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High School Learning Team Meeting October 26, 2005. In Your Walkthroughs… Do You See Rigorous and Relevant Questions/Assignments?. Rigor Can be measured on a continuum Low end rigor: acquiring knowledge High end rigor: using knowledge in complex ways. Relevance

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high school learning team meeting october 26 2005
High School Learning Team MeetingOctober 26, 2005

In Your Walkthroughs…

Do You See Rigorous and Relevant Questions/Assignments?

defining rigor and relevance
Rigor

Can be measured on a continuum

Low end rigor:acquiring knowledge

High end rigor:

using knowledge in complex ways

Relevance

Is also measured on a continuum

Low end relevance:

Knowledge acquired for its own sake

High end relevance:

Use of knowledge to solve complex real-world problems

Defining Rigor and Relevance
slide3

6

5

4

3

2

1

Rigor/Relevance Framework

Knowledge (Rigor)

Application

(Relevance)

1

2

3

4

5

Adapted from International Center for Leadership in Education

rigor and relevance framework
RIGOR AND RELEVANCE FRAMEWORK

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Awareness 1

KNOWLEDGE

5

Apply knowledge to real world unpredictable situations

2

Apply Knowledge in 1 discipline

3

Apply knowledge across disciplines

4

Apply knowledge to real world predictable situations

1

Knowledge in

1 discipline

APPLICATION

Adapted from International Center for Leadership in Education

slide5

Rigor/Relevance Framework

6

5

4

3

A

2

1

Acquisition

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide6

Rigor/Relevance Framework

6

  • Quadrant A – Acquisition
  • Students:
  • gather and store bits of knowledgewithin
  • one discipline
  • remember or understand their knowledge
  • within one discipline

5

4

3

A

2

1

Acquisition

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide7

Rigor/Relevance Framework

6

5

4

3

A

B

2

1

Acquisition

Application

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide8

Rigor/Relevance Framework

6

  • Quadrant B – Application
  • Students:
  • use foundational knowledge
  • apply knowledge across disciplines and/or in a
  • real world situation
  • The highest level of relevance is to apply knowledge in unpredictable situations

5

4

3

A

B

2

1

Acquisition

Application

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide9

Rigor/Relevance Framework

6

C

5

4

Assimilation

3

A

B

2

1

Acquisition

Application

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide10

Rigor/Relevance Framework

6

C

5

4

Assimilation

3

  • Quadrant C – Assimilation
  • Students:
  • extendand refine their foundational knowledge
  • within one discipline
  • analyze, synthesize,solve problems and
  • create solutionswithin one discipline

A

B

2

1

Acquisition

Application

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide11

Rigor/Relevance Framework

6

D

C

5

Assimilation

4

Adaptation

3

2

B

A

1

Acquisition

Application

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide12

Rigor/Relevance Framework

6

D

C

5

  • QuadrantD – Adaptation
  • Students:
  • think in complex ways and apply knowledge
  • and skills across disciplines
  • analyze, synthesize,solveproblems and
  • create solutions in real world situations
  • The highest level of adaptation is to apply knowledge in unpredictable perplexing situations.

4

Adaptation

Assimilation

3

2

B

A

1

Acquisition

Application

1

2

3

4

5

Adapted from International Center for Leadership in Education

slide13

Knowledge

Apply in

One

Discipline

Apply Across Disciplines

Apply to Real-world Predictable Situations

Apply to Real-world Unpredictable Situations

Current Curriculum

Public

Expectations

Rigor/Relevance Framework

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

KNOWLEDGE

TAXONOMY

1

2

3

4

5

Application

Adapted from International Center for Leadership in Education

slide14

Knowledge

Apply in

One

Discipline

Apply Across Disciplines

Apply to Real-world Predictable Situations

Apply to Real-world Unpredictable Situations

The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems.

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Example

1

2

3

4

5

Define the terms cold front, warm front, stationary front and the symbols used to identify them.

Adapted from International Center for Leadership in Education

slide15

Knowledge

Apply in

One

Discipline

Apply Across Disciplines

Apply to Real-world Predictable Situations

Apply to Real-world Unpredictable Situations

The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems.

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Example

1

2

3

4

5

Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.

Define the terms cold front, warm front, stationary front and the symbols used to identify them.

Adapted from International Center for Leadership in Education

slide16

Knowledge

Apply in

One

Discipline

Apply Across Disciplines

Apply to Real-world Predictable Situations

Apply to Real-world Unpredictable Situations

The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems.

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.

Example

1

2

3

4

5

Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.

Define the terms cold front, warm front, stationary front and the symbols used to identify them.

Adapted from International Center for Leadership in Education

slide17

Knowledge

Apply in

One

Discipline

Apply Across Disciplines

Apply to Real-world Predictable Situations

Apply to Real-world Unpredictable Situations

The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems.

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Compare weather patterns that occur over mountain areas to those that occur over large bodies of water.

Example

1

2

3

4

5

Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result.

Define the terms cold front, warm front, stationary front and the symbols used to identify them.

Adapted from International Center for Leadership in Education

slide18

Determining Levels of Rigor and Relevance

2

C

Adapted from International Center for Leadership in Education

slide19

Determining Levels of Rigor and Relevance

2

C

1/2

4

B

Adapted from International Center for Leadership in Education

slide20

Determining Levels of Rigor and Relevance

2

A

1

Adapted from International Center for Leadership in Education

slide21

2

A

Determining Levels of Rigor and Relevance

4

4

D

Adapted from International Center for Leadership in Education

let s look at a test
Let’s Look at a Test

American Vision, Florida Edition

Social Studies, 11th Grade

American History 1921-1929

Unit 7

Chapter 21 Test, Form B

Standard Addressed: SS.A.5.4.

History, Time, Continuity, and Change

The student understands U.S. history from 1880 to the present day.

supporting resources and agencies
Supporting Resources and Agencies

Alison Adler, Ed., D.– Safe Schools Institute at info@singleschoolculture.com

Dr. Richard J. Stiggins – Assessment Training Institute at www.assessmentinst.com

Dr. Jeff Howard – Efficacy Institute at www.efficacy.org

Education Trust at www.edtrust.org

Dr. Willard Daggett – International Center for Leadership in Education at www.daggett.com