Transcript Rigor, Relevance, Relationships, Reflective Thought

Rigor
Relevance
Relationships
Reflective Thought
Jim Miles
It’s All About Math!
Welcome to the Middle
School Mathematics
Initiative!
Institute Theme:
Increasing Rigor and Relevance in the Mathematics
Classroom
It’s All About Math!
Sponsored by:
Florida Department of Education
Florida and the Islands
Comprehensive Center at ETS (FLICC)
In Partnership with:
The International Center for Leadership in Education
ESCORT
Florida Council of Teachers of Mathematics
NEFEC
It’s All About Math!
Goals:
•Increase the rigor and relevance of middle school mathematics
instruction with a focus on sixth grade
•Increase the use of research-based literacy strategies for use in middle
school mathematics classrooms
•Increase the use of data to inform instruction
•Build a statewide support network focused on the improvement of
middle school mathematics curriculum and instruction
•Increase awareness of new Florida mathematics standards and
legislation impacting middle school mathematics classrooms
It’s All About Math!
Overview:
2006 - 2008 First Cohort
32 Participating Districts
Lab Schools
Charter School
Florida School for the Deaf and Blind
2 Regional Institutes
Increasing Rigor and Relevance in the Mathematics Classroom
Strategic Reading in the Content Areas
Summer Institute
Developing Content Modules / Reviewing the new Math Standards – Orlando
August 1st 11:00 – 3:30
August 2nd 7:45 – 3:30
August 3rd 7:45 – 11:30
It’s All About Math!
Overview:
•Training Materials
•Successful Practices Network (SPN)
•Liaisons
Roles and Responsibilities
Implementation support
Mathematics content support
•Collaborating Online for Rigor and Relevance (CORR)
•District Responsibilities
It’s All About Math!
Overview:
Evaluation
District Team Meeting Logs
Lesson Plans
Action Plans
Institute Evaluations
It’s All About Math!
Activity:
In your table groups discuss and chart 1 or 2 objectives you would
like to accomplish within the scope of the initiative
Introduce your team members and share objectives with the entire
group
AGENDA
 Changing Workplace
 Rigorous/Relevance Framework
 Collaborative Online Rigor Relevance
 Reading in the Content Area
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
How
What Should Students
 Know
 Be Able to Do
 Be Like
THINK of a number from 1 to 10
MULTIPLY that number by 9
If the number is a 2-digit number,
ADD the digits together
Now SUBTRACT 5
DETERMINE which letter in the
alphabet corresponds to the
number you ended up with
(example: 1=a, 2=b, 3=c,etc.)
THINK of a country that starts with
that letter
REMEMBER the last letter of the
name of that country
THINK of the name of an animal
that starts with that letter
REMEMBER the last letter in the
name of that animal
THINK of the name of a fruit that
starts with that letter
Are you thinking of a
Kangaroo in Denmark
eating an Orange?
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
How
Challenges
 Changing Workplace
 Globalization
 Demographics
 Values / Beliefs
 Technology
1900 Workplace Demands
Highly skilled
Low skilled
•Avg. age to enter work force
14
•Avg. age to leave work force 47
•Life expectancy
47
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!
Career Challenges . . .




Workers in the 21st century will average
5 - 8 different careers changes
Job longevity will average 5 to 8 years
Academics required for success in the
workplace are greater than academics
required for success in college
Students need strong, integrated academics to
be prepared for their future
Worker Skills for Success
 Strong Academics
 Reading / Writing, Math, Science,
Computer Skills
 Career Skills
 Broad and Transferable
 Character Virtues
 Honesty, Responsibility, Integrity
Challenges
 Changing Workplace
 Globalization
 Demographics
 Values / Beliefs
 Technology
Globalization
intersecting with
technology is
defining the
workplace skills
China
 1% in 1980 to 16% in 2005
 Clothes / Shoes
 Furniture
 Consumer Electronics
 Computers
 Bio Technology
Challenges
 Changing Workplace
 Globalization
 Demographics
 Values / Beliefs
 Technology
Technology Challenges
 Information Technology
 Nanotechnology
 Biotechnology
Information Technology
•
Processing
•
Communications
1964 IBM System / 360 Mainframe
Central Units’ Memory = 8 MB
2004 iPod = 4 GB
2005 iPod = 20 GB
2006 iPod = 80 GB
Nano Technology
Atom Up
Personalized Medicine
Products - Services
Quality of Life
SPOT
 Integrated Projection
 Projection Keyboard
 Microsoft
 Citizens
 Fossil
Projection Keyboard
Did you know?
