Rigor Relevance Part 2 by HC121003133222

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									                         Amygdala




the psychological sentinel of the brain because it plays a major
role in the control of emotion.
It is connected to many parts of the brain and plays a critical part
in learning, cognition and emotional memories.
Amygdala-Almond
                     Hippocampus




It helps us remember events in recent past, as well as responsible
for sending new information and experiences to be stored in the
cortex in long-term memory.
Critical to learning and memory formation.
 Hippocampus-
FEED THE HIPPO!
            Corpus Callosum




  200 million nerve fibers connecting the right and left
hemispheres and providing instantaneous communication.
 Not fully mature until adolescence – ages 16 to about 25.
       Corpus Callosum
Dirt Road to Super Highway
          Reticular Activating System




The RAS receives information from all over the body and acts as a
central initial regulator for attention, arousal, sleep-wakefulness
and consciousness.
It filters out distractions or trivial sensory information.
 Reticular Activating System
   The Filter…The Senses



DISTRATCIONS
     Strategies for the Structures

   What lessons have you taught that
    activated these structures in your
             students’ brains?
• Amygdala-Emotion

• Hippocampus-Memory

• RAS-Attention
     Rigor/Relevance Framework®




10
       What is Rigor and Relevance?
With your elbow partner discuss the following:
     – Your definition of rigor
     – Your definition of relevance
     – The skills you think 21st Century Learners need to
       be successful in life




11
Rigor is…                    Rigor is NOT…
 Scaffolding thinking        More or harder
 Planning for thinking          worksheets
                                AP or honors courses
 Assessing thinking about
  content                       The higher level book
                                 in reading
 Recognizing the level of
                                More work
  thinking students
  demonstrate                   More homework
 Managing the teaching/
  learning level for the
  desired thinking level
                                                    12
RIGOR              EVALUATION

means framing       SYNTHESIS
lessons at the
high end of the     ANALYSIS
Knowledge
                   APPLICATION
Taxonomy
                  COMPREHENSION

                   KNOWLEDGE
                                 13
Bloom’s Taxonomy
Rigorous Lessons ask Students to:
  EXAMINE          PRODUCE
   CLASSIFY        DEDUCE
  GENERATE        ASSESS

   CREATE          PRIORITIZE
   SCRUTINIZE     DECIDE
                                16
 Knowledge Taxonomy

6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
                      17
        Relevant
Real World Application in
Unanticipated Situations
  A Relevant Lesson asks
      Students to…

 USE THEIR KNOWLEDGE
       TO TACKLE
 REAL-WORLD PROBLEMS
       THAT HAVE
MORE THAN ONE SOLUTION
                           19
     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 course
                                       20
    What is Relevant to TODAY’s
             Students?
K- Born in 2007
6- Born in 2000
12-Born in 1994 (in K 2000)

          What have you experienced
            that they have NOT?
     Rigor/Relevance Framework®




22
    Rigor/Relevance Framework
                                           Students apply the
           C   Students reflect
               on the potential use
                                      D    information learned
               of the new                  to answer the
R
    High                                   questions or to solve
               information as
I              a solution                  the problems

G
O          A Students seek            B Students testthe
                                        relevancy of
                                                      the

R              information to
                                          information as it relates
    Low        answer questions
                                          to the
               or solve problems
                                          question or problem

                     Low                          High
                      RELEVANCE                                    23
    Rigor/Relevance Framework
                                      Motivation
           C                    D
                 Rigor
                                Creativity – Innovation
R
    High
            Critical Thinking
I                                   Problem Solving
G
O          A                    B
R            Acquisition of
                                       Relevancy
    Low    knowledge / skills
                                       Validation

                   Low                   High
                    RELEVANCE                         24
           Verbs by Quadrant
   A             B              C                 D
name       apply         analyze         evaluate
label      sequence      compare         formulate
define     demonstrate   examine         justify
select     interview     contrast        rate
identify   construct     differentiate   recommend
list       solve         explain         infer
recite     calculate     dissect         prioritize
locate     dramatize     categorize      revise
record     interpret     classify        predict
memorize   illustrate    diagram         argue
                         discriminate    conclude


                                                      25
               Product by Quadrant
   A                      B              C                 D
                 scrapbook        essay            evaluation
definition                                         newspaper
worksheet        summary          abstract
                                                   estimation
                 interpretation   blueprint        trial
list
                 collection       inventory        editorial
quiz             annotation       report           play
test             explanation      plan             collage
workbook         solution         chart            machine
                                                   adaptation
true-false       demonstration    investigation    poem
reproduction     outline          questionnaire    debate
recitation                        classification   new game
                                                   invention



