RigorRelevance
RelationshipsReflective 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 InstituteDeveloping Content Modules / Reviewing the new Math Standards – OrlandoAugust 1st 11:00 – 3:30August 2nd 7:45 – 3:30August 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
KnowBe Able to DoBe 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 DemandsHighly skilled
Low skilled
•Avg. age to enter work force
•Avg. age to leave work force
14
47
•Life expectancy 47
2010 Workplace DemandsHighly 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
Central Units’ Memory = 8 MBCentral Units’ Memory = 8 MB
2004 iPod = 4 GB2004 iPod = 4 GB2005 iPod = 20 GB2005 iPod = 20 GB2006 iPod = 80 GB2006 iPod = 80 GB
1964 IBM System / 360 Mainframe
Nano TechnologyAtom Up
Personalized MedicineProducts - Services
Quality of Life
SPOT Integrated Projection Projection Keyboard Microsoft
CitizensFossil
Projection Keyboard
Did you know?
Did you know?Did you know?
Sometimes size Sometimes size doesdoes matter. matter.
If you’re If you’re one in a one in a millionmillion in China . . .in China . . .
there are there are 1,3001,300 people people just like you.just like you.
In India, there are In India, there are 1,1001,100 people just like you.people just like you.
The 25% of the The 25% of the population in China population in China with the with the highest IQshighest IQs . . . . . .
is greater than is greater than the the total populationtotal population of North America.of North America.
In India, it’s In India, it’s the the top 28%.top 28%.
Translation for teachers:Translation for teachers:they have more honors they have more honors kids than we have kids.kids than we have kids.
Did you know?Did you know?
China will soon become China will soon become the number one the number one English-English-speaking countryspeaking country in the in the world.world.
If you took If you took every every single jobsingle job in the U.S. in the U.S. today and shipped it today and shipped it to China . . .to China . . .
it still would have it still would have a a labor surpluslabor surplus..
During the course of During the course of this presentation . . .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 The U.S. Department of Labor estimates that Labor estimates that today’s learner will have today’s learner will have 10 to 14 jobs10 to 14 jobs . . . . . .
by by age 38age 38..
According to the U.S. According to the U.S. Department of Labor . . .Department of Labor . . .
1 out of 4 workers today 1 out of 4 workers today is working for a company is working for a company for whom they have been for whom they have been employed employed less than 1 yearless than 1 year..
More than 1 out of 2 More than 1 out of 2 are working for a are working for a company for whom company for whom they have worked they have worked less than 5 yearsless than 5 years..
According to former According to former Secretary of Education Secretary of Education Richard Riley . . .Richard Riley . . .
the top 10 jobs that the top 10 jobs that will be in demand will be in demand in 2010 in 2010 didn’t didn’t existexist in 2004.in 2004.
We are currently We are currently preparing students preparing students for for jobs that jobs that don’t yet existdon’t yet exist . . . . . .
using using technologies technologies that haven’t yetthat haven’t yetbeen inventedbeen invented . . . . . .
in order to solve in order to solve problems we don’t problems we don’t even know are even know are problems yetproblems yet..
Name this Name this country . . .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
EnglandEngland
in in 19001900..
Did you know?Did you know?
The U.S. is The U.S. is 20th20thin the world in in the world in broadband Internet broadband Internet penetration penetration (Luxembourg just (Luxembourg just passed us).passed us).
NintendoNintendo invested more invested more than $140 million in than $140 million in research and developmentresearch and developmentin 2002 alone.in 2002 alone.
The U.S. federal The U.S. federal government spent government spent less less than half as muchthan half as much on on research and innovation research and innovation in education.in education.
1 of every 8 couples 1 of every 8 couples married in the U.S. last married in the U.S. last year met year met onlineonline..
There are over There are over 106 106 millionmillion registered registered users of MySpace users of MySpace (as of September 2006).(as of September 2006).