Did you know?
Sometimes size
does matter.
If you’re one in a
million in China . . .
there are 1,300 people
just like you.
In India, there are 1,100
people just like you.
The 25% of the
population in China
with the highest IQs . . .
is greater than
the total population
of North America.
In India, it’s
the top 28%.
Translation for teachers:
they have more honors
kids than we have kids.
Did you know?
China will soon become
the number one Englishspeaking country in the
world.
If you took every
single job in the U.S.
today and shipped it
to China . . .
it still would have
a labor surplus.
During the course of
this presentation . . .
• 60
babies will be
born in the U.S.
• 244 babies will be
born in China.
• 351 babies will be
born in India.
The U.S. Department of
Labor estimates that
today’s learner will have
10 to 14 jobs . . .
by age 38.
According to the U.S.
Department of Labor . . .
1 out of 4 workers today
is working for a company
for whom they have been
employed less than 1 year.
More than 1 out of 2
are working for a
company for whom
they have worked
less than 5 years.
According to former
Secretary of Education
Richard Riley . . .
the top 10 jobs that
will be in demand
in 2010 didn’t
exist in 2004.
We are currently
preparing students
for jobs that
don’t yet exist . . .
using technologies
that haven’t yet
been invented . . .
in order to solve
problems we don’t
even know are
problems yet.
Name this
country . . .
• Richest in the world
• Largest military
• Center of world business and finance
• Strongest education system
• World center of innovation and
invention
• Currency the world standard of value
• Highest standard of living
England
in 1900.
Did you know?
The U.S. is 20th
in the world in
broadband Internet
penetration
(Luxembourg just
passed us).
Nintendo invested more
than $140 million in
research and development
in 2002 alone.
The U.S. federal
government spent less
than half as much on
research and innovation
in education.
1 of every 8 couples
married in the U.S. last
year met online.
There are over 106
million registered
users of MySpace
(as of September 2006).
If MySpace were a country,
it would be the
11th-largest in the world
(between Japan and
Mexico).
The average MySpace
page is visited
30 times a day.
Did you know?
We are living in
exponential times.
There are over 2.7 billion
searches performed on
Google each month.
To whom were these
questions addressed B.G.
(before Google)?
The number of text
messages sent and
received every day
exceeds the population
of the planet.
There are about
540,000 words in the
English language . . .
about 5 times as
many as during
Shakespeare’s time.
More than 3,000
new books are
published . . .
daily.
It is estimated that
a week’s worth of
New York Times . . .
contains more information
than a person was likely
to come across in a
lifetime in the 18th
century.
It is estimated that
18
1.5 exabytes (1.5 x 10 )
of unique new information
will be generated
worldwide this year.
That’s estimated to be
more than in the
previous 5,000 years.
The amount of new
technical information is
doubling every 2 years.
For students starting a
four-year technical or
college degree, this
means that . . .
half of what they learn
in their first year of study
will be outdated by their
third year of study.
It is predicted to
double every 72 hours
by 2010.
Third-generation fiber
optics has recently been
tested by both NEC and
Alcatel . . .
that pushes 10 trillion
bits per second down
one strand of fiber.
That’s 1,900 CDs,
or 150 million
simultaneous phone
calls, every second.
It’s currently tripling
about every 6 months
and is expected to do
so for at least the next
20 years.
The fiber is already there.
They’re just improving
the switches on the ends,
which means the
marginal cost of these
improvements is
effectively $0.
Predictions are that
e-paper will be
cheaper than real
paper.
47 million laptops
were shipped
worldwide last year.
The $100 laptop project
is expecting to ship
between 50 to 100 million
laptops a year to children
in underdeveloped
countries.
Predictions are that
by 2013 a supercomputer
will be built that exceeds
the computation capability
of the human brain.
By 2023, when first
graders will be just 23
years old and beginning
their (first) careers . . .
it only will take a
$1,000 computer
to exceed the
capabilities of the
human brain.
And while technical
predictions farther out
than about 15 years
are hard to make . . .
predictions are that
by 2049 a $1,000
computer will exceed
the computational
capabilities of the
human race.