                                                                26
                         Questions By Quadrant
                            C                                                  D
How are these similar/different?                   How would you design a…to …?
How is this like…?                                 How would you compose a song about…?
What’s another way we could say/explain/express    How would you rewrite the ending to the story?
that?                                              What would be different today, if that event
What do you think are some reasons/causes that…?   occurred as…?
Why did…..changes occur?                           Can you see a possible solution to…?
What is a better solution to…?                     How could you teach that to others?
How would you defend your position about that…     If you had access to all the resources, how would you
                                                   deal with…?
_____________________________________________      What new and unusual used would you create for…?
                           A                       ___________________________________________
What is/are…?                                                                  B
How many…?                                         Would you do that?
How do/does…?                                      Where will you use that knowledge?
What did you observe…?                             How does that relate to your experience?
What else can you tell me about…?                  What observations relate to…?
What does it mean…?                                Where would you locate that information?
What can you recall…?                              Calculate that for…?
Where did you find that…?                          How would you illustrate that?
Who is/are…?                                       How would you interpret that?
How would you define that in your own terms?       How would you collect that data?
                                                   How do you know it works?
    Rigor/Relevance Framework
6
5
           C                D
4
     Assimilation   Understands

3
2          A              B
1       Knows           Application

       1       2    3       4     5   28
How are you current lessons
  Rigorous & Relevant?
Applying RR to Neuroscience
     Rigor/Relevance Framework®




31
Students think in complex ways and apply acquired knowledge and
skills, even when confronted with perplexing unknowns,    to find
creative solutions and take action that further    develops their
                       skills and knowledge.

                   Evaluation
                        6
                                                         D
                  Synthesis
                        5
                                              Adaptation
                   Analysis
                        4

                  Application
                        3
                                       3             4              5
                                      Apply    Apply to real- Apply to real-
                                   knowledge       world          world
                                     across     predictable unpredictable
                                   disciplines   situation      situation
 32
     Lobes of the Brain




33
      Frontal Lobes – Executive Functions




Controls voluntary movement, verbal expression, problem solving, willpower,
                               and mood.
      This is how we are consciously aware of our thoughts and actions.
 34                Not fully mature until mid to late 20s.
                    Quad D

                NOT ONE ANSWER

• Critical and Creative Thinking at high levels of
  Bloom’s Taxonomy (Rigor)

• Multiple Disciplinary, Real Life (Relevance)
Students extend and refine their knowledge so that they can use it automatically and routinely to
                       analyze and solve problems and create solutions.




                            Evaluation        6


                           Synthesis              5
                                                                            C
                            Analysis          4                   Assimilation

                              Application 3


                                                                 1                    2

                                                         Knowledge                 Apply
                                                                                knowledge
                                                           in one
                                                                                   in one
     36
                                                         discipline              discipline
                  Hippocampus




  It helps us remember events in recent past, as well as being
responsible for sending new information and experiences to be
           stored in the cortex in long-term memory.
37       Critical to learning and memory formation.
                   Quad C
          I GOT IT….I UNDERSTAND
          And can Think Creatively

High Rigor
Low Relevance

One Subject area
Students use acquired knowledge to solve problems, design solutions, and complete work.




                        Application     3


                    Comprehension           2
                                                                    B
                                                           Application
                       Awareness        1



                                                3               4               5

                                          Apply           Apply to     Apply to
                                       knowledge         real-world   real-world
                                         across          predictable unpredictable
                                       disciplines        situation    situation
 39
               Synaptic Connection




     The axon of one neuron communicates with the dendrite of
      another neuron by releasing neurotransmitters into the
                          synaptic gap.
                Some say this is the learning point!
40               And there are millions of them.
                  QUAD B

          I GOT IT….I CAN APPLY IT
       BUT ONLY IN ONE SUBJECT AREA

                 CONNECTIONS

High Relevance
Low Rigor
Students gather and store bits of knowledge/information and
   are expected to remember or understand this acquired
                        knowledge.