If MySpace were a country,If MySpace were a country,it would be the it would be the 11th-largest 11th-largest in the world in the world (between Japan and (between Japan and Mexico).Mexico).
The average MySpace The average MySpace
page is visited page is visited 3030 times a day. times a day.
Did you know?Did you know?
We are living in We are living in exponential exponential times.times.
There are over There are over 2.7 billion2.7 billion searches performed on searches performed on Google each month.Google each month.
To whom were these To whom were these questions addressed questions addressed B.G.B.G.(before Google)?(before Google)?
The number of The number of text text messagesmessages sent and sent and received every day received every day exceeds the population exceeds the population of the planet.of the planet.
There are about There are about 540,000 words540,000 words in the in the English language . . .English language . . .
about about 5 times5 times as as many as during many as during Shakespeare’s time.Shakespeare’s time.
More than More than 3,000 3,000 new booksnew books are are published . . .published . . .
dailydaily..
It is estimated that It is estimated that a week’s worth of a week’s worth of New York TimesNew York Times . . . . . .
contains more information contains more information
than a person was likely than a person was likely to come across in a to come across in a lifetimelifetime in the 18th in the 18th century.century.
It is estimated that It is estimated that 1.5 exabytes1.5 exabytes (1.5 x 10 (1.5 x 101818) ) of unique new information of unique new information will be generated will be generated worldwide this year.worldwide this year.
That’s estimated to be That’s estimated to be more than in the more than in the previous previous 5,000 years5,000 years..
The amount of new The amount of new technical information is technical information is doubling every 2 yearsdoubling every 2 years..
For students starting a For students starting a four-year technical or four-year technical or college degree, this college degree, this means that . . .means that . . .
half of what they learn half of what they learn in their first year of study in their first year of study will be will be outdatedoutdated by their by their third year of study.third year of study.
It is predicted to It is predicted to double double every 72 hoursevery 72 hours by 2010.by 2010.
Third-generation Third-generation fiber fiber opticsoptics has recently been has recently been tested by both NEC and tested by both NEC and Alcatel . . .Alcatel . . .
that pushes that pushes 10 trillion10 trillion bits per second down bits per second down one strand of fiber.one strand of fiber.
That’s 1,900 CDs, That’s 1,900 CDs, or or 150 million150 million simultaneous phone simultaneous phone calls, every second.calls, every second.
It’s currently It’s currently tripling tripling about every 6 months about every 6 months and is expected to do and is expected to do so for at least the next so for at least the next 20 years.20 years.
The fiber is already there. The fiber is already there. They’re just improving They’re just improving the switches on the ends, the switches on the ends, which means the which means the marginal cost of these marginal cost of these improvements is improvements is effectively $0effectively $0..
Predictions are thatPredictions are thate-papere-paper will be will be cheaper than real cheaper than real paper.paper.
47 million laptops47 million laptops were shipped were shipped worldwide last year.worldwide last year.
The The $100 laptop project$100 laptop project is expecting to ship is expecting to ship between 50 to 100 million between 50 to 100 million laptops a year to children laptops a year to children in underdeveloped in underdeveloped countries.countries.
Predictions are that Predictions are that by 2013 a by 2013 a supercomputer supercomputer will be built that exceeds will be built that exceeds the computation capability the computation capability
of the human brain.of the human brain.
By 2023, when first By 2023, when first graders will be just 23 graders will be just 23 years old and beginning years old and beginning their (first) careers . .their (first) careers . . . .
it only will take a it only will take a $1,000 computer$1,000 computer to exceed the to exceed the capabilities of the capabilities of the human brain.human brain.
And while technical And while technical predictions farther out predictions farther out than about 15 years than about 15 years are hard to make . . .are hard to make . . .
predictions are that predictions are that by 2049 a $1,000 by 2049 a $1,000 computer will exceed computer will exceed the computational the computational capabilities of the capabilities of the human racehuman race..
