Exploring the Possibilities of Rigor, Relevance, Relationships and Reflection

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2006
2007
Cohort One
Year Two
Exploring the Possibilities of Rigor, Relevance,
Relationships and Reflection
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Today at a Glance

• Welcome/ Today at a Glance/ Ready, Set, Recall
• Retracing our steps
• Break/ preparing for QB Dress Rehearsal
  (940-1010)
• QB Dress Rehearsal/ Debrief
• LUNCH (1140- 1210)
• Year at a Glance
• Revisiting the Framework (1230-100)
• Triads Evaluating Lessons for Rigor and
  Relevance
• Closure (200-230)
• Brief meeting regarding R4 Credit Option (230)

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Ready, Set, Recall
1. Individually
2. With a partner
3. With your team
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Retracing Our Steps
What might we change?
2006-2007
Does our educational program offer the
appropriate levels of rigor, relevance,
relationships and reflection needed, so that each
student graduates successfully prepared for
continued learning in the 21st century?
How do we sustain?
2006-2007
2005-2006
R4
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R4The Big Picture

• 2005-06 Exploration
  (Why might high schools need to change?)
• 2006-2007 Planning
  (What may need to change?)
• 2007-2010 Implementation (How
  will we make the changes?)

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Our Thinking is
If teachers understand how the brain receives,
processes, stores and retrieves information, and
if they 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.
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Our Thinking is
If teachers 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 students basic psychological needs.
(Belonging,
Worth, Freedom, Fun)
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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.
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Our Goal

• 100 of the Leadership Teams will develop a
  document that answers this essential question

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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?
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CONESTOGA WAGON
What business are WE in?
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QB Dress Rehearsals
Team One Follow directions on the blue sheet
as your team conducts an informal conversation
about the 2 Desired State Charts that your team
developed.
Team Two Listen to the conversation of your
partner-team. Use the questions provided on the
purple sheet as listening-points. Make notes,
ask clarifying questions, and provide feedback to
your partner-team.
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Take a break and

• Prepare for your QB dress rehearsal

• Partner Team Assignments
• Room Location/ Set-up/ Process
• Team Debrief at

1110
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QB Presentation Debrief
For both Desired State Charts,
discuss

• Your thoughts regarding the QB Dress Rehearsal
  Process
• Feedback received from your partner-team
• The rubric and select the column that best
  describes your charts (Ticket to Lunch)
• Possible revisions to your Desired State Charts,
  who will be in charge of making changes and
  distributing revised copies to the team
• Plans for presenting the information
  on the charts back in your
  district
  (Board, Parents, Staff, Students)

Criteria for Success QB Dress Rehearsal
Team Debrief
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Time for Lunch
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The Year at a Glance
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Revisiting the Rigor-Relevance Framework
The Rigor/ Relevance Framework
Quadrant D
Quadrant C
Evaluation
High Rigor, Low Relevance
High Rigor, High Relevance
Synthesis
Create a science project
Design a brochure
Analysis
Knowledge/ Rigor
Quadrant A
Quadrant B
Application
Low Rigor, Low Relevance
Low Rigor, High Relevance
Comprehension
Describe photosynthesis
List criteria
Knowledge
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Real-world predictable situation
Real-world unpredictable situation
Application/ Relevance
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Triads
Assessing Lessons for Rigor and Relevance
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Each teacher will need
Go, No Go Relevance Checklist (Relevance)
Knowledge Taxonomy Verb List (Rigor)

• Yellow/ Blue Stapled packet (from the
  Principals Folder)

• Sample Lesson Plan (white-on your
  table)

Sample Lesson Plan

• A pen or pencil

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Triads will consist of THREE
educators from THREE
different schools
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In your Triad Groups
1.
A Sample Lesson Plan
Knowledge Taxonomy Verb List (Rigor)
The Knowledge Taxonomy Verb List
2.
The Go, No-Go Relevance Checklist
Application Model Decision Tree (Relevance)
3.
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Individually
Underline the verbs in the lesson that tell what
students will do.
Knowledge Taxonomy Verb List (Rigor)
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Categorizing and Analyzing verbs in a lesson
(Rigor)
Evaluation
Level of Rigor _____________
Synthesis
Alignment? YES or NO
What would need to be done?
Analysis
Application
Comprehension
Knowledge
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Individually
Application Model Decision Tree (Relevance)
Reread the lesson and determine the level of
relevance using the Go/ No-Go checklist.
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With your triad partners
Share your findings, and decide together which
Quadrant of the Rigor/ Relevance Framework your
lesson plan would fall into.
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Assessing Lessons for Rigor and Relevance
Please return to your team tables by 145 to
debrief with your team.
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How difficult or easy was it for you to assess
the lesson plan for rigor and relevance?
Would it have been different if it was your own
lesson plan that was being assessed?
What would be the benefit of going through this
process multiple times- assessing your own and
others lesson plans- for rigor and relevance?
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Wrapping-Up

• Feedback for the R4 Team.
• Individually, use a Post-It note to rate today on
  a rising scale of 1 to 5. (5 the day was
  meaningful and relevant for you, and you valued
  the collaboration with your teammates and others.
  If lower than a 4, please let us know how we can
  make it better next time.)
• Learning Log Entry (How are you
  feeling about the work that your team
  has done, and the work that is ahead?)
• Video Clip

Coach Carter
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See you in November!
Brief Information Session regarding Credit
Option 230