What does it
all mean?
Shift
happens.
Now you know . . .
Did You Know?
Successful Curriculum Reform
Why
What
Do we need
to change
schools?
Needs to
be done?
How
Imagineering….
A process of visualizing the
perfect process, system, etc..
if there were no barriers and
everything went just right.
Imagineering….




What is the ideal curriculum for your
content area?
What skills and knowledge are included
in that education?
Who are the customers whose needs
must be addressed by that curriculum?
How is that curriculum best delivered?
Paradigm
A PARADIGM is a basic belief
or assumption; something you
believe to be true.
A PARADIGM SHIFT is a new
way about how we approach
problems; a new way of thinking.
“We simply cannot sustain an
economy based on innovation
unless our citizens are
educated in math, science,
and engineering.”
Bill Gates, 3-8-2007
“The United States cannot
maintain its economic leadership
unless our workforce consists of
people who have the knowledge
and skills needed to drive
innovation”
Bill Gates, 3-8-2007
“Microsoft hasn’t been able
to fill approximately 3,000
technical jobs in the USA
because of a shortage of
skilled workers”
Bill Gates, 3-8-2007
Successful Curriculum Reform
Why
What
Do we need
to change
schools?
Needs to
be done?
How
ICLE Philosophy
 Rigor
 Relevance
 Relationships
 All Students
What Should Students
 Know
 Be Able to Do
 Be Like
Rigor/Relevance Framework
6 Knowledge
5
4
C
D
A
B
3
2
1
Application
1
2
3
4
5
Assimilation
of knowledge
Thinking
Continuum
Acquisition
of knowledge
Rigor and Relevance
 Bloom’s Taxonomy
Level of challenge of the
learning for the student
 Application Model
Relevance of learning
to life and work
Bloom’s Taxonomy
Awareness Level
 Recall specific information
 list, arrange, tell, underline, identify, locate
 List the four basic math functions
Comprehension Level
Understanding or interpretation
of information
 define, explain, calculate, reword
 Select the correct math function to solve
a word problem.

Bloom’s Taxonomy
Application level
 Applying knowledge and understanding
to a new situation
 solve, operate, use, handle, apply
 Using a ruler, determine the square
footage of the floor in this classroom.
Analysis Level
 Separate a complex idea into its components
 categorize, simplify, examine, inspect, survey
 Determine the largest rectangular area for a
fixed perimeter
Bloom’s Taxonomy
Synthesis Level
 Combining knowledge to form a new idea.
 create, build, generate, reorganize
 Obtain historical data about local weather to
predict the chance of snow, rain, or sun
during year
Evaluation Level
 Choosing an alternative in making a
decision.
 decide, classify, judge, prioritize, determine
 Identify coordinates for ordered pairs that
satisfy an algebraic relation or function
Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Application Model
Knowledge
 Learning Knowledge, Attitude, or Skills
 Learning how to use the calculator
Apply in Discipline
 Using the knowledge, attitude, or skills
within the course curriculum
 Using the calculator to solve a word
problem in 6th grade math class
Application Model
Apply Across Disciplines
 Using the knowledge, attitude, or skills in
all discipline curriculums
 Using the knowledge and skills learned in
math class to solve a science problem
Apply to Predictable Situations
 Using information to analyze and solve
real problems with predictable solutions
 Read a recipe, calculate the ingredients
needed to triple the recipe
Application Model
Apply to Unpredictable Situations
 Using information to analyze and
solve real problems with unknown
solutions
 Use a road map determine
the best route and calculate
the distance between
Fairport, NY and
Boca Raton, FL
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
Rigor/Relevance Framework
Knowledge
1. Recall Knolwedge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Application
1.
2.
3.
4.
Knowledge of one discipline
Application within discipline
Application across disciplines
Application to real world
predictable situations
5. Application to real world
unpredictable situations
Skill
Read a math word
problem, identify the
applications required,
and solve the problem.
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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.
C
• Express probabilities as
fractions, percents, or decimals.
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the
quadrilateral on a grid.
A
1
2
•
•
•
•
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
• 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.
B
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
•
•
•
•
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.
C
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.
A
D
• Express probabilities as fractions,
percents, or decimals.
• Classify triangles according to angle
size and/or length of sides.