What does it What does it all all meanmean??
Shift Shift happens.happens.
NowNow you you know . . .know . . .
Did You Know?
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
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?
ParadigmA PARADIGM is a basic beliefor assumption; something you believe to be true.
A PARADIGM SHIFT is a newway 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
Do we need
to change
schools?
What
Needs to
be done?
How
ICLE Philosophy
RigorRelevanceRelationshipsAll Students
What Should Students
KnowBe Able to DoBe Like
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance Framework
KnowledgeKnowledge
ApplicationApplication
Assimilationof knowledge
Acquisition of knowledge
Thinking Continuu
m
Rigor and Relevance
Bloom’s TaxonomyLevel of challenge of the learning for the student
Application Model Relevance of
learning to life and work
Bloom’s TaxonomyAwareness 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 TaxonomyApplication level
Applying knowledge and understandingto 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 TaxonomySynthesis Level
Combining knowledge to form a new idea.create, build, generate, reorganizeObtain 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
1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis
6. Evaluation
AcquisitionAcquisitionof knowledgeof knowledge
Applicationof knowledge
Action Continuum
Application ModelKnowledge
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 ModelApply 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 ModelApply to Unpredictable Situations
Using information to analyze and solve real problems with unknown solutions
Use a road map determinethe best route and calculatethe 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
1. Recall Knolwedge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable situations
Knowledge Application
SkillRead a math word problem, identify the applications required, and solve the problem.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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.
• 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.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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.
• 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.
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
A
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• 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.
• 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
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• 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.
• 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.
• 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
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• Express probabilities as fractions, percents, or decimals.
• Classify triangles according to angle size and/or length of sides.
• Calculate volume of simple three- dimensional shapes.
• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.
• 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.
• 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.
• 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
Successful Curriculum Reform
Why
Do we need
to change
schools?
What
Needs to
be done?
How
Do we do it?
The Ruler Drop Activity
Which Quadrant? Why?
Discuss which quadrantyou think this activity is in and provide evidence to support yourdecision.
AdaptationHow would you change thisactivity to move it into a different quadrant?
Gold Seal LessonsImplementing the
Rigor/Relevance Framework
Gold Seal Lesson Process
1. Submit 5-10 GSLs
4. Final LessonSent Back to School
5. Posted to SPN
website
2. Content Editor
3. GeneralEditor
Share with your staff
School gains access to lessons online
Samples
GSL Template
GSL Final
Develop an understanding of and fluency with multiplication and division of fractions and decimals
MA.6.1.1Explains 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 1 – 6th Grade
Connect ratio and rates to multiplication and division
MA.6.2.1Uses reasoning about multiplication and division to solve ratio and rate problems
MA.6.2.2 Interprets and compares ratios and rates
Big Idea 2 – 6th Grade
Write, interpret, and use mathematical expressions and equations
MA.6.3.1Writes 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.6.3.5Constructs and analyzes tables, graphs and equations to describe simple relationships, and informally describes slope as the rate of change
Big Idea 3 – 6th Grade
MA.6.5 SUPPORTING IDEA: Geometry and Measurement
MA.6.5.1Determines the perimeter and area of polygons and composite figures, using various strategies
MA.6.5.2Explains 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.6.6.1Translates among fractions, decimals, and percents to solve problems
MA.6.6.2Compares and orders fractions, decimals, and percents and find their approximate location on a number line
MA.6.6.3Estimates 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.6.6.2Determines the measures of central tendency (mean, median, mode) and variability (range)
MA.6.6.3Analyzes the appropriateness of each measure of central tendency and variability to describe a given data set.
