The 3 Rs IGOR ELEVENCE ELATIONSHIPS. Three Dimensional Framework Developed by the International Center for Leadership in Education in 1997 Purpose of.

The 3 R’sThe 3 R’s

IGOR

ELEVENCE

ELATIONSHIPS

Three Dimensional FrameworkThree Dimensional FrameworkDeveloped by the International Center for Developed by the International Center for Leadership in Education in 1997Leadership in Education in 1997

Purpose of framework is to enable Purpose of framework is to enable students:students:– To be life long learnersTo be life long learners– Effective decision makersEffective decision makers– Critical thinkersCritical thinkers– Problem solversProblem solvers– Teach students what to do when they don’t Teach students what to do when they don’t

know what to do!know what to do!

Relevance

Rigor

Relationship

Rigor, Relevance & Relationship Framework

To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.

International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.

So lets look at the three different So lets look at the three different dimensions of the model…dimensions of the model…

The First DimensionThe First Dimension

Knowledge……Rigor…Knowledge……Rigor…

1.1. AwarenessAwareness2. Comprehension 2. Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

These are a continuum based on the six levels of Bloom’s Taxonomy which describes the increasingly complex ways in which we think.

Bloom’s TaxonomyBloom’s Taxonomy

Bloom’s vs. AndersonBloom’s vs. Anderson(Noun to verb transition)(Noun to verb transition)

KnowledgeKnowledge: select, write, list, find,…: select, write, list, find,…– Revision: Revision: RememberRemember

ComprehensionComprehension; propose, submit, ; propose, submit, – Revision: Revision: UnderstandUnderstand

ApplicationApplication; relate, solve, utilize,…..; relate, solve, utilize,…..– Revision: Revision: ApplyingApplying

AnalysisAnalysis; deduce, dissect, survey, sift,…; deduce, dissect, survey, sift,…– Revision: Revision: AnalyzingAnalyzing

SynthesisSynthesis; generate, conceive, construct,..; generate, conceive, construct,..– Revision: Revision: EvaluatingEvaluating

EvaluationEvaluation; classify, reject, criticize,…..; classify, reject, criticize,…..– Revision: Revision: CreatingCreating

The Second DimensionThe Second Dimension

Application……..RelevanceApplication……..Relevance

Application ModelApplication Model

1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline

3. Application across disciplines3. Application across disciplines

4. Application to real-world predictable 4. Application to real-world predictable situationssituations

5. Application to real-world unpredictable 5. Application to real-world unpredictable situationssituations

The application model is one of action. Its five levels describe putting knowledge to use. While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations.

Group ActivityGroup ActivityTurn to page 10 in your handout and in the space Turn to page 10 in your handout and in the space provided at the bottom of the page after the provided at the bottom of the page after the ‘Public Speaking’ exercise, select one of the ‘Public Speaking’ exercise, select one of the following topics and write it next to the word following topics and write it next to the word Subject -then complete the application model Subject -then complete the application model exercise;exercise;– Baking a cakeBaking a cake– WrestlingWrestling– CalligraphyCalligraphy

Once completed use the ‘Think Pair Share’ learning strategy to Once completed use the ‘Think Pair Share’ learning strategy to review your choices. review your choices.

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007

Quadrants of LearningQuadrants of Learning

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’Bloom’ss

ApplicationApplication

International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007

Quadrant DescriptorsQuadrant Descriptors

Quadrant C - Assimilation

Students extend and refine their acquired knowledge to be able to use

that knowledge automatically and routinely to analyze and solve problems

and create solutions.

Quadrant D - Adaptation

Students have the competence to think in complex ways and to apply their knowledge and skills. 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.

Quadrant A - Acquisition

Students gather and store bits of knowledge and information. Students are primarily expected to remember or

understand this knowledge.

Quadrant B - Application

Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to

new and unpredictable situations

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

Application

Assimilating Adaptation

Acquisition

International Center for Leadership in Education: Model Schools Conference; Washington DC. June 30, 2007

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

ID conflicts and issues in

a scene.

Romeo and Juliet

Write a letter to Romeo on how to deal with conflict.

Design brochure on dealing with family

crises.

Act out a scene

High

HighLow

Low

International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007.

Increasing Rigor and RelevanceIncreasing Rigor and Relevance1.1. Build strong respectful relationshipsBuild strong respectful relationships2.2. Use technology to engage studentsUse technology to engage students3.3. Use variety of engaging teaching Use variety of engaging teaching

strategiesstrategies4.4. Action researchAction research5.5. Develop challenging assignmentsDevelop challenging assignments6.6. Differentiate instructionDifferentiate instruction7.7. Read in the content areaRead in the content area8.8. Interdisciplinary InstructionInterdisciplinary Instruction9.9. Ongoing professional developmentOngoing professional development

The Third Dimension….The Third Dimension….

Relationships……..Relationships……..

Building new relationships involves risk taking….and we all need a little help with that!!!!

B

DC

A

RIGOR

RELEVANCE

Rigor/Relevance Framework

High

HighLow

Low

Relationships

Relationships of Little

Importance

Relationships

EssentialRelationshi

psImportant

Relationships

Important

International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

In The ClassroomIn The ClassroomClassroom Mgt.Classroom Mgt. Relationship Relationship

BuildingBuilding

RulesRules

PowerPower

EffectivenessEffectiveness

Risk TakingRisk Taking

ControlControl

Teacher RoleTeacher Role

VoiceVoice

Mandated

Without Question

Passive and Quiet

Discouraged

Negative Punishment

Absolute Attention

Public Pronouncements

Negotiated

With Respect

Engaged

EncouragedPositive

Reinforcement

Source of Encouragement

Private Conversations

Strategies for Building Strategies for Building RelationshipsRelationships

Make it a school wide focusMake it a school wide focusCollect and analyze dataCollect and analyze dataListen to the studentsListen to the studentsApply the elements of good Apply the elements of good coaching and advising to coaching and advising to classroomclassroomModel good relationshipsModel good relationships

Relevance (5)

Rigor (20)

Relationship (5)

Rigor, Relevance & Relationship Framework (3-D Model)

The capacity for student learning is the volume we created within our 3-D model….

20 x 5 x 5 = 500 learning units

International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

Relevance

Rigor

Relationship

Rigor, Relevance & Relationship Framework

High Rigor with Low Relevance & Low Relationships

We might ask students to learn the rigorous content without the meaning of application or the support of relationship…..

International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

RelevanceRelationship

Rigor, Relevance & Relationship Framework

Rigor

High Relevance with Low Rigor & Low Relationship

We might push students into the high levels of application without providing them the foundation of core knowledge coupled with the safety to take risks.

International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

Relevance

Relationship

Rigor, Relevance & Relationship Framework

Rigor

If students do not experience high expectation for learning the content as well as applications for their learning, we may become more like a friend than a facilitator of their learning.

Low Rigor and Low Relevance with High Relationship.

International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

Relevance

Rigor

Relationship

Rigor, Relevance & Relationship Framework

To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.

International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.

R x R x R = LCWRSR x R x R = LCWRS

Relationships X Relevance X Rigor =Relationships X Relevance X Rigor =

Life, College, Work Ready StudentsLife, College, Work Ready Students

International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

ResourcesResourceswww.modelschoolconference.com/handouts.htmlwww.modelschoolconference.com/handouts.html. . Retrieved on Wednesday August 29, 2007.Retrieved on Wednesday August 29, 2007.