID conflicts and issues in a scene. Act out a scene Low Low High RELEVANCE International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

18. Rigor/Relevance Framework Teacher/Student Roles KNOWLEDGE D C Student Think Student Think & Work B A Teacher Work Student Work A P P L I C A T I O N International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007.

19. Increasing Rigor and Relevance • Build strong respectful relationships • Use technology to engage students • Use variety of engaging teaching strategies • Action research • Develop challenging assignments • Differentiate instruction • Read in the content area • Interdisciplinary Instruction • Ongoing professional development

20. The Third Dimension…. Relationships……..

21. Building new relationships involves risk taking….and we all need a little help with that!!!!

22. Relationships of Little Importance Relationships Essential Relationships Important Relationships Important Rigor/Relevance Framework Relationships D C High R I GOR B A Low Low High RELEVANCE International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

23. In The Classroom Mandated Without Question Passive and Quiet Discouraged Negative Punishment Absolute Attention Public Pronouncements Negotiated With Respect Engaged Encouraged Positive Reinforcement Source of Encouragement Private Conversations

24. Strategies for Building Relationships • Make it a school wide focus • Collect and analyze data • Listen to the students • Apply the elements of good coaching and advising to classroom • Model good relationships

25. Rigor, Relevance & Relationship Framework (3-D Model) The capacity for student learning is the volume we created within our 3-D model…. Rigor (20) 20 x 5 x 5 = 500 learning units Relationship (5) Relevance (5) International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

26. Rigor, Relevance & Relationship Framework High Rigor with Low Relevance & Low Relationships We might ask students to learn the rigorous content without the meaning of application or the support of relationship….. Rigor Relationship Relevance International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

27. Rigor, Relevance & Relationship Framework Rigor Relationship Relevance High Relevance with Low Rigor & Low Relationship We might push students into the high levels of application without providing them the foundation of core knowledge coupled with the safety to take risks. International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

28. Rigor, Relevance & Relationship Framework Relationship Low Rigor and Low Relevance with High Relationship. Rigor Relevance If students do not experience high expectation for learning the content as well as applications for their learning, we may become more like a friend than a facilitator of their learning. International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

29. International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007. Rigor, Relevance & Relationship Framework Rigor Relationship Relevance To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.

30. R x R x R = LCWRS Relationships X Relevance X Rigor = Life, College, Work Ready Students International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

31. Resources • www.modelschoolconference.com/handouts.html. Retrieved on Wednesday August 29, 2007.