LBUSD Professional Learning Community Meeting

1. LBUSD Professional Learning Community Meeting Working Smarter by Working Together: Quadrant D and Brain Research

2. Alignment of HS Goals to HSI

3. Dr. Willard Dagget International Center for Leadership in Education Why is it critical that we utilize the Rigor, Relevance, and Relationship Framework?

4. “We go where the smart people are. Now our business operations are two-thirds in the U.S. and one-third overseas. But that ratio will flip over the next ten years.” — Intel Corporation Spokesman Howard High

5. 1900 Workplace Demands Highly skilled Low skilled • Avg. age to enter work force 14 • Avg. age to leave work force 47 • Life expectancy 47

6. 1980 Workplace Demands Highly skilled Semi skilled Low skilled 18 • Avg. age to enter work force • Avg. age to leave work force 65 78 • Life expectancy

7. 2010 Workplace Demands Highly skilled Low skilled • Avg. age to enter the workplace 21 • Number of times to change jobs 5-8 • Est. Life expectancy in 2100 107 to 124!

8. Paul D. Nussbaum, Ph.D. Paul D. Nussbaum, Ph.D. Senior Advisor, International Center for Leadership in Education Your Brain and Rigor & Relevance

9. "A society's competitive advantage will come not from how well its schools teach the multiplication and periodic tables, but from how well they stimulate imagination and creativity." - Albert Einstein

10. Paul D. Nussbaum, Ph.D. Basics of Your Brain Your Cortex (Conscious Level Activity)

11. Paul D. Nussbaum, Ph.D. Your Subcortex(Subconscious Level Activity- rote, procedural, skill-based)

12. Your Brain Cell (Neuron) • New learning grows dendrites which builds our “brain reserve”--the foundation of brain health

14. Paul D. Nussbaum, Ph.D. Human Brain Research

15. Paul D. Nussbaum, Ph.D. Your Hippocampus

16. Section IIBrain and Rigor & Relevance and Relationships

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

18. 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

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

20. Input to Brain C A Sight Hearing

21. Connections / Pathways C B Association Area Sight Hearing

22. D B Connections / Pathways C Association Area Prefrontal Cortex Sight Hearing

23. Connections / Pathways Association Area Prefrontal Cortex One Pathway Sight Hearing

24. Connections / Pathways Applications Association Area Prefrontal Cortex Sight Unpredictable C D A B Hearing

25. How does the brain learn? • The brain seeks to make patterns of meaning, so authentic and lasting learning must be: • Creative (frontal lobe activity) • Useful • Emotionally appropriate • Emotions are the gatekeepers to learning and understanding • Attention, learning, and memory are driven by emotion

26. Brain Research and Quadrant D

27. Our “19” Senses Sight Hearing Touch Taste Smell Balance-Movement Vestibular Temperature Pain Eidetic Imagery Magnetic Infrared Ultraviolet Ionic Vomeronasal Proximal Electrical Barometric Geogravimetric Visible Light Vibrations in Air Tactile Contact Chemical Molecular Olfactory Molecular Kinesthetic Geotropic Repetitious Movement Molecular Motion Nociception Neuroelectrical Image Retention Ferromagnetic Orientation Long Electromagnetic Waves Short Electromagnetic Waves Airborne Ionic Charge Pheromonic Sensing Physical Closeness Surface Charge Atmospheric Pressure Sensing Mass Differences R. Rivlin and K. Gravelle, Deciphering Your Senses

28. Action Continuum Acquisition of knowledge Application of knowledge

29. 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

30. Rigor/Relevance Framework Business - Information Technology D C RIGOR High Compare features of web development software. Create a full web site for a local business. B A Demonstrate web development software functions. Low Design web page. Low High RELEVANCE

31. 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

32. 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

33. 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

34. 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

35. Rigor/Relevance Framework KNOWLEDGE Problems C D Projects Activities B A A P P L I C A T I O N

36. Rigor/Relevance Framework Who does the work? D C Student Thinks Student Thinks and Works RIGOR High B A Student Works Teacher Works Low Low High RELEVANCE

37. Rigor/Relevance Framework Control D C Teacher Directed Student Controlled RIGOR High B A Teacher Controlled Externally Controlled Low Low High RELEVANCE

38. Leadership Matrix D C Disruptive Leadership Anticipation Adaptive Leadership De c i s i o n F r amewo r k B A Preservation Nurturing Leadership Dominant Leadership Individual Team Staff Involvement