• Calculate volume of simple threedimensional shapes.• Calculate percentages of advertising in a
• Given the coordinatesnewspaper.
of a
• Tour the school building and identify
quadrilateral, plot the examples
quadrilateral
of parallel andon
perpendicular
lines, planes, and angles.
a grid.
• Determine the median and mode of real
B
A
1
data displayed in a histogram
• Organize and display collected data, using
appropriate tables, charts, or graphs.
2
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
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.
B
• 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
dataasdisplayed
in a histogram
Express
probabilities
fractions,
percents, or decimals.
• Organize and display collected
Classify triangles according to
angle size
and/orusing
length of sides.
data,
appropriate tables,
Calculate volume of simple threecharts,
dimensional
shapes.or graphs.
C
D
B
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
3
4
5
Rigor/Relevance Framework
•
6
4
3
•
2
•
•
1
C
• 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
• Calculate percentages of advertising in a
Express
probabilities as fractions,
function.
newspaper.
percents, or decimals.
• Tour
the similarity
school building and
• Determine
and
the
oridentify
Classify
triangles according
to justify
examples of parallel and perpendicular lines,
angle size and/or length of sides.
congruence for two geometric
planes, and angles.
Calculate volume of simple three• Determine the median and mode of real
dimensional
shapes.
shapes.
data displayed in a histogram
D
C
5
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.
A
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
B
• Organize and display collected data, using
appropriate tables, charts, or graphs.
3
4
5
Rigor/Relevance Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
• 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
• Calculate
percentages
of advertising in a
Express probabilities as fractions,
newspaper.
percents,
or decimals. and hold this
organize
event.
•
Tour
the school building and identify
Classify triangles according to
of parallel and perpendicular
• Make
scale
drawingexamples
of the
angle
size and/oralength
of sides.
lines, planes, and angles.
Calculate volume of simple threeclassroom on grid paper,
• Determineeach
the median and mode of real
dimensional shapes.
data displayed in a histogram
Givengroup
the coordinates
of a a different
using
scale.
• Organize and display collected data, using
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.
C
D
A
B
quadrilateral, plot the quadrilateral
on a grid.
1
2
D
appropriate tables, charts, or graphs.
3
4
5
Successful Curriculum Reform
Why
What
Do we need
to change
schools?
Needs to
be done?
How
Do we
do it?
The Ruler Drop
Activity
Which Quadrant? Why?
Discuss which quadrant
you think this activity is
in and provide
evidence to
support your
decision.
Adaptation
How would you
change this
activity to
move it into
a different
quadrant?
Gold Seal Lessons
Implementing the
Rigor/Relevance Framework
Gold Seal Lesson Process
5. Posted to
SPN
website
1. Submit
5-10 GSLs
School gains access
to lessons online
Share with your
staff
4. Final Lesson
Sent Back
to School
2. Content
Editor
3. General
Editor
Samples
Big Idea 1 – 6th Grade
Develop an understanding of and fluency with multiplication and
division of fractions and decimals
MA.6.1.1
Explains and justifies procedures for multiplying and
dividing fractions and decimals
MA.6.1.2
Interprets and compares ratios and rates
MA.6.1.3
Solves real-world problems involving multiplication
and division of fractions and decimals
Big Idea 2 – 6th Grade
Connect ratio and rates to multiplication and division
MA.6.2.1
Uses reasoning about multiplication and division to solve ratio
and rate problems
MA.6.2.2
Interprets and compares ratios and rates
Big Idea 3 – 6th Grade
Write, interpret, and use mathematical expressions and
equations
MA.6.3.1
Writes and evaluates mathematical expressions that correspond to
given situations
MA.6.3.2
Writes, solves and graphs simple equations and inequalities
MA.6.3.3
Uses formulas to solve problems
MA.6.3.4
Uses the commutative, associative, and distributive properties
to show that two expressions are equivalent
MA.6.3.5
Constructs and analyzes tables, graphs and equations to
describe simple relationships, and informally describes slope
as the rate of change
MA.6.5 SUPPORTING IDEA: Geometry and Measurement
MA.6.5.1
Determines the perimeter and area of polygons and
composite figures, using various strategies
MA.6.5.2
Explains the concept of π and uses common
approximations of π (3.14; 22/7) to calculate the
circumference and the area of circles
MA.6.6 SUPPORTING IDEA: Number and Operations
MA.6.6.1
MA.6.6.2
MA.6.6.3
Translates among fractions, decimals, and percents
to solve problems
Compares and orders fractions, decimals, and
percents and find their approximate location on a
number line
Estimates the results of rational number
computations and judge the reasonableness of the
results
MA.6.7 SUPPORTING IDEA: Data Analysis
MA.6.6.1
Makes frequency tables for numerical or categorical
data, grouping data in different ways to investigate
how different groupings describe the data
MA.6.6.2
Determines the measures of central tendency (mean,
median, mode) and variability (range)
MA.6.6.3
Analyzes the appropriateness of each measure of
central tendency and variability to describe a given
data set.
