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If you always do what you always did, you will always get what you always got. J. “Moms” Mabley. Teaching for Rigor and Relevance. Rigor. My only skill is taking tests. Relevance. All Students. Rigor/Relevance Framework.

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relevance

My only

skill is

taking

tests.

Relevance
slide9

Rigor/Relevance Framework

KNOWLEDGE

D

C

B

A

A P P L I C A T I O N

knowledge taxonomy
Knowledge Taxonomy

6. Evaluation

5. Synthesis

4. Analysis

3. Application

2. Comprehension

1. Recall Knowledge

application model12
1 Knowledge of one discipline

2 Application within discipline

3 Application across disciplines

4 Application to real-world predictable situations

5 Application to real-world unpredictable situations

Application Model
slide13

Rigor/Relevance Framework

Knowledge

6

5

4

3

2

Application

1

1

2

3

4

5

rigor relevance framework14
1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

Rigor/Relevance Framework

Knowledge

Application

1. Knowledge of one discipline

2. Application within discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

slide15

Rigor/Relevance Framework

KNOWLEDGE

D

C

B

A

A P P L I C A T I O N

slide16

Rigor/Relevance Framework

Teacher/Student Roles

D

C

Student

Think

Student

Think & Work

RIGOR

High

B

A

Teacher

Work

Student

Work

Low

Low

High

RELEVANCE

slide17

Rigor/Relevance Framework

Mathematics - Elementary

C

D

Find values in number sentences when represented by unknowns.

Develop formula for determining large quantity without counting, e.g. beans in a jar.

High

RIGOR

B

A

Collect outside temperatures for several days and make a graph of results.

Low

Memorize multiplication tables.

Low

High

RELEVANCE

slide18

Rigor/Relevance Framework

Social Studies - Elementary

C

D

High

Contrast citizens’ responsibilities under different forms of government.

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

RIGOR

B

A

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

Low

Describe geographic and climatic characteristics of the local community.

Low

High

RELEVANCE

slide19

Rigor/Relevance Framework

English - Middle Level

C

D

High

Analyze commercials for fact and opinion.

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

RIGOR

B

A

Low

Assemble a product following

written directions.

Locate information in technical writing.

Low

High

RELEVANCE

slide20

Rigor/Relevance Framework

Science - Middle Level

C

D

Collect data and make recommendations

to address a community environmental problem.

High

Identify chemicals dissolved in an

unknown solution.

RIGOR

B

A

Construct models of molecules using

toothpicks, round objects.

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

Low

Low

High

RELEVANCE

slide21

Rigor/Relevance Framework

Health Education

C

D

Analyze advertisements that target youth.

Role play conflict resolution situations.

High

RIGOR

B

A

Describe the effects of drugs on the human body.

Demonstrate strategies to reduce spread of germs.

Low

Low

High

RELEVANCE

slide22

Rigor/Relevance Framework

Social Studies - High School

C

D

Participate in a Socratic seminar on a policy issue, such as privacy.

Analyze a community problem, suggest a solution, and prepare a plan to solve it.

High

RIGOR

B

A

Study a geography of a world region by locating demographic and economic data.

Locate and interpret current and historical

economic data (e.g., GDP, CPI, employment).

Low

Low

High

RELEVANCE

slide23

Rigor/Relevance Framework

Business - Information Tech.

C

D

Compare features of web development software.

High

RIGOR

Create a full web site for a local business.

B

A

Low

Demonstrate web development software functions.

Design web page.

