rigor/relevance in the classroomsleduc.hulk.osd.wednet.edu/rigor_relevance.pdfrigor/relevance in the...

Rigor/Relevance in the Classroom What It Looks Like, How to Create It

Dr. Richard Jones, Senior ConsultantInternational Center for Leadership in Education

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Wednesday, September 23, 2009

Dr. Richard Jones

Student of Learning

Rigor/Relevance in the Classroom:!!What It Looks

Like, How to Create It


" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”

41

“ Do not confine your children to your own learning, for they were born in another time.”

Hebrew Proverb


5

RIGOR

RELEVANCE

A B

DCRigor/Relevance Framework

High

HighLow

Low


Poll: Your Experience with Rigor Relevance

6


Poll: Higher Levels of Learning

7


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(")%,)$)..018%70()1#0*.%(&%5)1'&17%(")%)65)1#7),(9

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9

High Expectations and RelationshipsData-driven Decisions Accountability Articulated Curriculum Rigorous and Relevant Instruction Personalized Learning Professional Learning Communities Partnerships School Climate Leadership

Rapidly Improving Schools Characteristics


10

RIGOR

RELEVANCE

A B


High

HighLow

Low


11

What is Rigor?

What is Relevance?

Subtle Differences

Misconceptions


12

RIGOR

RELEVANCE

A B

DC

Rigor/Relevance Framework

High

HighLow

Low

Opening Question

Read a description of a science experiment and

list the necessary materials to perform the

experiment.

Read and analyze three original newspaper

articles from WW II and identify reasons for public

opposition to US entry into the war.

Write directions on how to connect new television to cable and DVD

recorder.

Locate and read a current article on biotechnology, summarize the

innovation and benefits to humans.


13

RIGOR

RELEVANCE

A B


High

HighLow

Low


14

Using R/R Framework

Design Assessments

Select Strategies

Plan Instruction

Improvement of Teaching and Learning


15



Knowledge Taxonomy

16

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation


Basic Nutrition

17

Knowledge Taxonomy

6 Appraise results of personal eating habits over time

5 Develop personal nutrition goals4 Examine success in achieving nutrition

goals3 Use nutrition guidelines in planning meals2 Explain nutritional value of foods1 Label food by nutritional groups


Application Model

18


Application Model

1 Knowledge of one discipline2 Application within discipline3 Application across disciplines

4 Application to real-world predictable situations

5 Application to real-world unpredictable situations

1913


Basic Nutrition

1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods

considering nutritional value4 Develop nutritional plan for a health

problem affected by food5 Devise a sound nutritional plan for a

group of 3 year-olds who are “picky” eaters

20

Application Model


21

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

Nutrition

Label food by nutrition groups

Appraise results of personal eating habits over time

Devise a sound nutritional plan for a group of 3 year-

olds who are “picky” eaters

Use nutrition guidelines in planning meals


221 2 3 4 5

Application

Knowledge

1

2

3

4

5

6


13


231 2 3 4 5

1

2

3

4

5

6


13

Relevance

Rigor



1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

24

1. Knowledge of one discipline2. Application within discipline3. Application across disciplines4. Application to real world predictable

situations5. Application to real world

unpredictable situations

Knowledge Application

Low

HighWednesday, September 23, 2009

25

RIGOR

RELEVANCE

A B

DC


RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low AcquisitionA

ApplicationB

AdaptationD

AssimilationC


26

RIGOR

RELEVANCE

A B

DC


RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low


27

RIGOR

RELEVANCE

A B


High

HighLow

Low


28

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

English - Elementary

Memorize spelling words.

Brainstorm as many words as

possible to describe an object.

Create new words to describe

phenomena or objects.

Write a story using specific

words.


29

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

Math - Elementary

Memorize multiplication

tables.

Find values in number sentences when represented

by unknowns.

Develop formula for determining large quantity

without counting, (e.g. beans in a jar.)

Collect outside temperatures for several days and make a graph

of results.


30

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

Math Middle Level - Geometry: Identify rotational symmetry and distinguish between types of symmetry

Compare algebraic expressions to

determine which have symmetry when plotted

Program a robot to draw a square.

Find shapes/things

around you that have symmetry

Given a set of

shapes, identify symmetries


31

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

English - Middle Level

Locate information in a technical

manual.

Analyze commercials for fact and opinion.

Write directions for assembling a product

or carrying out a procedure.

Assemble a product following

written directions.


32

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

Social Studies - High School

Describe provisions of one of the Bill of

Rights. .

Participate in a Socratic seminar on

a issue, such as privacy.