               Application    3


                                                       A
              Comprehension       2
                                                Acquisition

                Awareness     1


                                            1              2
                                      Knowledge in        Apply
                                      one discipline   knowledge
                                                          in one
                                                        discipline
  42
          The Neuronal Structure




The brain is made up of two types of cells: Glia and Neurons.
When fully developed, the human brain’s 100 trillion neuronal
  connections exceed those of any other creature on earth.
 43
                 QUAD A
                JUST THE FACTS

Low Rigor
Low Relevance
Rigor/Relevance      Framework®

    Hippocampus    Frontal Lobe
      I Got it…     More than
    I Understand    one answer




      Neuron           Synapse
        Just          I Got it…
      theFacts     I can apply it
       Road Work Ahead
  Building Roads To The Future!
College and Career Ready Students
    A Call to Action

What roads need to
 be built in your
   community?
   Intelligence as a Function of
            Experience
      Real Life Applications

• Doing activates the brain
• Students vividly recall their
  Service Learning experiences
• Quad D…
         High Rigor, High Relevance
    The Body & Brain are an
    Inseparable Partnership
         for Learning

Key in the vivid memories is the
passion students feel about their
projects
Student builders & drivers
The Brain as a Pattern Seeker and
        Meaning Maker

     Students begin to see the
  connections between curriculum
        and the real world.
Developing Programs to Use what
        we Understand

These projects provide a vehicle
and reason to use the concepts and
skills they are learning
Multiple usage      long-term
memory
       Meaningful Content

Application of concepts, knowledge
   and skills in real-world ways.
Quad D- application in unanticipated
             situations.
SERVICE LEARNING
 A teaching strategy that enriches
 learning by engaging participants in
 meaningful service to their schools
 or communities through careful
 integration with established
 curricula.
            Learn by doing!
      SERVICE LEARNING
             vs.
       VOLUNTEERISM
Volunteerism      Service Learning
                   To fill a need
 To fill a need    with your time
with your time.      using your
                    curriculum.
    FOUR “STAGES” OF SERVICE
            LEARNING
      The Student Builder &
          Future Driver
1. Preparation
2. Projection Design/
     Implementation/Evaluation
3. Reflection
4. Celebration
           I. Preparation
  Getting Permits/Buying the Land


• Identifying and analyzing issues
  and the CCSS
• Choosing a project
• Learning skills needed to perform
  the service
• Planning the service project
        I. Preparation


Fly Away Home

By Eve Bunting
Illustrated by Ronald Himler
      II. Project Design/
  Implementation/Evaluation
    Bulldozing/Building the
            Highway
Build the highway.
Perform the service.
Evaluate the project.
          III. Reflection
       Inspecting the Work
Regularly scheduled throughout the
service project.
Group and Individual.
CCSS: Literacy Focus
NGT: Justify your work
        IV. Celebration
   The New Highway Opens

Celebrate students’ contributions.
    DRIVING THE HIGHWAY
Seeing Service Learning in Action


ChildTeach

Kids Healing Kids
   Service Learning Project Ideas
Nursing Homes
Soup Kitchens
Homeless Shelters
Home for Abused Women & Children
Military Service Families
Food/Clothing Drives
Parks
                       Action Plans

  Language Arts                        Math




                         Social or Political
Science                        Issue             Social Studies




4 Elements: Preparation, Design & Implementation, Reflection, Celebration
               Sample Action Plan

Language Arts                         Math
Books: Stone Soup,                    Fractions: Recipes
Hunger Games
                                      Cost of feeding a family per day

                          Soup Kitchen

   Science                                    Social Studies
   Nutrition                                  Needs and Wants
   Body Systems                               Urban vs. Rural
4 Elements: Preparation, Design & Implementation, Reflection, Celebration
                Sample Action Plan

Language Arts                         Math
Informational Reading
                                      Economy: Costs
Persuasive Writing


                           Ballot Issue

  Science                                    Social Studies
  Environmental                              What part of the state does
  Impact Study
                                             this impact and why?
 4 Elements: Preparation, Design & Implementation, Reflection, Celebration
       Resources

National Youth Service Day
 Learn and Serve America
National Service-Learning
       Clearinghouse
       United Way
           (211)
               Quote:


“We live in a world in which we need to
 share responsibility. It’s easy to say
  ‘It’s not my child, not my community,
  not my world, not my problem.’ Then
 there are those who see the need and
  respond. I consider those people my
                 heroes.”
                             -Fred Rogers
                 Reflection
• What do you know about the RR Framework
  that you did not know at the beginning of this
  session?
• What do you know about the brain that you
  did not know at the beginning of this session?
• How will you transfer this knowledge to your
  own practice?
The Power of One
     Linda L. Jordan
 ljordan@leadered.com
      518-703-0114

   ICLE 518-399-2776
http://www.leadered.com

								
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