Rigor & Relevance Presentation

Increasing Rigor & Relevance


Presented by:


Presented by:

Tami Strege


Presented by:

Tami StregeCory Shinkle


Presented by:

Tami StregeCory Shinkle

Christine Lord

Education—Past, Present, & Future

Education—Past, Present, & Future WHY do we need to increase rigor and

relevance for our students?


relevance for our students? WHOM will we impact?


relevance for our students? WHOM will we impact? HOW might we accomplish this task?

History of Change in Education

Baby Boom Sputnik

Brown v. Board of Education

Secondary Education Act

Civil Rights Act 1964

A Nation at Risk

The Cold War

Industry Technology Information

Great SocietyPol./Econ.Turmoil

SchoolDesegregation

Standards &State Tests

1945 1950 1960 1970 1980 1990 2000 2006

InternetNCLB

Current Impacts

Current Impacts Globalization

Current Impacts Globalization Business Expectations

Current Impacts Globalization Business Expectations No Child Left Behind

Current Impacts Globalization Business Expectations No Child Left Behind Technology

Current Impacts Globalization Business Expectations No Child Left Behind Technology Demographics

Changing Today’s High Schools

Changing Today’s High Schools Need for change in AZ


Half of all public school students live in poverty



50-60% of poor students are performing below grade level



50-60% of poor students are performing below grade level

Business and educational leaders fear the economic impact


Changing Today’s High Schools A thing of the past


Large high schools


Large high schools All students on the same

schedule


Large high schools All students on the same

schedule Similar age students

graduating together


Changing Today’s High Schools What the future may

hold


hold Specialized high schools


hold Specialized high schools Individual student plans

built around a declared focus—career exploration or tracking




More technology




More technology More elective courses

Changing Today’s High Schools What the future may hold

Specialized high schools Individual student plans


More technology More elective courses More rigor—push all

students into college level work

Who are they? Born between 1982 and 2002 Formerly called “Gen Y”

“The Class of 2000 has been bestowed, upon birth, the honorable task of leading the world into the millennium.”

─ Chris McGrath, 17

Millennial Students

They Are Sheltered Used to being watched over From 1981-1997 free or unsupervised time in a

typical preteen’s day declined by 37%

“Many of today’s kids lead insulated lives, unable to ride their bikes at will or play hide-and seek in the town park.”

─ Eleena de Lisser, The Wall Street Journal

They Are Confident Collectively optimistic Only age group that has been getting happier

over the last 15 years

“Millennials are developing an amazing optimism and a conviction that the future will indeed be better for all.”

─ Robert Brenner

They Are Team Oriented From school uniforms to team learning to

community service, they are gravitating toward group activity

Use technology to plug into a group

According to a recent Roper survey, more teenagers blame “selfishness” when asked, “What is a major cause of problems in this country?”

They Are Conventional Accept authority Follow rules Plan ahead

“Students are so normal. They have a lot of regard for adults. They respect their teachers for the most part. They get along with their parents.”

─ Janice Cromer, “State of Nation’s Youth” survey

They Are Pressured Respond to it well

“There’s pressure to achieve in everything. It can make the brightest kid in the world feel inadequate.”

─ Marilyn Cook, high school principal

They Are Achieving Embrace educational challenges Increase in participation in AP classes 75% of high school students say they want to

go to a 4-year college

8 in 10 teenagers say it’s “cool to be smart”.

They Are Exceptional In the eyes of their parents, the community, and

the media

“This new generation is, indeed, unique. Uniquely special.”

─ Ryan Kent

Millennials in SummaryWith Millennials rising, America needs to start

thinking bigger. Test them. Challenge them. Put difficult tasks before them, and have faith that they can do themselves, and their nation, proud. Lead them. Love them. And above all listen to 17-year-old Sara Fulton when she says, “Celebrate the good! Celebrate the youth in America!”

─ From Millennials Rising: The Next Great Generation, Neil Howe and William Strauss

