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Welcome

R 4. February 2007. Welcome. Session #2 February 2007. 8:30. Welcome, Opening Activity… Why Schools May Need to Change (Daggett) BREAK incorporated LUNCH Revisiting The Rigor/ Relevance Framework Reflection Relationships: CLICCCK CLOSURE: Sampling & Extended Activities. 9:20.

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Welcome

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  1. R4 February 2007 Welcome

  2. Session #2 February 2007 8:30 Welcome, Opening Activity… Why Schools May Need to Change (Daggett) BREAK incorporated LUNCH Revisiting The Rigor/ Relevance Framework Reflection Relationships: CLICCCK CLOSURE: Sampling & Extended Activities 9:20 12:00 2:20

  3. Geometry in the Real World: Students as Architects(running time 10:35)

  4. Geometry in the Real World: Students as Architects Describe what is currently going on in your school or classroom that resembles this type of teaching and learning environment.

  5. Geometry in the Real World: Students as Architects What are potential barriers that might get in the way of teachers orchestrating this kind of teaching and learning?

  6. Geometry in the Real World: Students as Architects Share the potential barriers that were identified.

  7. 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.

  8. 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)

  9. 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.

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

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

  12. The Year At A Glance

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

  14. The Education Challenge:Preparing Students for a Changing World Dr. Willard Daggett 2006 Model Schools Conference

  15. Time for Lunch! Google image source: http://www.mylivingtree.com/3826pic/400/CP182400.jpg

  16. Revisiting the Rigor/Relevance Framework

  17. Step 1 Apply knowledge to real-world predictable situations Apply knowledge across disciplines Knowledge in one discipline Apply knowledge to real-world unpredictable situations Apply knowledge in one discipline

  18. Step 2 Application Awareness Comprehension Evaluation Synthesis Analysis

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

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

  21. 6 5 4 3 2 1 D C Knowledge (Rigor) A B 1 2 3 4 5 Application (Relevance)

  22. 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

  23. (Example) Physical Education Standard: Achieve and maintain a health-enhancing level of physical fitness.

  24. QUADRANT A (Example) Describe the correct procedure for performing a weight-training exercise.

  25. 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

  26. QUADRANT B (Example) Regularly follow a weight-training regimen.

  27. 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

  28. QUADRANT C (Example) Compare and contrast exercises by their impact on specific muscle groups.

  29. 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

  30. QUADRANT D (Example) Design a weight- training program for a paraplegic.

  31. Label each example by Quadrant: A,B,C or D Select best measures of central tendency to support a particular point of view. Calculate the mean for problems 1-20. Analyze the results of the community survey to share with the board of education. Calculate measures of central tendency for the community survey. ? ? ? ?

  32. 6 5 4 3 2 1 Rigorous and Relevant Learning D C Rigor A B 1 2 3 4 5 Relevance

  33. Learning Log Professional Learning Log of_________ One can learn from experience. It is with conscious reflection on the experience that the learning is deepened. 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?

  34. Under what conditions do you learn best?

  35. What… are the elements of human motivation theory- those “conditions”- that when present in a learning task or environment, increase the likelihood that a student will be motivated to complete the task?

  36. So What… does that have to do with building relationships?

  37. Now what… can I do to orchestrate an environment that helps in building positive relationships with students…and increases the likelihood that they will be motivated to complete learning tasks?

  38. The brain’s #1 function is to ensure survival of the individual…

  39. …and of the species.

  40. 4 Basic Psychological Needs • Love • Power • Freedom • Fun

  41. No one can make a child learn. However, circumstances in the environment can be arranged so a child will be encouraged to do something that will result in learning. (Madeline Hunter)

  42. CLICCCK What? So What? Now What?

  43. Chance for Success C Key Concept #3

  44. Level of Concern L

  45. Intrinsic Motivation I Key Concept #5

  46. Collaboration C Key Concept #4

  47. Choice C

  48. Content C Key Concept #6

  49. Knowledge of Results K Key Concept # 13 (Reflection)

  50. Which of the seven CLICCCK elements do you think would have the biggest impact on developing positive relationships in your high school? WHY?

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