Linda Lucey, Ph.D
Senior Associate
[email protected]
518-399-2776 ext 224
C O R R- M
Collaborating
Middle School
Mathematics
Online for
Initiative
Rigor and
Relevance
focused on Mathematics
Objectives
 Develop high rigor/high relevance lessons in
school community
 Facilitate teacher collaboration to develop
teaching resources
 Provide rigor/relevance resources for convenient
and personal exploration
 Engage teachers in rigor and relevance through
questions, conversation, and play
Platform
• Using Open Source Learning Management
System - Moodle
• Accessible from any internet browser
• Provides a convenient system for organizing
and creating activities and collaboration
• Facilitates management of groups
10 Topics
1. Why Rigor and Relevance
2. Rigor/Relevance Framework
3. Identifying Levels of Rigor and
Relevance
4. Teaching for High Rigor
Relevance
5. Identifying Student Learning
10 Topics
6. Writing Performance Tasks
7. Linking to State Standards
8. Assessments for High
Rigor/High Relevance
9. Writing Lessons for High
Rigor/High Relevance
10.Submitting and Revising Lessons
COMPONENTS
Apply
Share
Develop
Connect
Explore
CORR Activities
Connect is an advanced
organizer activity to explain
the importance of the topic
and have teachers begin to
think about this component
of developing lessons.
CORR Activities
Explore is background knowledge to
help in preparation of this part of
the lesson. It may include articles,
web sites, videos, or audio. Each
piece of background knowledge
is broken into small
segments.
Background Information
CORR Activities
Share is a discussion section
that starts with a
question related to the topic.
Teachers contribute to the
online discussion and share
ideas, shaping each other’s
perspectives.
Online Community
CORR Activities
Apply is an interactive activity
in which teachers use
what they know about the
topic. Usually these are
engaging activities that allow
teachers to play a little and
reinforce their knowledge.
Interactive Discovery
CORR Activities
Develop is the activity to
create the pieces of the
lesson. Participants get
feedback on their work
from other teachers in
their group.
E-Template
Sample Pages
Your Online Facilitator

Dr. Lynn Richbart
 Facilitate discussion forum
 Stimulate and react to develop
activities
 Provide feedback on gold seal
lessons (topic 4-10/develop)
Let’s
Get
Started
 (See packet for instructions)
 Web site (MAC users please use Safari)
http://rigor-relevance.com
 Usernames/Passwords have been created for
you.
 First Initial of your first name, last name
ex:
Linda Lucey = llucey
Jim Miles =
jmiles
Login
Change your password
Edit your profile (optional) and
Navigate back to homepage
Navigate Back
To Homepage
EDIT
PROFILE
Enter Course
Browse Topic 1
1. Submit Caption(s)
to Topic 1/Share
2. Submit Memo to
Topic 1/ Develop
Topic 4 / Develop
E-Template Database
• Electronic form for storing lesson information
-1. Modify My Lesson (editable)
-2. View My Lesson (printer friendly form)
-3. View Group
Lessons
(Sharing) 1
2
3
Getting Started with the E-Template
1. Click on Topic 4/Develop
2. Create a New Account
-as an individual
-as a team
3. Identify
Group # 51
4. Login using
Email & password
How to Get Started
 Complete the GSL template.
 Email completed template to
Linda Lucey at
[email protected]
 Editing process will take about 46 weeks.
