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Rigor, Relevance, Relationships

CCSS Training
by

Ann Marie Mora

on 10 October 2012

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Transcript of Rigor, Relevance, Relationships

Rigor, Relevance, Relationships The Rigor/Relevance Framework is based on the two dimensions of higher standards and student achievement:

Blooms Taxonomy and the Application Model. What are student and teachers roles? Student Actions Teacher Questions SAMPLE  Activity Objectives
Explain the key components of the Rigor/Relevance Framework.
Define rigor and relevance.
Connect the Rigor/Relevance Framework to the Common Core State Standards
Differentiate between the 4 Quadrants of the framework
Determine the quadrants of various activities
Design activities for a lesson that represent each quadrant CLOSURE Quadrant D lessons prepare students for life beyond school.
They prepare students for the work force and to be the leaders of tomorrow in the 21st Century. Quadrant A - Acquisition
Experiences focus on recall or discovery of basic knowledge.

Quadrant B - Application
Activities provide definite opportunities for students to apply knowledge, typically to a real-world problem.

Quadrant C - Assimilation
Activities are often complex and require students to often come up with solutions that lead to deeper understanding of concepts and knowledge.

Quadrant D - Adaptation
Learning experiences are high in rigor and relevance and require unique solutions to unpredictable problems. how a student demonstrates learning
an in-depth mastery of challenging tasks to develop cognitive (thinking) skills RIGOR Rigor is…
Scaffolding thinking
Planning for thinking
Assessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/learning level for the desired thinking level
Rigor is not…
More or harder worksheets
AP or honors courses
The higher level book in reading
More work
More homework RELEVANCE how a student applies their learning to solve real-world problems
has more than one solution 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 course APPLICATION MODEL Kovalik & Associates, Inc. www.theCenter4Learning.com 13 With a partner, read through the explanation of the Framework & the Quadrants.
When you are done reading through the text, talk with your partner about the Rigor/Relevance Framework.
Share new insights, questions, or other thoughts about this framework. SAY SOMETHING On a sticky, write down:
your own definition of RIGOR
your own definition of RELEVANCE Music Mingle With your sticky in hand, stand up.
Once the music starts, begin to weave around the room.
When the music stops, lock eyes with someone across the room.
Pair up.
Each of you share your definitions written on the sticky. BREAK Backwards Planning

"Begin with the end in mind." A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application.  It is usually written in the third person describing the learning to other educators. Writing Performance Tasks Performance tasks include;
student work that will be produced or performed
whether group or individual
specific learning context
resources students will be provided or have to acquire
setting where students will complete the work
conditions (often real world) under which the work will be done Performance tasks usually do not include;
Assessment. A performance-based implies but does not specify how the performance will be assessed.
Specific direction to the student
Specific equipment list
Homework or reading assignments Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action. Sample Write a performance task for the following essential skill;
Gather, summarize and analyze information from a variety of sources . Developing Rigorous/Relevant Lesson Relationships different than classroom management
described on a continuum which ranges from isolation to mutually beneficial relationships
relationships make learning possible What are some ways you develop relationships with your students? How does the Rigor/Relevant Framework relate to the Common Core State Standards? CCSS FAQ SAY SOMETHING

With a partner, silently and simultaneously read each page.
At the end of each page, stop reading, look at your partner and say something about the page you just read. It can be something interesting or insightful. As a group, discuss some similarities that CCSS and the R/R Framework have in common. Think about lessons you have designed in the past.
Write down one way you will aim to increase rigor, and one way you will aim to increase relevance. NEXT MEETING
October 24 Dr. Daggett Video Think back to all the trainings you've had on Rigor, Relevance, and Relationships (RRR).
Talk with a partner about what you have learned.
At the signal, find another set of partners (not at the same table) and form a quartet.
Discuss what you and your partner talked about regarding RRR. Quartet
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