Develop a school policy on First Amendment rights

in school setting.

Conduct a student survey on First Amendment rights.


\

33

RIGOR

RELEVANCE

A B

DC


High

HighLow

Low

Physical Education - Achieve and maintain a health-enhancing level of physical fitness.

Describe correct procedure for

performing weight training exercise

Contrast exercises by impacts on

specific muscle groups.

Design a weight training program for a

paraplegic

Regularly follow weight training

regimen


What does Quadrant D

look like?34


keynote:/Users/rdjleader/Documents/ICLE/Workshops/*examples%20of%20Quad%20D/quadDexamples%20Elem.key







Kennesaw Mountain HSKennesaw, Georgia

Urban Plan


www.leadered.com

RIGOR

RELEVANCE

A B

DC


RightAnswer

Did Students Get it Right?

RationalAnswer

RightQuestions

RightProcedure

High

HighLow

Low


www.leadered.com

NYS Math Question

A


www.leadered.com

NYS Math QuestionC


www.leadered.com

B NYS Math Question


www.leadered.com

D NYS Math Question


www.leadered.com

You are a product engineer for a new juice box. The box should shaped like the picture. Your job is to

determine the length of the straw so it will extend beyond the box by 1/2”. How long should the straw

be?


43

Low

High

Low High

TraditionalTests

Performance



44

KNOWLEDGE

A P P L I C A T I O N

Extended ResponseProduct

Performance

Primary AssessmentsRigor/Relevance Framework

Portfolio Product

PerformanceInterviewSelf Reflection

Process PerformanceProduct

Performance

Multiple ChoiceConstructed

Response


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• Determine the level of Rigor and Relevance on state tests.

• Develop your tests to parallel state tests when preparing for them.

• Use performance assessment when you want Quadrant D achievement

• Keep level of assessment consistent with expectation for performance.

R/R and Assessment

Suggestions.....


46

Instructional Strategies


International Center for Leadership in Education, Inc.

Instructional Strategies:How to Teach for Rigor and Relevance

“There are no best teaching strategies, only strategies that

are most appropriate for expected level of rigor and

relevance”Wednesday, September 23, 2009

Research

When to Use StrategyBased on

Rigor/RelevanceFramework


RIGOR

RELEVANCE

A B

DC

Rigor/Relevance FrameworkStrategies

High

HighLow

Low

Compare and ContrastSummarizing

Design a Real World ProductTeach Others

Create, Make, PerformRole Play


“Begin with the end in mind” Planning

50


Kuzmich, 2005 51

Mapping a Unit

DESTINATION

Performance Task (Work,Context Conditions)

Skills 2

Pre-Assessment

Final Assessment

Criteria

Skills 1ResearchContent

Launching Activity - inquiry

Formative Assess 1

Formative Assess 2

Formative Assess 3


Lessons about RR

Relevance makes rigor possible

Don’t hold students hostage in A

Universal language among subjects


RIGOR

RELEVANCE

A B

DC


ID conflicts and issues in

a scene.

Romeo and Juliet

Write a letter to Romeo on how to deal with conflict.

Design brochure on dealing with family

crises.

Act out a scene

High

HighLow

Low


Effects of Rigor/Relevance Framework

Simple, versatile and powerfulSomething new that builds on what teachers knowInclusiveShift focus to Student LearningAvoids defending current practiceFramework for selecting strategies and assessmentsAgenda for collaborationNatural build 54


! Design Gold Seal Lesson - culminate w/ performance

! Modify existing lesson - • add high RR performance (adapt Gold Seal Lesson)• change strategies• change assessments

! Interdisciplinary instruction! Integrate academics in CTE and

Arts! Use “D” Moments

Ways to Increase Rigor/Relevance


Sources of Gold Seal LessonsPublications• Original K-12 - 360 lessons• New K-8 or 9-12 120 lessons each• Subject specific - 30 lessons• Curriculum Matrix - samplesSuccessful Practices Network• http://www.successfulpractices.org• 2000 and growingGold Seal Lesson Service• http://goldseallessons.net


!Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

D-Moments


D - Moments

Original IdeasTeaching OthersCurrent EventsDid You Know

Short Strategies to Take Learning to Quadrant D

StorytellingQuiz ShowFuture ThinkSummarizing


59

Rigor/Relevance Resources


C O R RCollaborating

Online for

Rigor and

Relevance


www.successfulpractices.org


http://www.successfulpractices.org/

http://www.successfulpractices.org/

Poll: Learning

62


63

RIGOR

RELEVANCE

A B


High

HighLow

Low


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