Increasing Rigor/Relevance
R
I
G
O
R
High
Low
C
D
A
B
Low
RELEVANCE
High
High Rigor/High Relevance
Lesson Components
 Focus
 Student Learning
 Performance Tasks
 Standards
 Scoring Guide
 Exemplars (optional)
 Teacher Procedures (optional)
Participant Results
 Apply the Rigor/Relevance Framework to their
instruction
 Set expected levels of rigor and relevance for
students
 Design performance tasks for a given level of
rigor and relevance
 Design assessments for a given level of rigor
and relevance
Facilitator Responsibilities
 Set up and mange user accounts
 Provide introduction to using
CORR
 Encourage participation
 Stimulate and react to
collaboration
 Forward to SPN questions and
suggestions
How to Get Started
 Web site
http://rigor-relevance.com
 Contact CORR Manager to request a
facilitator for participating teachers
 password.
 Set up passwords Set up a time frame
and orientation
 Make it happen!
CORR
http://rigor-relevance.com
CORR
http://www.212movie.com/
Instructional Strategies
 Brainstorming
 Memorization
 Cooperative Learning
 Presentations/Exhibitions
 Demonstration
 Research
 Guided Practice
 Problem-based learning
 Inquiry
 Project Design
 Instructional
 Simulation/Role-playing
Technology
 Lecture
 Note-taking/Graphic
Organizers
 Socratic Seminar
 Teacher Questions
 Work-based Learning
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant A - Acquisition
 Guided Practice
 Lecture
 Memorization
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
 Cooperative Learning
 Demonstration
 Instructional Technology
 Problem-based Learning
 Project Design
 Simulation/Role Playing
 Work-based Learning
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
 Brainstorming
 Inquiry
 Instructional Technology
 Research
 Socratic Seminar
 Teacher Questions
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
 Brainstorming
 Project Design
 Cooperative Learning
 Research
 Inquiry
 Simulation/Role-
 Instructional Technology
playing
 Socratic Seminar
 Teacher Questions
 Work-based Learning
 Presentations/ Exhibitions
 Problem-based Learning
Divide / Conquer
 Quadrant D Lesson
 Based on Florida Mathematics SSS
 6th Grade Need based on FCAT Data
 CORR Modules
 Mathematic Textbook Information
Remember Your Resources
We learn...
10%
of what we read
20%
of what we hear
30%
of what we see
50%
of what we see & hear
60%
of what we discuss with
others
of what we personally
experience
80%
95%
of what we TEACH
to someone else
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
Problems
C
D
Projects
Activities
A
B
APPLI CATI O N
R&R Framework ...
A Useful Tool to evaluate
 Curriculum
 Instruction
 Assessment
 Activities
Rigor/Relevance Framework
Teacher/Student Roles
K
N
O
W
L
E
D
G
E
C
D
Student
Think
Student
Think & Work
B
A
Teacher
Work
Student
Work
APPLI CAT I O N
knowledge
CAREER
DEVELOPMENT
Self-knowledge
• Who am I?
Career exploration
• Where am I going?
Career Plan
• How do I get there?
application
INTEGRATED
LEARNING
• What am I learning?
• Why am I learning it?
• How can I use it?
UNIVERSAL
FOUNDATION SKILLS
(SCANS)
• What do I need to know?
• What skills are
important for me”
skills
Questions
students
should be able
to answer
Using Data for Decision Making
Rigor/Relevance Framework
 Critical Thinking Skills
 Real-world Applications
 Student Thinks / Applies / Adapts
 Teacher Facilitates
International Center for Leadership in Education
Using Data for Decision Making
Curriculum Matrix
 Aligned to Essential Skills
 Aligned to FCAT
Instructional Strategies
 Aligned to R/R Framework Quadrants
International Center for Leadership in Education
Curriculum Survey
 Identifies what should be taught
 Language Arts, Math, Science
 22,000 surveys; Districts across U.S.
 School, Community, and Business Community
 Top 35 are usually skill and content based
 Lowest 35 are usually more strategy
 Top Ranked English - responsibility of all
Using Data for Decision Making
Quadrant D Lessons
 Aligned to R/R Framework Quadrants
 Aligned to Essential Skills
 Integrates Academics with
Real-World Application
International Center for Leadership in Education
Curriculum Matrix
 Essential Skills in English Language Arts,
Mathematics, and Science
 Crosswalks state standards with state
assessments and the National Survey of
Essential Skills at selected grade levels
 Assigns a High, Medium, or Low priority
based on standards subcategories that are
tested on state assessments
FCAT Mathematics
Benchmarks Tested
H ig h
M ed iu m
Low
G ra d e 3
30
0
4
G ra d e 4
30
0
4
G ra d e 5
33
0
1
G ra d e 6
32
0
4
G ra d e 7
33
0
3
G ra d e 8
33
0
3
G ra d e 9
30
0
6
G ra d e 1 0
31
0
5
Curriculum Survey of Essential Skills
National Rankings Rank
Florida
Essential Knowledge and Skills
7.1 Listening/speaking/purposes.
The student listens actively and purposefully
in a variety of settings.
