RIGOR, RELEVANCE, RELATIONSHIPS, & RESULTS

Laura CasdorphNovember 13th, 2012

Curve of Change Implementation

A tale of two classes…

Class One:

This girl is completely floating in the Dead Sea! What is causing her to float? Research the major elements found in the Dead Sea. Design an experiment using water, salt, and an egg. Keep good data! Use the data to explain why she is floating.

A tale of two classes…

Class Two: Will adding salt to water make an egg float?

1. Fill a container with 250 mL of water.

2. Put the egg into the water gently and measure the distance from the bottom of the container to the highest part of the egg in centimeters. Record this height in the data table.

3. Remove the egg and carefully place it back in the container.

4. Add 5 mL of salt to the water and stir until the salt is dissolved.

5. Gently put the egg into the water and measure the highest point of the egg. Record this height in the data table.

6. Repeat step 4 and 5 using a total of 10, 15, and 20 mL of salt.

7. Remove the egg and discard the salt solution. Rinse the container and the egg with water. Repeat steps 1-6 two more times for a total of three trials.

8. Wash hands thoroughly.

Which class…

is more rigorous? is more relevant? would you want your child to be in?

My only skill is taking tests.

Define Rigor & Relevance

What is your definition of rigor and relevance?

Work with your elbow partner to formulate a definition. (Two-minute task)

Share your team’s definition.

Rigor & Relevance Defined

Definitions:Rigor • is learning in which students demonstrate a

thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity.

Relevance • is learning in which students apply core knowledge,

concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual.

8

Rigor/Relevance Framework

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Adapted from the International Center for Leadership in Education

Knowledge in one discipline

Apply in discipline

Apply across disciplines

Apply to real-world predictable situations

Apply to real-world non-predictable situations

Low

High

Low

R

igor/

Kn

ow

led

ge

H

igh

1 2 3 4 5Knowledge in one

discipline

Apply in discipline

Apply across disciplines

Apply to real-world situations

Apply to real-world

unpredictable situations

Relevance/Application

Visual Representation of the Four Quadrants

C – ASSIMILATION D – ADAPTATION

A - ACQUISITION B – APPLICATION

Rig

or

Relevance

High

Low High

Teacher Works

Student Thinks Student Thinks &

Works

Student Works

Traditional Tasks Performance Based

10

Quadrant Characteristics

C – ASSIMILATION D – ADAPTATION

A - ACQUISITION

B – APPLICATION

Rig

or

Relevance

High

Low High

Students gather and store bits of knowledge and information to remember or understand.

Students extend and refine their acquired knowledge to be able to automatically use knowledge to analyze and solve problems.

Students have the competence to think in complex ways and to apply acquired knowledge and skills.

Students use acquired knowledge to solve problems, design solutions, and complete work.

Science Examples

Quadrant C – ASSIMILATION Quadrant D – ADAPTATION

Quadrant A – ACQUISITION Quadrant B – APPLICATIONRig

or

RelevanceHigh

High

Low

Construct models of molecules usingtoothpicks, round objects.

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

Identify chemicals dissolved in anunknown solution.

Collect data and make recommendationsto address a community environmental problem.

Science Examples Ecosystems

Quadrant C - ASSIMILATION Quadrant D - ADAPTATION

Quadrant A - ACQUISITION Quadrant B - APPLICATIONRig

or

RelevanceHigh

High

Low

• Describe the different ecosystems (water related and dry land)

• Research a water related and dry land ecosystem. Create a VENN diagram about how they are the same and how they are different.

• Research an endangered species (sea turtles) and describe how their ecosystem supports them. Create a campaign to bring awareness to ways we can help the endangered species.

• Research an animal and describe its community and population. Describe how the ecosystem supports the life of the researched animal.

Science Examples Photosynthesis

Quadrant C – ASSIMILATION Quadrant D - ADAPTATION

Quadrant A – ACQUISITION Quadrant B - APPLICATIONRig

or

RelevanceHigh

High

Low

Describe photosynthesis and importance to plants and humans

Solve case study problem on location of a greenhouse to maximize sunlight

Create a science project to demonstrate photosynthesis

Design a consumer brochure on light requirements for indoor flowering plants

Science Examples Biomes

Quadrant C - ASSIMILATION Quadrant D - ADAPTATION

Quadrant A - ACQUISITION Quadrant B - APPLICATIONRig

or

RelevanceHigh

High

Low

Next Generation Science Standards

Asking questions for science and defining problems for engineering

Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations for science and

designing solutions for engineering Engaging in argument from evidence Obtaining, evaluating and communicating

information

21st Century Science

TIP : Research and Information Fluency

 Entry (1) Developing (2-3)

 

Approaching (4-5) 

Ideal / Target (6-7)

Acquire information using provided resources. Follow teacher direction to complete class assignments. Respond to, but do not extend teacher prompt.

Apply search techniques demonstrated by teacher. Determine accuracy and authority of information sources using provided checklist or digital tool. Respond to class assignments that prompt analysis of information.

