Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-solving, Synthesizing: Thinking Skills of the 21 st Century
Jordy as Dogzilla
A Thought… “Do not confine your children to your own learning, for they were born in another time. ” -Hebrew Proverb
Another Thought… “The teacher, if indeed wise, does not bid you to enter the house of her/his wisdom, but leads you to the threshold of your own mind. ” –Kahlil Gibran-Lebanese poet, (1883 -1931)
Goal: Students who can function in real-world situations that are authentic, predictable, unpredictable and vital.
Essential Questions • How do teachers vary instruction and assessment in order to be responsive to the needs of all students? • How do teachers reach learners in the 21 st century?
Why? What? How?
What about rigor? • Bloom’s Taxonomy • Higher Level Questioning
Bloom’s Taxonomy • Evaluation • Synthesis Higher • Analysis • Application • Comprehension • Knowledge Lower
T i e r e d lesson for Readiness
R. A. F. T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)
R. A. F. T. Assignment French 2 --Traveling in France
R. A. F. T.
The Rigor and Relevance Framework
International Center for Leadership in Education Dr. Willard R. Daggett
Rigor/Relevance Framework K N O W L E D G E C D A B APPLICATION International Center for Leadership in Education
Knowledge Taxonomy-(Bloom’s) 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge International Center for Leadership in Education
1 2 3 4 • Application Model Knowledge of one discipline Application within discipline Application across disciplines Application to real-world predictable situations Application to real-world unpredictable situations International Center for Leadership in Education
Rigor/Relevance Framework K N O W L E D G E Evaluation 6 Assimilation Synthesis 5 Adaptation C Analysis 4 D Application 3 Acquisition Comprehension 2 Application A Awareness 1 1 2 Knowledge Apply in one knowledge in discipline one discipline International Center for Leadership in Education B 3 4 5 Apply knowledge across disciplines Apply knowledge to real-world predictable situations Apply knowledge to real-world unpredictable situations APPLICATION
Rigor/Relevance Framework K N O W L E D G E Evaluation 6 Assimilation Synthesis 5 Adaptation C Analysis 4 D Application 3 Comprehension 2 Acquisition A Awareness 1 International Center for Leadership in Education Application 1 2 Knowledge Apply in one knowledge in discipline one discipline B 3 4 5 Apply knowledge across disciplines Apply knowledge to real-world predictable situations Apply knowledge to real-world unpredictable situations APPLICATION
K N O W L E D G E Rigor/Relevance Framework Teacher/Student Roles C A Student Think Teacher Work D Student Think & Work B Student Work APPLICATION International Center for Leadership in Education
Quadrant A Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.
Quadrant B Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.
Quadrant C Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.
Quadrant D There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.
Rigor/Relevance Framework K N O W L E D G E C D A B APPLICATION International Center for Leadership in Education
Toni Theisen Loveland High School Thompson School District Loveland, CO 970 -482 -2606 dakar 95@verinet. com http: //lhsfrenchclasses. wikispaces. com
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