Strengthening you Quads in the 21st Century

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Information about Strengthening you Quads in the 21st Century
Education

Published on August 12, 2013

Author: justcrawford

Source: slideshare.net

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Quadrant D lessons instruction for the 21st Century

Strengthening  your  Quads   in  the  21st  Century!   Lisa Simmons, TLC for East and South Middle Schools Taylor Quezada, 21st Century Coach for East and South Middle Schools Rachel Riediger, TLC for North and South Middle Schools Heather Von Otterloo, 21st Century Coach for North and South Middle Schools

•  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  le?er  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  le?er.   •  REMEMBER  the  last  le?er  of  the   name  of  that  country.  

•  THINK  of  the  name  of  an  animal  that   starts  with  that  le?er.   •  REMEMBER  the  last  le?er  in  the   name  of  that  animal.   •  THINK  of  the  name  of  a  fruit  that   starts  with  that  le?er.  

Are  you  thinking  of  a   Kangaroo  in   Denmark  eaKng  an   Orange?  

Using  the  Rigor/Relevance   Framework  for  Planning   and  InstrucKon  

Think*Pair*Share   •  What  is  Rigor?   •   What  is  Relevance?   •   Can  you  make  instrucKon  relevant     to  students  without  sacrificing     the  content?  

Blooms  Taxonomy  of  Thinking   •  CreaJng-­‐  generaKng  new  ideas   •  EvaluaJng-­‐  jusKfying  a  decision  or  choice   •  Analyzing-­‐  breaking  into  component  parts   •  Applying-­‐  using  informaKon  in  a  new  seXng   •  Understanding-­‐  explaining  idea  or  concept   •  Remembering-­‐  recalling  informaKon  

Learning  is  relevant     when  the  student:   •  Understands  how  this  informaKon  or  skill  has   some  applicaJon  in  their  life.   •  Has  an  opportunity  to  follow  their  own   process  rather  than  just  learn  “the  facts”.   •  Is  not  just  learning  content  and  skills,  but  is   learning  how  they  learn.  

How  to  move  students   toward  greater  relevance:   •  Using  skills  and   knowledge  in   rouKne  school   seXng.  Work   as  directed  by   the  teacher.   • Using  skills  and   knowledge  for   myself  in  the  real   world.  Figuring  out   my  own  approaches.  

How  to  move  students   toward  greater  rigor:   •  Using  skills  and   knowledge  in   rouKne  school   seXng.  Work   as  directed  by   the  teacher.   • Using  knowledge  to   analyze  and  solve   school  based   problems  and  create   soluKons.    

A   C   B   High Rigor Low Rigor Low Relevance High Relevance

Quadrant  A   Gather  and  store  bits  of   knowledge  and  informaKon.   Remember  or  understand   informaKon.   (Example:  Pick  the  right   definiKon)   Quadrant  C   Use  knowledge  to  analyze  &   solve  school-­‐based  problems   and  create  soluKons.  Work   under  the  specific  direcKons   of  the  teacher.   (Example:  Develop   categories  for  types  of   plants.)   Quadrant  D   Apply  knowledge  and  skills   in  complex  ways  to  analyze   and  solve  real  problems  &   create  soluKons.  Confront   real-­‐world  unknowns.   (Example:  Take  part  in  a   science  fair  &  respond  to   quesKons.)   Quadrant  B   Apply  knowledge  in  real-­‐life   situaKons.   (Example:  Develop  a   household  budget.)   High Rigor Low Rigor Low Relevance High Relevance

C    AssimilaKon   RaKonal   Answer   D    AdaptaKon   Right   QuesKons   A      AcquisiKon   Right     Answer   B    ApplicaKon   Right     Procedure  

Strengthening  Your   Quads   •  This  acKvity  will  allow  you  to  apply  what   you  have  learned  about  Rigor  and   Relevance.   •  This  is  a  group  acKvity  in  which  you  can   rely  on  one  another  and  reinforce  the   learning  among  all  members.  

Materials   •  Rigor/Relevance  Framework  (Post  Its   labeled  A,  B,  C,  D)   •  Sample  Middle  Level  Student   Performances  (inside  envelope)  

Procedure   •  Work  in  groups  of  4-­‐5.   •  As  a  group,  place  each  of  the  student   performances  in  the  proper  quadrant   using  the  worksheet.  (small  group)   •  Check  your  work  (whole  group)   •  Discuss  any  differences  

C       Math-­‐Evaluate  objects  for…   Science-­‐  Design  a  science…   ELA-­‐Create  a  new  character..   SS-­‐IdenKfy  and  analyze…   Tech-­‐Choose  appropriate…   D       Math-­‐Obtain  historical  data…   Science-­‐Collect  data  and…   ELA-­‐Create  a  Bill  of  Rights…   SS-­‐Analyze  and  debate…   Tech-­‐Present  informaKon…   A         Math-­‐Calculate  volume…   Science-­‐Construct  models…   ELA-­‐Look  up  definiKon…   SS-­‐Research  invenKons…   Tech-­‐Do  drill  and  pracKce…   B       Math-­‐Make  a  scale  drawing…   Science-­‐InvesKgate  the…   ELA-­‐Assemble  a  product…   SS-­‐Research  what  items…   Tech-­‐View  demonstraKons…  

Strengthening  Your  Quads   On  Your  Own    This  acKvity  will  reinforce  the  Rigor/ Relevance  Framework  and  encourage   you  to  think  about  creaKve   instrucKonal  acKviKes  that  will  raise   your  level  of  instrucKon  and  create   real-­‐world  instrucKonal  acKviKes.  

Strengthening  Your  Quads   Your  Turn   Materials:   •  Blank  paper  folded  into  fours.   •  Label  each  box.   C   D   A   B  

Procedure   •  Working  in  your  groups,  brainstorm  instrucKonal  topics  for   any  subject  that  is  generally  taught  at  low  levels-­‐Quadrant   A.     •  Record  each  one  on  a  separate  sKcky  note.   •  Select  one  of  your  topics  that  is  a  good  candidate  for   improvement.  Write  it  in  Quadrant  A.   •  Write  1  acKvity  in  each  box  according  to  the  Rigor/ Relevance  Framework.  (5min.)   •  When  you  hear  the  Kmer,  pass  your  paper  clockwise  to  the   nearest  group.  Repeat.  Go  around  as  many  Kmes  as  Kme   permits.   •  If  Kme  permits,  on  the  back  of  your  paper  make  a  list  of   real-­‐world  applicaKons  of  academic  skills.  

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