Low

High

RELEVANCE

slide24

Activity

Rigor/Relevance

Reflecting on Teaching

slide25

Rigor/Relevance Framework

KNOWLEDGE

D

C

B

A

A P P L I C A T I O N

slide27

Activity

Rigor/Relevance

Assessment Challenge

types of assessment
Multiple Choice

Constructed Response

Extended Response

Process Performance

Product Performance

Portfolio

Interview

Self Reflection

Types of Assessment

Rigorous and Relevant Instruction

slide29

Rigor/Relevance Framework

High

Traditional

Tests

Performance

Low

Low

High

slide30

Primary Assessments

Rigor/Relevance Framework

KNOWLEDGE

Portfolio

Product Performance

Interview

Self Reflection

Extended Response

Product Performance

Process

Performance

Product Performance

Multiple Choice

Constructed Response

A P P L I C A T I O N

slide31

Rigor/Relevance Framework

KNOWLEDGE

D

C

B

A

A P P L I C A T I O N

research
Research

When to Use Strategy

Based on

Rigor/Relevance

Framework

slide34

Rigor/Relevance Framework

Problems

KNOWLEDGE

D

C

Projects

Activities

B

A

A P P L I C A T I O N

slide35

Rigor/Relevance Framework

Compare and Contrast

Summarizing

Design a Real World Product

Teach Others

Make, Produce, Perform

Role Play

Strategies

D

C

RIGOR

High

B

A

Low

Low

High

RELEVANCE

high rigor high relevance
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?High Rigor/High Relevance
high rigor high relevance41
Rigor

Relevance

Educational Soundness

Student Engagement

High Rigor/High Relevance
revise a lesson43
Describe lesson you taught,

Levels of R/R

How would you revise

Level of RR

Student Work

Strategies (including reading)

Assessment

Revise a Lesson
slide46

High Rigor/High Relevance Lessons

Title RR Level

Focus

Student Learning

Performance Task

Instructional Focus

Standards

Scoring Guide

Exemplars (optional)

Lesson Plan (optional)

writing performance tasks
A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application.  It is usually written in the third person describing the learning to other educators.Writing Performance Tasks
writing performance tasks51
Performance tasks include;

student work that will be produced or performed

whether group or individual

Specific learning context

resources students will be provided or have to acquire

setting where students will complete the work

conditions (often real world) under which the work will be done

Writing Performance Tasks
writing performance tasks52
Performance tasks usually do not include;

Assessment. A performance-based implies but does not specify how the performance will be assessed.

Specific direction to the student

Specific equipment list

Homework or reading assignments

Writing Performance Tasks
writing performance tasks53
Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.

Student Work

Specific Context

Conditions

Writing Performance Tasks
writing a performance task
Write a performance task for the following essential skill;

Gather, summarize and analyze information from a variety of sources .

Writing a Performance Task
high rigor high relevance55
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?High Rigor/High Relevance
high rigor high relevance57
Rigor

Relevance

Educational Soundness

Student Engagement

High Rigor/High Relevance
developing rigorous relevant lesson
Start with a Focus of unit of instruction or topic.

Identify the Learning

Brainstorm the Student Work

Define the final Student Performance and Level or Rigor/Relevance

Create Assessment

Build Unit of Instruction

Sequence the Learning Steps

Formative Assessments

Select Strategies

Plan procedures

List resources

Developing Rigorous/Relevant Lesson
defining student performance

Brainstorm

Concepts or

Essential Questions

Brainstorm

Work in Multiple Disciplines

Unit in Course Syllabus

State Standards

Use Idea to

Brainstorm

Concepts, Knowledge, Skills and Behaviors

Student Work

Rigor/Relevance

Framework

Defining Student Performance

Student

Performance

Assessment

Learning Experiences

understanding big ideas
Work with a partner and take a blank piece of paper for a mini web

List a topic in the middle

What are the 3 to 5 biggest ideas about that topic, use only nouns in the boxes

With your partner, please discuss: What is the difference between big, enduring ideas and smaller facts?

Understanding Big Ideas
concept mapping try it
Review your content standards for a recent unit you taught in the last couple of months

Use nouns

Use Pre-planning web like the one on the previous slide

What are the big ideas 4-6 (not the steps, but what students needed to know, what they might come back years later and say, “ I’m glad I learned that.”)

For each concept, brainstorm how you will know students “got” the concept.

Concept Mapping-Try it!
unit idea heart as a pump74
Unit idea - Heart as a Pump

Design, construct and test a heart monitor device.

