j. “moms” mabley if you always do what you always did, you will always get what you always got

J. “Moms” Mabley

If you always do what you always did, you will

always get what you always got.

Teaching for Rigor Teaching for Rigor and Relevanceand Relevance

RigorRigor

My only skill is taking tests.

RelevanceRelevance

All StudentsAll Students

Rigor/Relevance Framework

What are some ways you have

used the Rigor/Relevance

Framework?

Questions or Issues to cover?

KNOWLEDGE

A P P L I C A T I O N

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

Knowledge TaxonomyKnowledge Taxonomy

Application Model

Application ModelApplication Model

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

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6


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

Knowledge Application


1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

KNOWLEDGE


AA BB

DDCC


RIGOR

RELEVANCE

AA BB

DDCC


TeacherWork

Teacher/Student RolesTeacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Memorize multiplication

tables.

Mathematics - Elementary

Find values in number sentences when represented

by unknowns.

Develop formula for determining large quantity

without counting, e.g. beans in a jar.

Collect outside temperatures for

several days and make a graph of results.

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


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

A B

DC


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 following

written directions.

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


Construct models of molecules using

toothpicks, round objects.

Science - Middle Level

Identify chemicals dissolved in an

unknown solution.

Collect data and make recommendations

to address a community environmental problem.

Collect data on dissolved oxygen, hardness,

alkalinity, and temperature in a stream.

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


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

A B

DC


Study a geography of a world region by

locating demographic and economic data.

Social Studies - High School

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.

Locate and interpret current and historical

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

High

HighLow

Low

RIGOR

RELEVANCE

A B

DC


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/RelevanceReflecting on Teaching

Activity

KNOWLEDGE


AA BB

DDCC


Rigor/RelevanceFramework and

Assessments

Rigor/RelevanceAssessment Challenge

Activity

Rigorous and Relevant Instruction

Types of AssessmentTypes of Assessment

Multiple ChoiceMultiple Choice

Constructed ResponseConstructed Response

Extended ResponseExtended Response

Process PerformanceProcess Performance

Product PerformanceProduct Performance

PortfolioPortfolio

InterviewInterview

Self ReflectionSelf Reflection

Low

High

Low High

TraditionalTests

Performance


KNOWLEDGE


Extended ResponseProduct

Performance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

Portfolio Product

PerformanceInterviewSelf Reflection

Process PerformanceProduct

Performance

Multiple ChoiceConstructed

Response

KNOWLEDGE


AA BB

DDCC


Instructional Instructional Strategies: Strategies:

How to Teach How to Teach for Rigor and for Rigor and

RelevanceRelevance

When to Use StrategyWhen to Use StrategyBased on Based on

Rigor/RelevanceRigor/RelevanceFrameworkFramework

ResearchResearch

KNOWLEDGE


AA BB

DDCC


ActivitiesActivities

ProjectsProjects

ProblemsProblems

RIGOR

RELEVANCE

AA BB

DDCC


StrategiesStrategies

High

HighLow

Low

Compare and Compare and ContrastContrastSummarizingSummarizing

Design a Real Design a Real World ProductWorld ProductTeach OthersTeach Others

Make, Produce, Make, Produce, PerformPerformRole PlayRole Play

Planning Planning InstructionInstruction

Creating a Creating a RR RubricRR Rubric

High Rigor/High Relevance

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


Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance


★Rigor

★Relevance

★Educational Soundness

★Student Engagement

Revise a Revise a LessonLesson

Revise a Lesson Describe lesson you taught,

•Levels of R/R

•How would you revise

• Level of RR

•Student Work

•Strategies (including reading)

•Assessment

Quadrant D Quadrant D LessonsLessons

Title RR Level

Focus

Student Learning

Performance Task

Instructional Focus

Standards

Scoring Guide

Exemplars (optional)

Lesson Plan (optional)

High Rigor/High Relevance High Rigor/High Relevance LessonsLessons

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.


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


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


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.

Specific Context

Student Work

Conditions

Writing a Performance Task

Write a performance task for the following essential skill;

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


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


Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance


o Rigor

o Relevance

o Educational Soundness

o Student Engagement

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

Learning Learning ExperiencesExperiences

Learning Learning ExperiencesExperiences

AssessmenAssessmentt

AssessmenAssessmentt

State State StandardsStandards

State State StandardsStandards

StudentStudentPerformancPerformanc

ee

StudentStudentPerformancPerformanc

ee

Use Idea to Use Idea to BrainstormBrainstormConcepts, Concepts,

Knowledge, Skills Knowledge, Skills

and Behaviorsand Behaviors

Use Idea to Use Idea to BrainstormBrainstormConcepts, Concepts,

Knowledge, Skills Knowledge, Skills

and Behaviorsand Behaviors

BrainstormBrainstormConcepts or Concepts or

Essential Essential QuestionsQuestions

BrainstormBrainstormConcepts or Concepts or

Essential Essential QuestionsQuestions

BrainstormBrainstorm Work in Work in Multiple Multiple

DisciplinesDisciplines

BrainstormBrainstorm Work in Work in Multiple Multiple

DisciplinesDisciplines

Unit in Unit in Course Course

SyllabusSyllabus

Unit in Unit in Course Course

SyllabusSyllabus

Rigor/RelevanceRigor/RelevanceFrameworkFramework

Rigor/RelevanceRigor/RelevanceFrameworkFramework Student WorkStudent WorkStudent WorkStudent Work