Construct questions to guide research. Select the most appropriate digital tools and information sources. Assemble and organize information to address authentic tasks.

Assemble and synthesize information to address authentic tasks. Use tools to powerfully display and interact with information.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

18

TIP: Communication & CollaborationEntry (1) Developing

(2-3) Approaching (4-5)

Ideal / Target (6-7)

Work in small groups toward a common product without collaborating.

Work in teacher-selected groups with defined roles to accomplish class assignments. Use digital tools to communicate to complete class assignments.

Establish group norms, form teams, and organize roles to address an authentic task. Use appropriate digital tools to facilitate collaboration.

Select appropriate digital tools to communicate and collaborate with peers and experts, regardless oftime zone or physical distances. Reflect on their roles as communicators and collaborators and set goals for future growth.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

19

TIP: Critical Thinking & Problem Solving

Entry (1) Developing (2-3)

Approaching (4-5)

Ideal / Target (6-7)

Respond to, but do not justify their answers to teacher-initiated questions. Work on class assignments through recollection of knowledge.

 Respond to higher order questions. Elaborate on critical thinking or problem solving practices when prompted. Apply digital tools to think critically and solve problems in class assignments.

 Generate and respond to purposeful questions. Justify decision-making and/or problem-solving practices. Apply digital tools to think critically and solve open- ended authentic tasks that require higher order thinking skills.

 Select the most appropriate digital tools, as well as questioning, critical thinking andproblem solving strategies to solve authentic tasks. Reflect on their roles as critical thinkers and/or problems solvers and set goals for future growth.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

20

 TIP: Creativity & Innovation

Entry (1) Developing (2-3)

Approaching (4-5)

Ideal / Target (6-7)

Respond to teacher direction to complete class assignments. Work on standardproducts following teacher direction.

Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products. Question, summarize and make predictions on existing knowledge using provided digital tools.

Analyze trends and make predictions that inspire new solutions to authentic tasks. Create meaningful, original work within the assignment parameters.

Synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters. Choose strategic risks that support innovation. Reflect on the creative/innovative process and set goals for future growth.

ACQUISITION of

New Knowledge

ASSIMILATION of

Knowledge

APPLICATION of

Knowledge

ADAPTATION of

Knowledge

Rigor or Knowledge

Relevance or Application of Knowledge

21

Rigor/Relevance Framework

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Adapted from the International Center for Leadership in Education

Low

Low

R

igor/

Kn

ow

led

ge

Hig

h

1 2 3 4 5Knowledge in one

disciplineApply in discipline

Apply across disciplines

Apply to real-world

predictable situations

Apply to real-world

unpredictable situations

Relevance/Application of Knowledge

High

Quadrant C – ASSIMILATION(TIP Level 2-3 Developing)

Quadrant D – ADAPTATION(TIP Level 6-7 Ideal/Target)

Quadrant A – ACQUISITION(TIP Level 1 Entry)

Quadrant B – APPLICATION(TIP Level 4-5 Approaching)

Bloom’s

- Research & Information Fluency- Communication & Collaboration

Critica

l Th

inkin

g &

Pro

ble

m

Solv

ing

Cre

ativ

ity &

Innovatio

n22

Rigor/Relevance Framework

Create 6

Evaluate 5

Analyze 4

Apply 3

Understand 2

Remember 1

Adapted from the International Center for Leadership in Education

Low

Low

R

igor/

Kn

ow

led

ge

Hig

h

1 2 3 4 5Knowledge in one

disciplineApply in discipline

Apply across disciplines

Apply to real-world

predictable situations

Apply to real-world

unpredictable situations

Relevance/Application of Knowledge

High

Quadrant C – ASSIMILATION(TIP Level 2-3 Developing)•Brainstorming•Inquiry•Research•Socratic Seminar•Quality Teacher Questions

Quadrant D – ADAPTATION(TIP Level 6-7 Ideal/Target)•Presentations/Exhibitions•Project Design•Instructional Technology•Ask own questions, research answers

Quadrant A – ACQUISITION(TIP Level 1 Entry)•Guided Practice•Lecture•Memorization

Quadrant B – APPLICATION(TIP Level 4-5 Approaching)•Cooperative Learning•Demonstration•Simulation/Role Playing•Work-based learning

Bloom’s

23

Relevance Model Decision Flow Chart

Is it application?

Is the application real world?

Is the outcome unpredictable?

Yes

Yes

Yes

No

No

Level 1Knowledge in one

discipline

Is more than one school subject involved?

Level 2Apply within

discipline

YesLevel 3

Apply across disciplines

Level 4Apply to real-world

predictable situations

Level 5Apply to real-world

unpredictable situations

No

No

Egg Experiment

Quadrant C - ASSIMILATION Quadrant D - ADAPTATION

Quadrant A - ACQUISITION Quadrant B - APPLICATIONRig

or

RelevanceHigh

High

Low

If you always do what you always did, you will always get what you always got.

J. “Moms” Mabley