State Standard
(A) determine the purposes for listening such
as to gain information, to solve problems, or to
enjoy and appreciate (4-8);
(B) eliminate barriers to effective listening (48);
(C) understand the major ideas and supporting
evidence in spoken messages (4-8); and
(D) listen to learn by taking notes, organizing,
and summarizing spoken ideas (6-8).
FCAT
Test
Curriculum
Survey
Priorit
y
H
M
Related Essential
Skills and priority
e25
Listen, comprehend and summarize essential
information from a variety of sources such as
speeches, plays, commercials on radio and
television, and political debates.
e25
Listen, comprehend and summarize essential
information from a variety of sources such as
speeches, plays, commercials on radio and
television, and political debates.
e25
Listen, comprehend and summarize essential
information from a variety of sources such as
speeches, plays, commercials on radio and
television, and political debates.
e25
Listen, comprehend and summarize essential
information from a variety of sources such as
speeches, plays, commercials on radio and
television, and political debates.
e25
Listen, comprehend and summarize essential
information from a variety of sources such as
speeches, plays, commercials on radio and
television, and political debates.
L
Overall Priority
L
H
Priority on
State Test
M
L
H
M
L
H
M
7.2 Listening/speaking/critical listening.
The student listens critically to analyze and
evaluate a speaker’s message (s).
(A) interpret speakers' messages (both verbal
and nonverbal), purposes, and perspectives (48);
e63
Interpret non-verbal cues such as body language and
visual aids.
L
H
M
DO NOT CONFINE
YOUR CHILDREN
TO YOUR OWN
LEARNING FOR
THEY ARE BORN
IN ANOTHER
TIME.
-- Old Jewish Proverb
It’s All About Math!
Middle School
Mathematics Initiative
Action Plan and
Next Steps
Institute Theme:
Increasing Rigor and Relevance in the Classroom
It’s All About Math!
District Team Meeting Log
Will be web based:
http://escmail.org/node/7
Complete each time your leadership team meets
It’s All About Math!
Action Plan
Will be web based:
http://escmail.org/node/6
Save on your computer
Email completed plan to Bob Thomas: [email protected]
Getting started today:
Include at least 2 or 3 steps for implementing MSMI
Include at least 2 or 3 steps for implementing CORR
It’s All About Math!
Next Steps:
Meet with leadership team today to develop action plan
email to Bob Thomas: [email protected]
Put finishing touches on the 2 Quadrant D lessons
email to Linda Lucey: [email protected]
Schedule site visit with your liaison
Implement 1 Quadrant D lesson
Begin CORR
Log all meetings
web site: http://escmail.org/node/7
It’s All About Math!
Upcoming Dates
Summer Institute:
August 1st 11:00 – 3:30
August 2nd 7:45 – 3:30
August 3rd 7:45 – 3:30
Location: Orlando
It’s All About Math!
Resources
Action Plan
http://escmail.org/node/6
District Team Meeting Log
http://escmail.org/node/7
PowerPoint presentations
http://www.ets.org/flicc
Documents are under the Initiatives tab
Draft of Mathematics Standards
http://www.flstandards.org
It’s All About Math!
Resources
Mr. Todd Clark
[email protected]
Dr. Alice Lindsay
[email protected]
Mr. Jim Miles
[email protected]
Dr. Linda Lucey
[email protected]
Mr. Bob Thomas
[email protected]
I have come to a frightening conclusion.
I am the decisive element in the
classroom. It is my personal approach
that creates the climate. It is my daily
mood that makes the weather. As a
teacher, I possess tremendous power to
make a child's life miserable or joyous. I
can be a tool of torture or an instrument
of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my
response that decides whether a crisis
will be escalated or de-escalated, and a
child humanized or de-humanized."
Haim Ginott
2007 Model Schools Conference
Saturday, June 30 – Tuesday, July 3
Washington, D.C.