Defining Student Defining Student PerformancePerformance

Identifying Student Learning

Spider Charts for

Concepts, or Essential Questions

Not All Ideas Are Created Equal

• Some are Enduring or Key for Learning Over Time

Freedom

Citizenship

Vote

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?

Big Ideas

Concept Mapping-Try it!

1. Review your content standards for a recent unit you taught in the last couple of months

2. Use nouns

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

4. 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.”)

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

Spider Charts for Concepts,

Knowledge, Skills and Behaviors

Unit idea - Heart as a Pump

Unit idea - Heart as a Pump

D

Design, construct and test a heart monitor device.

Student Learning

Concepts

Knowledge

Skills

Behaviors

Concepts

•Big Ideas

•Statement of Fact

•Enduring, Lasting

•Most important for students to learn and retain

Concepts - Examples

•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

Knowledge

•Bits of information

•Core Facts

•Terms/Definitions

•Student will know....

Knowledge - Examples•Branches of government

•Key vocabulary

•Structure of DNA

•Location of states

•Signifcant dates in US history

•Prime numbers

Skills•Mental process

•Physical task

•Process of several steps

•Student will do....

Skills - Examples

•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

Behaviors

•Personal traits

•Work habits

•Conduct

•Manner of doing things

Behaviors - Examples

•Work as member of a team

•Recycle and reduce waste

•Show good sportsmanship

•Work safely

•Punctual

•Take leadership

•Show initiative

Interdisciplinary

Characteristics•Unbounded by disciplines

•Focuses on concepts, big ideas

•Usually longer

•High degree of student activity

•Include student performance

•Often includes student group work

Interdisciplinary Instruction


1.Knowledge is best acquired when learned in context.

2.Increased achievement results from focusing on student interests and aptitudes.

3.Metacognition is essential for continued learning.

4.Relevancy leads to high achievement.

5.High expectations correlate with achievement.

Research


• Contextual

• Curriculum alignment

• Academy

• Interdisciplinary project

• Immersion

Models

•Knowledge-based

•Literacy-based

•Inquiry-based

•Project-based


Knowledge-based Units

•The Civil War

•Nature Poetry

•Nature (Oceans, Mammals, Rainforests)

•Ecology topic

•International Cultures

•History of Technology

•Industrial Revolution


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


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


Considerations•Building a culture of interdisciplinary

•Model of Instructional Planning

•Link to Disciplines and Standards

•Selection of Strategies

•Developing Skills for Evaluation


Raising the Level of Rigor and Relevance

RIGOR

RELEVANCE

A B

DC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

Challenging AssessmentsChallenging Assessments

Interdisciplinary InstructionInterdisciplinary Instruction

Reading in the Content Area Reading in the Content Area

RelationshipsRelationships

Use of TechnologyUse of Technology

New Teaching IdeasNew Teaching Ideas

Peer Teaching ObservationsPeer Teaching Observations

Action ResearchAction Research

Continuous Professional DevelopmentContinuous Professional Development

Increasing Rigor and Increasing Rigor and RelevanceRelevance

ReadingReading

KNOWLEDGE


AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance FrameworkReadingReading

ReadingReadingto acquire meaningto acquire meaning

ReadingReadingto acquire to acquire knowledgeknowledge

ReadingReadingto learn proceduresto learn procedures

Reading to acquire Reading to acquire meaning and proceduresmeaning and procedures

RIGOR

RELEVANCE

AA BB

DDCC


Identify Main Points Identify Main Points in a Text.in a Text.

Raising Rigor and RelevanceRaising Rigor and Relevance

Compare Main Compare Main Point of Text to Point of Text to

Similar and Similar and Different TextsDifferent Texts

Relate Main Points Real Relate Main Points Real World, Current Situation World, Current Situation

Negotiate a Negotiate a Collaborative Collaborative

Summary with a Summary with a PeerPeer

High

HighLow

Low

Reading in the Reading in the Content AreaContent Area

Adjusting to Student Reading Levels

Pre-reading Activities

Vocabulary Strategies

Notetaking and Graphic Organizers

ICLE Philosophy

Rigor

Relevance

All Students

International Center for Leadership in Education, Inc.

Richard Jones [email protected]

Senior Consultant

1587 Route 146

Rexford, NY 12148

Phone (518) 399-2776

Fax (518) 399-7607

j. “moms” mabley if you always do what you always did, you will always get what you always got

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