International Center for Leadership in Education Livonia High School April 24, 2008 Tom Welch

1. International Center for Leadership in EducationLivonia High School April 24, 2008Tom Welch Rigor and Relevance

2. Today’s Agenda Talk about the Why The Rigor/Relevance Framework Application of the principles for your classrooms What it means for you and your students

3. Tom’s 3 column graphic organizer oh Aha OMG!

4. Tom’s “nagging” question • What Year Is It? • Do You Believe It???

5. Today is about learning, so . . . • Think of something you learned how to do recently • Work related or personal

6. Let’s rank them from simple to complex

7. What emotions do you associate with that learning experience? • What have you noticed about your students and their emotional readiness for learning? • examples?

8. Now think of a learning experience that you would describe as “life changing” • Started by yourself or require? • Did you learn it alone or with someone? • Was it in a formal or informal setting? • Was the time limited or flexible? • Were the rewards extrinsic or intrinsic? • Was it based on theory or application?

9. Most people surveyed find the learning experience was: • Self-started • Collaborative • Informal • Flexible in time • Intrinsic rewards • Was applicable

10. Does this give you any insight into students at Livonia High School High School? • What learning experiences would you say have been extremely powerful ones for your students?

11. Oh, by the wayI’m just curious . . . • Have you written any vocabulary words out to help you learn something in the last year or two?

12. Write down two assignments from last year that you would describe as from “opposite ends of the “challenge” spectrum”

13. Rigor/Relevance - All

14. Rigor and Relevance for Each Student

15. Rigor/Relevance Framework

16. Assimilation of knowledge Thinking Continuum Acquisition of knowledge

17. Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

18. Knowledge Taxonomy Verb List

19. Knowledge • Arrange • Check • Choose • Find • Match • Name • Say

20. Comprehension • Calculate • Convert • Define • Explain • Propose • Reword • Translate

21. Application • Adopt • Employ • Handle • Manipulate • Solve • Utilize

22. Analysis • Break down • Dissect • Examine • Look at • Survey • Test for

23. Synthesis • Blend • Build • Combine • Construct • Create • Develop • Produce

24. Evaluation • Appraise • Award • Decide • Determine • Prioritize • Rank • Rule on

25. Action Continuum Acquisition of knowledge Application of knowledge

26. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5

27. Bloom’s Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Knowledge 1

28. 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

29. Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5

30. Think about the following Locate and read a current article on biotech and summarize the benefits to humans Read and analyze three original newspaper articles from the WWII era and identify reasons for public opposition to U.S. entry into the war. Read a description of a science experiment and list the necessary materials to perform the experiment. Read pertinent information related to El Nino weather patterns and climate. Propose possible summer vacation destinations for maximum good weather.

31. Examples of Student performance by Application Levels Interviewing Skills • List steps in preparing for an interview • Participate in a mock interview • Conduct interviews for classroom project • Select what to wear for an interview • Interview for a job

32. Public Speaking • List characteristics of a good speech • Give a speech to the class • Give a speech about a class project • Present a point of view on an issue at a public meeting • Respond to questions as a student representative at a board of ed meeting

33. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

34. Rigor/Relevance Framework 6 5 4 3 2 A 1 1 2 3 4 5

35. Rigor/Relevance Framework 6 5 4 3 2 B A 1 1 2 3 4 5

36. Rigor/Relevance Framework 6 C 5 4 3 2 B A 1 1 2 3 4 5

37. Rigor/Relevance Framework 6 D C 5 4 3 2 B A 1 1 2 3 4 5

38. Rigor/Relevance Framework KNOWLEDGE D C B A A P P L I C A T I O N

39. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

40. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. 2 B A 1 1 2 3 4 5

41. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. D C 5 4 3 • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

42. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

43. Rigor/Relevance Framework 6 • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

44. Strategies • Memorization • Presentations/Exhibitions • Research • Problem-based Learning • Project Design • Simulation/Role-playing • Socratic Seminar • Teacher Questions • Work-based Learning • Brainstorming • Cooperative Learning • Demonstration • Guided Practice • Inquiry • Instructional Technology • Lecture • Note-taking/Graphic Organizers

45. Selection of Strategies Based on Rigor/ Relevance Framework

46. Students will generally work at the level we expect . . . If we set up the work at that level.

47. What about at Livonia? • What are the benefits of students working in Quadrant D? • How important is Quadrant D learning for your students? • What are some examples? • How do you start?

48. How important is it for Livonia High School students to work in the Quadrant D level?

49. Challenges • Globalization • Demographics • Values/Beliefs • Technology

50. Science / Engineering • •60 % of Degrees –Asia • •5 % of Degrees –U.S. • •350,000 per Year in China • •2010 -90 % in Asia • •High Skill -Low Wage • •U.S. • –12% • •3rd to 17th • •2/3 to retire