Quadrant D Relevance & Rigor

1. Quadrant DRelevance & Rigor All you ever wanted to know and MORE!

2. Our Goals: At the end of our session, I can. . . • Evaluate the concept of “Living in Quad D” • Rate my classroom rigor and relevance using Framework criteria • Formulate a plan to teach students inQuad D

3. Game: What do you know? • Question 1– Who is Bill Daggett? • Homeless person recently interviewed on the streets of downtown Nashville by Channel 4 News • The current host of Saturday Night Live • Creator of the Rigor/Relevance Framework & recognized around the world for leadership in education • The lawyer in the movie “True Grit”

4. Answer: • C. Creator of the Application Model and Rigor/Relevance Framework & recognized round the world for leadership in education

5. Game: What do you know? • Question 2–What is the Rigor/Relevance Framework? • Something Jerry Venson’s class uses to make sure their buildings don’t fall down • An educational tool based on the two dimensions of higher standards and student achievement • Part of the new Teacher Evaluation made up by your principal • Never heard of it

6. Answer: • B. An educational tool based on the two dimensions of higher standards and student achievement

7. The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level.

8. Game: What do you know? • Question 3– Match the following examples involving technical reading & writing with the correct quadrant. • Compare & contrast several technical documents to evaluate purpose, audience, & clarity. • Recall definitions of various technical terms. • Write procedures for installing & troubleshooting new software. • Follow written directions to install new software on a computer. Quadrant A Quadrant B Quadrant C Quadrant D

9. Answer: • Quadrant C – Compare & Contrast Quadrant A – Recall definitions Quadrant D – Write procedures Quadrant B – Follow written directions

10. Rigor and Relevance Framework THINKING A C T I O N

11. Rigor/Relevance Framework Teacher/Student Roles C(Assimilation) D(Adaptation) Student Think Student Think & Work RIGOR High B (Application) A(Acquisition) Teacher Work Student Work Low Low High RELEVANCE

12. Teachers expend energy to create and assess learning activities—providing lesson content, creating worksheets, and grading student work. In this scenario the student becomes a passive learner. Quadrant A (Acquisition) The Focus is on… Teacher Work

13. Typical Student Activities: Games Guided Practice Lecture Memorization Test Preparation Create Graphic of Word/Concept Quadrant A (Acquisition) The Focus is on… Teacher Work

14. This work involves more real-world tasks than Quadrant A and generally takes more time for students to complete. Quadrant B (Application) The Focus is on… the Student Doing Real Work

15. Typical Student Activities: Cooperative Learning Demonstrations Technology – Real Time (e-pals) Learning Centers Physical Movement Problem Based Learning Project Design Play Video Quadrant B (Application) The Focus is on… the Student Doing Real Work

16. Students think to analyze, compare, create, and evaluate. Traditionally, this has been the level of learning typical of a high school graduate. Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways

17. Typical Student Activities: Compare/Contrast Manipulatives/Models Summarizing Brainstorm Create Word Puzzles Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways

18. Roles have shifted from teacher-centered instruction to student-centered learning. “D” requires students to thoroughly understand the standard as well as understand and conceptualize relevant applications. Quadrant D (Adaptation) The Focus is on… the Student Thinking and Working

19. Quadrant D (Adaptation) The Focus is on… the Student Thinking and Working Typical Student Activities: • Artistic Expression • Brainstorming • Cooperative Learning • Feedback/Reflection • Inquiry • Technology (any time/independent learning) • Project Design • Presentations/Exhibits • Problem-based learning • Research • Role play/Simulation • Socratic Seminar • Storytelling • Teacher Questions • Writing to Learn • Create a Brochure

21. Rigor/Relevance Framework Social Studies - Elementary C(Assimilation) D(Adaptation) High Contrast citizens’ responsibilities under different forms of government. Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado). RIGOR B(Application) A(Acquisition) Memorize names, locations and capital cities of U.S. states. Low Describe geographic and climatic characteristics of the local community. Low High RELEVANCE

22. Rigor/Relevance Framework Business - Information Tech. C(Assimilation) D(Adaptation) Compare features of web development software. High RIGOR Create a full web site for a local business. B(Application) A(Acquisition) Low Demonstrate web development software functions. Design web page. Low High RELEVANCE

23. Rigor/Relevance Framework English - Middle Level C(Assimilation) D(Adaptation) High Analyze commercials for fact and opinion. Write directions for assembling a product or carrying out a procedure. RIGOR B(Application) A(Acquisition) Low Assemble a product following written directions. Locate information in technical writing. Low High RELEVANCE

24. Rigor/Relevance Framework Health Education C(Assimilation) D(Adaptation) Analyze advertisements that target youth. Role play conflict resolution situations. High RIGOR B(Application) A(Acquisition) Describe the effects of drugs on the human body. Demonstrate strategies to reduce spread of germs. Low Low High RELEVANCE

25. Rigor/Relevance Framework Science - Middle Level C(Assimilation) D(Adaptation) Collect data and make recommendations to address a community environmental problem. High Identify chemicals dissolved in an unknown solution. RIGOR B(Application) A(Acquisition) Construct models of molecules using toothpicks, round objects. Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. Low Low High RELEVANCE

26. Research-based Best Practices Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001 42

27. B Y Q U A D R A N T C (Assimilation) Essay Plan Investigation Report Questionnaire Chart Inventory Abstract Blueprint Exhibit Classification Journal D (Adaptation) Evaluation New Game Newspaper Machine Estimation Invention Trial Debate Editorial Poem Play Adaptation Collage Video A (Acquisition) Definition Quiz Worksheet Workbook Test True-false Recitation List Reproduction Explanation B (Application) Scrapbook Annotation Summary Explanation Solution Interpretation Collection Demonstration Outline Notes Survey Skit Student Product List

28. Student Work • Is the work meaningful and challenging? • Are all students actively engaged? • Do students have a clear understanding of what constitutes outstanding work? • Do students show commitment to and enthusiasm for their work?

29. Primary Assessments Rigor/Relevance Framework KNOWLEDGE Portfolio Product Performance Interview Self Reflection Extended Response Product Performance Process Performance Product Performance Multiple Choice Constructed Response A P P L I C A T I O N

30. My only skill is taking tests.

31. Our Goals: At the end of our session, I can. . . • Evaluate the concept of “Living in Quad D” • Rate my classroom rigor and relevance using Framework criteria • Formulate a plan to teach students inQuad D

32. “A” Sheet 2 1 4 3 5 Assimilation Adaptation Application Acquisition