C O R R- MC O R R- MCollaborating
Online for
Rigor and
Relevance focused on Mathematics
Middle School
Mathematics Initiative
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 Topics1. Why Rigor and Relevance2. Rigor/Relevance Framework3. Identifying Levels of Rigor and
Relevance4. Teaching for High Rigor
Relevance5. Identifying Student Learning
10 Topics6. Writing Performance Tasks7. Linking to State Standards8. Assessments for High Rigor/High
Relevance9. Writing Lessons for High
Rigor/High Relevance10.Submitting and Revising Lessons
Develop
Explore
Apply
Share
Connect
COMPONENTS
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 / DevelopE-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)12
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 4-6 weeks.
RIGOR
RELEVANCE
A B
DC
Increasing Rigor/Relevance
High
HighLow
Low
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!
C O R RC O R R
http://rigor-relevance.com
CORR
http://www.212movie.com/
Instructional Strategies Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional Technology Lecture Note-taking/Graphic
Organizers
MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning
Selecting Strategies on Rigor/Relevance
Guided PracticeLectureMemorization
Best Strategies for Quadrant A - Acquisition
Selecting Strategies on Rigor/Relevance
Cooperative Learning Demonstration Instructional Technology Problem-based Learning Project Design Simulation/Role Playing Work-based Learning
Best Strategies for Quadrant B - Application
Selecting Strategies on Rigor/Relevance
Brainstorming Inquiry Instructional Technology Research Socratic Seminar Teacher Questions
Best Strategies for Quadrant C - Assimilation
Selecting Strategies on Rigor/Relevance
BrainstormingCooperative Learning Inquiry Instructional TechnologyPresentations/ ExhibitionsProblem-based Learning
Best Strategies for Quadrant D - Adaptation
Project DesignResearchSimulation/Role-
playingSocratic SeminarTeacher QuestionsWork-based
Learning
Divide / ConquerQuadrant 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%
20%
30%
50%
60%
80%
95%
of what we read
of what we hear
of what we see
of what we see & hear
of what we discuss with others
of what we personally experience
of what we TEACH to someone else
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Activities
Projects
Problems
R&R Framework ...A Useful Tool to evaluate
CurriculumInstructionAssessmentActivities
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
CAREER DEVELOPMENT
Self-knowledge• Who am I?
Career exploration • Where am I going?
Career Plan• How do I get there?
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”
knowledge application
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 MathematicsBenchmarks Tested
High Medium Low
Grade 3 30 0 4
Grade 4 30 0 4
Grade 5 33 0 1
Grade 6 32 0 4
Grade 7 33 0 3
Grade 8 33 0 3
Grade 9 30 0 6
Grade 10 31 0 5
FloridaEssential Knowledge and Skills
Curriculum Survey of Essential SkillsNational Rankings Rank
FCATTest
Curriculum Survey
Priority
7.1 Listening/speaking/purposes.The student listens actively and purposefully in a variety of settings.
(A) determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8);
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 H M
(B) eliminate barriers to effective listening (4-8);
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 H M
(C) understand the major ideas and supporting evidence in spoken messages (4-8); and
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 H M
(D) listen to learn by taking notes, organizing, and summarizing spoken ideas (6-8).
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 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 (4-8);
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 H M
e63Interpret non-verbal cues such as body language and visual aids.
State StandardRelated Essential Skills and priority
Priority on State Test
Overall Priority
DO NOT CONFINE YOUR CHILDREN TO YOUR OWN LEARNING FOR THEY ARE BORN IN ANOTHER TIME.
-- Old J ewish Proverb
It’s All About Math!
Middle School Mathematics InitiativeAction 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 computerEmail 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 planemail to Bob Thomas: [email protected]
Put finishing touches on the 2 Quadrant D lessonsemail to Linda Lucey: [email protected]
Schedule site visit with your liaison
Implement 1 Quadrant D lesson
Begin CORR
Log all meetingsweb 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 [email protected]
Dr. Alice [email protected]
Mr. Jim [email protected]
Dr. Linda [email protected]
Mr. Bob [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
Saturday, June 30 – Tuesday, July 3
2007 Model Schools Conference2007 Model Schools Conference
Washington, D.C.