quadrant d relevance & rigor

Quadrant DRelevance & Rigor

All you ever wanted to know and MORE!

At the end of our session, I can. . . Evaluate the concept of “Living in

Quad D” Rate my classroom rigor and

relevance using Framework criteria

Formulate a plan to teach students in Quad D

Our Goals:

Question 1– Who is Bill Daggett?

A. Homeless person recently interviewed on the streets of downtown Nashville by Channel 4 News

B. The current host of Saturday Night LiveC. Creator of the Rigor/Relevance Framework

& recognized around the world for leadership in education

D. The lawyer in the movie “True Grit”

Game: What do you know?

C. Creator of the Application Model and Rigor/Relevance Framework & recognized round the world for leadership in education

Answer:

Question 2–What is the Rigor/Relevance Framework?

A. Something Jerry Venson’s class uses to make sure their buildings don’t fall down

B. An educational tool based on the two dimensions of higher standards and student achievement

C. Part of the new Teacher Evaluation made up by your principal

D. Never heard of it


Answer: B. An educational tool based on the two dimensions of higher standards and student achievement

The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level.

Question 3– Match the following examples involving technical reading & writing with the correct quadrant.

1. Compare & contrast several technical documents to evaluate purpose, audience, & clarity.

2. Recall definitions of various technical terms.3. Write procedures for installing & troubleshooting

new software.4. Follow written directions to install new software

on a computer.Quadrant A Quadrant B Quadrant C Quadrant D


Answer:Quadrant C – Compare & Contrast

Quadrant A – Recall definitions Quadrant D – Write procedures Quadrant B – Follow written directions

Rigor and Relevance Framework

THINKING

A C T I O N

RIGOR

RELEVANCE

A (Acquisition) B (Application)

D(Adaptation)C(Assimilation)

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

High

HighLow

Low

Teachers expend energy to create and assess learning activities—providing lesson content, creating worksheets,

and grading student work. In this scenario the student becomes a passive

learner.

Quadrant A (Acquisition) The Focus is on… Teacher Work

Typical Student Activities:Games

Guided PracticeLecture

MemorizationTest Preparation

Create Graphic of Word/Concept

Quadrant A (Acquisition) The Focus is on… Teacher Work

This work involves more real-world tasks than Quadrant A

and generally takes more time for students to complete.

Quadrant B (Application) The Focus is on… the Student Doing Real Work

Typical Student Activities:Cooperative Learning

DemonstrationsTechnology – Real Time (e-pals)

Learning CentersPhysical Movement

Problem Based LearningProject Design

PlayVideo

Quadrant B (Application) The Focus is on…

the Student Doing Real Work

Students think to analyze, compare, create, and evaluate. Traditionally, this has been the level of learning typical of a high school graduate.

Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways

Typical Student Activities:Compare/Contrast

Manipulatives/ModelsSummarizingBrainstorm

Create Word Puzzles

Quadrant C (Assimilation) The Focus is on… the Student Thinking in Complex Ways

Roles have shifted from teacher-centered instruction to student-centered learning. “D” requires

students to thoroughly understand the standard as well as understand

and conceptualize relevant applications.

Quadrant D (Adaptation) The Focus is on…

the Student Thinking and Working

Artistic Expression Brainstorming Cooperative

Learning Feedback/Reflection Inquiry Technology (any

time/independent learning)

Project Design

Presentations/Exhibits Problem-based

learning Research Role play/Simulation Socratic Seminar Storytelling Teacher Questions Writing to Learn Create a Brochure

Typical Student Activities:

Quadrant D (Adaptation) The Focus is on…

the Student Thinking and Working

http://www.spike.com/video-clips/rc8e4r/monster-com-commercial-when-i-grow-up

RIGOR

RELEVANCE

A(Acquisition) B(Application)



Memorize names, locations and capital cities of U.S. states.

Social Studies - Elementary

Contrast citizens’ responsibilities under different forms of government.

Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado).

Describe geographic and climatic characteristics of the local community.

High

HighLow

Low

RIGOR

RELEVANCE




Demonstrate web development software functions.

Business - Information Tech.

Compare features of web development software.

Create a full web site for a local business.

Design web page.

High

HighLow

Low

RIGOR

RELEVANCE




Locate information in technical writing.

English - Middle Level

Analyze commercials for fact and opinion.

Write directions for assembling a product or carrying out a procedure.

Assemble a product followingwritten directions.

High

HighLow

Low

RIGOR

RELEVANCE




Describe the effects of drugs on the human body.

Health Education

Analyze advertisements that target youth.

Role play conflict resolution situations.

Demonstrate strategies to reduce spread of germs.

High

HighLow

Low

RIGOR

RELEVANCE




Construct models of molecules usingtoothpicks, round objects.

Science - Middle Level

Identify chemicals dissolved in anunknown solution.

Collect data and make recommendationsto address a community environmental problem.

Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.

High

HighLow

Low

Sponsored by FLICC 26

Research-based Best PracticesCategories of Instructional Strategies That

Affect Student AchievementPercentile

Gain

Identifying similarities and differences, using metaphors and analogies

45

Summarizing and notetaking 34Reinforcing effort and providing recognition

29

Homework and practice 28Nonlinguistic representations 27Cooperative learning 27Setting objectives and providing feedback 23Generating and testing hypotheses 23Questions, cues and advance organizers 22

Marzano, R., Pickering, D., & Pollack, J., Classroom Instruction That Works, 2001

A (Acquisition) Definition QuizWorksheet WorkbookTest True-falseRecitation ListReproduction Explanation

B (Application)Scrapbook AnnotationSummary ExplanationSolution InterpretationCollection DemonstrationOutline NotesSurvey Skit

C (Assimilation)

Essay PlanInvestigation ReportQuestionnaire ChartInventory AbstractBlueprint ExhibitClassification Journal

D (Adaptation)Evaluation New GameNewspaper MachineEstimation InventionTrial DebateEditorial PoemPlay AdaptationCollage Video

Student Product List

BY

QUADRANT

Student Work•Is the work meaningful and challenging?

•Are all students actively engaged?

•Do students have a clear understanding of what constitutes outstanding work?

•Do students show commitment to and enthusiasm for their work?

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

My only skill is taking tests.

At the end of our session, I can. . . Evaluate the concept of “Living in

Quad D” Rate my classroom rigor and

relevance using Framework criteria

Formulate a plan to teach students in Quad D

Our Goals:

1

2

3

4

5

“A” Sheet

Assimilation

Acquisition

Adaptation

Application

quadrant d relevance & rigor

Documents