D

slide75
Concepts

Knowledge

Skills

Behaviors

Student Learning

slide76

Concepts

  • Big Ideas
  • Statement of Fact
  • Enduring, Lasting
  • Most important for students to learn and retain
slide77
Peer pressure influences decisions

Nutrition affects disease

Democracy requires educated public

Matter is made of molecules

Earth has limited natural resources

Words have multiple meaning

Poetry expresses emotion

Concepts - Examples

slide78

Knowledge

  • Bits of information
  • Core Facts
  • Terms/Definitions
  • Student will know....
slide79

Knowledge - Examples

  • Branches of government
  • Key vocabulary
  • Structure of DNA
  • Location of states
  • Signifcant dates in US history
  • Prime numbers
slide80
Mental process

Physical task

Process of several steps

Student will do....

Skills

slide81
Read sheet music

Measure frequency of sounds waves

Play basketball

Create a bar chart

Design a web page

Edit document for grammar and punctuation

Keep a journal

Give presentation

Skills - Examples

slide82
Personal traits

Work habits

Conduct

Manner of doing things

Behaviors

slide83
Work as member of a team

Recycle and reduce waste

Show good sportsmanship

Work safely

Punctual

Take leadership

Show initiative

Behaviors - Examples

characteristics
Unbounded by disciplines

Focuses on concepts, big ideas

Usually longer

High degree of student activity

Include student performance

Often includes student group work

Characteristics

Interdisciplinary Instruction

interdisciplinary instruction
Knowledge is best acquired when learned in context.

Increased achievement results from focusing on student interests and aptitudes.

Metacognition is essential for continued learning.

Relevancy leads to high achievement.

High expectations correlate with achievement.

Interdisciplinary Instruction

Research

interdisciplinary instruction87
Contextual

Curriculum alignment

Academy

Interdisciplinary project

Immersion

Interdisciplinary Instruction

Models

slide88
Knowledge-based

Literacy-based

Inquiry-based

Project-based

Interdisciplinary Instruction

knowledge based units
The Civil War

Nature Poetry

Nature (Oceans, Mammals, Rainforests)

Ecology topic

International Cultures

History of Technology

Industrial Revolution

Knowledge-based Units

Interdisciplinary Instruction

literacy based projects
Minerals and Geology: local guidebook

Period Literature

Exploring Life’s Work: local careers

Middle School Survival Guide

Computer Technology - Using Local Network

Newspaper publishing

Literacy-based Projects

Interdisciplinary Instruction

inquiry based units
Best Products- Consumer Reports

How can we diversify our community

Library or school of the future

Genetic code

Planning a foreign trip

Ideal community

Redesigning school

Inquiry-based Units

Interdisciplinary Instruction

considerations
Building a culture of interdisciplinary

Model of Instructional Planning

Link to Disciplines and Standards

Selection of Strategies

Developing Skills for Evaluation

Considerations

Interdisciplinary Instruction

slide95

Increasing Rigor/Relevance

D

C

RIGOR

High

B

A

Low

Low

High

RELEVANCE

slide96

Increasing Rigor and Relevance

Challenging Assessments

Interdisciplinary Instruction

Reading in the Content Area

Relationships

Use of Technology

New Teaching Ideas

Peer Teaching Observations

Action Research

Continuous Professional Development

slide98

Rigor/Relevance Framework

Reading

KNOWLEDGE

D

C

Reading to acquire meaning and procedures

Reading

to acquire meaning

B

A

Reading

to acquire knowledge

Reading

to learn procedures

A P P L I C A T I O N

slide99

Rigor/Relevance Framework

Raising Rigor and Relevance

D

C

Compare Main Point of Text to Similar and Different Texts

RIGOR

Relate Main Points Real World, Current Situation

High

B

A

Negotiate a Collaborative Summary with a Peer

Identify Main Points in a Text.

Low

Low

High

RELEVANCE

reading in the content area
Adjusting to Student Reading Levels

Pre-reading Activities

Vocabulary Strategies

Notetaking and Graphic Organizers

Reading in the Content Area
icle philosophy
Rigor

Relevance

All Students

ICLE Philosophy
international center for leadership in education inc
Richard Jones rdj@nycap.rr.com

Senior Consultant

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

International Center for Leadership in Education, Inc.