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Teaching forRigor andRelevance
Richard D. Jones, Ph.D.Senior Consultant
email: [email protected] www.dickjones.us
International Center for Leadership in Education1587 Route 146
Rexford, NY 12148(518) 399 2776
http://www.LeaderEd.com
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Force Field Analysis
Driving Forces Hindering Forces
Issue or Objective
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Instruction
Student Learning
Rigorous and Relevant Instruction
ExpectedStudent
PerformanceRigor/Relvance
ActualStudent
PerformanceRigor/Relevance
Reflection and Improvement
Assessment
Student Learning
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Rigor/Relevance FrameworkWorksheet
Knowledgein one discipline
Applyacrossdiscipline
Applyin one discipline
Apply toreal-worldpredictablesituations
Apply toreal-worldunpredictablesituations
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
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2
3
4
5
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1 2 3 4 5
KN
OW
LE
DG
E T
AX
ON
OM
Y
APPLICATION MODEL
International Center for Leadership in Education
A - Acquisition
C - Assimilation D - Adaptation
B - Application
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Planning Rigorous and Relevant Instruction
StudentPerformance
Rigor/Relevance
Assessment LearningExperiences
Alignment withPerformance
Alignment withAssessment
Step 1 Step 2 Step 3 Step 4
Focus ofLearning
DataStandards
Student
Best Practices
Reading
Questions
Step 1 - Focus - What defines or drives the learning experience?
Step 2 - Student Performance - What are studentsexpected to know, do or be like and at what levelof rigor and relevance?
Step 3 - Assessment - How will you assess desiredstudent performance?
Step 4 - Learning Experience - What activities will enable students to achieve student performance?
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Aligning Standards, Tests and Essential Skills to Improve Instruction
© International Center for Leadership in Education, Inc.
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Aligning Standards, Tests and Essential Skills to Improve Instruction
© International Center for Leadership in Education, Inc.
Directions: For each of the standards, list student work that would enable studentsto learn that standard. Start with a generic type of student work and complete theitem with a specific task related to that area of learning.
Example:Standard/Topic Student Work
Apply in writing the rules ofgrammar, punctuation andspelling
Gather information from a varietyof sources and summarize andanalyze
Follow oral directions
Know how to decipher unfamiliarwords
Perform operations with numbersincluding decimals, ratios, per-cents, and fractions
Understand characteristics ofparallel lines
Understand best procedures forstatistical data collection, organi-zation, and display
Understand how and why rotationand revolution of Earth affect day,seasons, and weather
Understand systems of humanbody
Make observation of the localenvironment using senses andinstruments
Practice Linking Standards and Student Work
Standard/Topic Student Work
use maps and scale drawings torepresent real objects or places
construct a scale model of a house
Worksheet
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Chapter V Activities for Staff Development8
© International Center for Leadership in Education, Inc.
Directions: In the left column, place topics from the standards assigned to your grade levelor from your course of study. Opposite each entry, list student work that would enablestudents to learn that topic. Start with a generic type of student work and complete thedescription with a specific task related to that topic.
Worksheet
Linking Your Standardsand Student Work
Standard/Topic Student Work
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International Center for Leadership in Education
Interdisciplinary Worksheet 2
Defining Student Work
Examples of Student Work for Real World Instruction
Directions: After brainstorming student characteristics, check any of the following examples of student work that potentially could be student work related to the intended learning.
Advertisement Audiotape Brochure Business Chart Community
service Construction Contract Correspondence Debate Demonstration Design Diagram Discussion Display
Dramatization Drawing Editorial Exhibit Experiment Field guide Graph Interview Invention Journal Letter Log Machine Magazine Manufactur-
ing process
Map Memo Mnemonic Model Mural News report Newspaper Oral history Oral report Painting Petition Photo album Play Poster Production
process
Proposal Question-
naire Questions Rap Relief map Research
report Resume Rules Scale
model Scrapbook Script Sculpture Sketch
Skit Slide show Software
application Solution Song Speech Story Survey Taxonomy Teach a lesson Test Videotape
Rigor/Relevant Framework: Indicate which quadrant of the Rigor/Relevance Framework this performance will be in; A – Low Rigor/Low Relevance, B -- High Relevance, C -- High Rigor, D -- High Rigor/High Relevance.
Directions: Now write a description of the student work that will become the performance task for this lesson.
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Aligning Standards, Tests and Essential Skills to Improve Instruction
© International Center for Leadership in Education, Inc.
Rigor/Relevance Framework
Certain instructional strategies work better than others depending on the quad-rant of the Rigor/Relevance Framework in which the learning objective falls. Listtwo or three instructional strategies that you think would be effective in each ofthe four quadrants.
What Works Best?Worksheet
APPLICATION MODEL
Apply toreal-world
unpredictablesituations
Apply toreal-worldpredictablesituations
1 2 3 4 5
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
6
5
4
3
2
1
Knowledge Apply indiscipline
Applyacross
disciplines
AAcquisition
CAssimilation
DAdaptation
BApplication
TAXONOMY
KNOWLEDGE
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