Addressing Needs of the Future

Addressing Needs of the Future Why—changing global

society demands response


society demands response Who—“Millennials” have

unique needs


society demands response Who—“Millennials” have

unique needs How—rigorous, relevant

courses increase success

Rigor

Rigor The level of difficulty or

complexity of a task in one discipline

Rigor The level of difficulty or

complexity of a task in one discipline

Rigor without relevance = dropouts

Relevance

Relevance Application of

knowledge to real-world situations



Relevance without rigor = the traditional trade school model

Rigor/Relevance Framework

RELEVANCE

RIGOR

Student Thinks & Works

D

Student Works

BTeacher Works

A

Student ThinksC

Low

High

High

Rigor Applications

RIGOR

Teacher WorksA

Student ThinksC

Low

High

Rigor Applications

RIGOR Lecture

VideoDemonstration

Teacher WorksA

Student ThinksC

Low

High

Rigor Applications

RIGOR Lecture

VideoDemonstration

Compare/ContrastDebate

Experiment

Teacher WorksA

Student ThinksC

Low

High

Relevance





Relevance without rigor = the traditional trade school model

Relevance Framework

RELEVANCE

TeacherWorks

AStudentWorks

B

Low High

Relevance Applications

RELEVANCE

A B

Applyknowledge inone discipline

Applyknowledge to

real-worldsituations

Teacher Works Student Works

Low High


RELEVANCE

MemorizationGuided Practice

Games

A B


Applyknowledge to



Low High


RELEVANCE


Games

ACommunity Service

DemonstrationSimulation/Role Playing

B


Applyknowledge to



Low High


RELEVANCE

RIGOR


Applyknowledge to


StudentWorksBTeacher

WorksA

StudentThinksC

Low


Games

Community ServiceDemonstration

Simulation/Role Playing


Experiment

High

High


RELEVANCE

RIGOR


Applyknowledge to


StudentThinks & WorksD


WorksA

StudentThinksC

Low


Games




Experiment

High

High


RELEVANCE

RIGOR


Applyknowledge to


StudentThinks & WorksD


WorksA

StudentThinksC

Project-Based LearningInternships

Presentations/Exhibitions

Low


Games




Experiment

High

High

Lessons in the D Quadrant Increasing rigor and

relevance Project-based learning

results in higher student scores on standardized tests and alternative assessments Classes involved work

resembling real situations Newmann, University of Wisconsin

Sample Lesson

Sample Lesson Problem: Every day, schools in a particular

school district discard vast amounts of materials that could be recycled. The district is unable to fund recycling programs, but each campus has been charged with the task of creating one.

Sample Lesson Problem: Every day, schools in a particular

school district discard vast amounts of materials that could be recycled. The district is unable to fund recycling programs, but each campus has been charged with the task of creating one.

Process: How will you involve students in acquiring funding for a recycling program as well as in studying the impact such a program would have on the environment?

Recycling Project—D Quadrant

Source: Lee County School District, Beattyville, KY

Recycling Project—D Quadrant Career and Technical Education—survey local businesses to

determine need



determine need Social Studies—research recycling practices around the world



determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses



determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling

programs




programs English/ELL—write letters to local business leaders for

support of recycling





support of recycling Science—investigate how landfills are built and how long it

takes materials to decay in a landfill






takes materials to decay in a landfill Foreign Language—translate documents for community

correspondence






takes materials to decay in a landfill Foreign Language—translate documents for community

correspondence PE—report on effects of pollution on respiration



determine need Social Studies—research recycling practices around the world Math—estimate costs; tabulate surveys from businesses Art—create brochures, signs, and posters for recycling programs English/ELL—write letters to local business leaders for support

of recycling Science—investigate how landfills are built and how long it takes

materials to decay in a landfill Foreign Language—translate documents for community

correspondence PE—report on effects of pollution on respiration Special Education—interact in all aspects (mainstreamed)


Strategies for Rigor & Relevance Brainstorming Community Service Compare/Contrast Cooperative Learning Creative Arts Demonstration Games Graphic Organizers Group Discussion Guided Practice Inquiry Instructional Technology Internship Lecture Literature Memorization

Note-taking Presentations/Exhibitions Problem-based Learning Project Design Recognition and Rewards Research Review and Reteaching Setting Objectives and Advance Organizers Simulation/Role-playing Socratic Seminar Teacher Questions Total Physical Response Video Work-based Learning Writing

So What’s Next?

So What’s Next? LAUNCH committee

So What’s Next? LAUNCH committee Academic integration teams

So What’s Next? LAUNCH committee Academic integration teams Practical applications at your school

So What’s Next? LAUNCH committee Academic integration teams Practical applications at your school First steps...

Thoughts on Rigor & Relevance “What is important is that students enter the

global economy with the ability to apply what they learned in school to a variety of ever-changing situations that they couldn’t foresee before graduating.

Thoughts on Rigor & Relevance “What is important is that students enter the

global economy with the ability to apply what they learned in school to a variety of ever-changing situations that they couldn’t foresee before graduating.

“That is the mark of a quality education and a truer indication of academic excellence.”

─ Dr. Bill Daggett