Rigor & Relevance

Recognizing these in the classroom

Warm-Up ActivityPrior Knowledge (3 minutes)

• Divide the group into two parts• Half of the room will address the word rigor. The other half

relevance.• In ten words or less, write your personal definition of rigor /

relevance. (q/A) (45 seconds)• Remember from past experiences a lesson or a teacher that

you feel demonstrated rigor / relevance. (q/A & C) (45 seconds)• Turn to the person next to you and share with that person your

memory of the lesson or the teacher and why you feel it is a good example of rigor / relevance. (q/A) (30 seconds for each person)

How do Rigor and Relevance relate to one another?

First we have to be sure of what each means

(Presentation - 3 minutes)

Rigor and Relevance Framework

Let’s Begin with Relevance“Great teachers teach students. Other teachers teach subjects.”

(Daggett - 2012)

Building Relevance is based on common sense practices that often go unaddressed. (Chapters 14 & 15, Daggett,2012)

1. Know your students – Build Relationships2. What motivates a child to learn?3. In depth content knowledge in order to link across other content

areas.

(You cannot have true Quad D learning without Relevance)

Rigor – Begins with Understanding Bloom’s

Application of Bloom’s Taxonomy to the R & R Framework

Quadrant A Verbs• Calculate• Choose• Define• Describe• Find• Identify• Label• List• Locate• Match• Memorize

Quadrant A Verbs• Name• Point to• Recall• Recite• Record• Say• Select• Spell• View

Application of Bloom’s Taxonomy to the R & R Framework

Quadrant B Verbs• Adjust• Apply • Build• Collect• Construct• Demonstrate• Display • Dramatize• Draw• Fix• Follow• Illustrate• Interpret• Interview• Look up

Quadrant B Verbs• Maintain• Make• Measure• Model• Operate• Play• Practice• Produce• Relate• Role play• Sequence• Show• Solve• Tune• Use

Application of Bloom’s Taxonomy to the R & R Framework

Quadrant C Verbs• Analyze• Categorize• Classify• Compare• Conclude• Contrast• Debate • Defend• Diagram• Differentiate• Discriminate• Evaluate

Quadrant C Verbs• Examine• Explain• Express• Generate• Infer• Judge• Justify• Prove• Research• Study

• Summarize

Application of Bloom’s Taxonomy to the R & R Framework

Quadrant D Verbs• Adapt• Compose• Conclude• Create• Design• Develop• Discover• Explore• Formulate• Invent

Quadrant D Verbs• Modify• Plan• Predict• Prioritize• Propose• Rate

• Recommend• Revise• Teach

Shifting Gears

(Assumption) – I have studied the Rigor and Relevance framework and I have a good understanding of the concept. (Question) - How do I guide my teachers to reflect and improve?

Linking R & R framework to the NC Evaluation Tool in order to help teachers grow.

Activity: (17 minutes)

Materials at tables:- Copy of NCEES Evaluation Tool- Teacher Descriptor- Question Development Tool- Colored Cards with a Numbers

Linking R & R framework to the NC Observation Instrument in order to help teachers grow.

Activity: Step 11. Select a colored card from your table (q/A)2. Find another person with the same color card. You

have 15 seconds. (q/A)3. Look at the number on the card. The number is the

number of the standard you will address from the evaluation tool.

4. The number also identifies which descriptor you shall read.

5. You have 1 minute to complete 1 through 4

Linking R & R framework to the NC Observation Instrument in order to help teachers grow.

Activity: Step 21. With your partner, find the descriptor page and

carefully read the description assigned. (q/A)2. Using the Evaluation Tool, check the boxes that you

feel are appropriate based on the information provided in the description (q/C)

3. Next - Give the imaginary teacher an overall rating of Developing, Proficient, Accomplished, or Distinguished in your assigned standard only. (q/C)

4. (You have 5 minutes to complete this task)

Linking R & R framework to the NC Observation Instrument in order to help teachers grow.

Activity: Step 31. Find the question development tool. (q/A)2. Imagine now that you are planning a post-conference with

the teacher you have just rated. (q/B)3. Next, using the NC Evaluation Tool as a reference, “What

questions could you ask that teacher in order to stimulate and guide growth to the next level. (i.e. / proficient >>> accomplished, etc.) (q/C)

4. With your partner create and write questions on the question development tool. (minimum of 3) (q/D)

5. (You have 5 minutes to complete this task)

Share With the Group

• At least one pair from each assigned standard shall share with the entire group their rating and questions developed to help the teacher grow. (q/C&D)

• (We have 6 minutes to complete this part)

Was this activity relevant? Why?Rate its relevancy using a scale of 1 to 6.

On a scale of 1 to 6, how rigorous would you rate this activity?

A Few More Thoughts

(5 Minutes)

Question - What was the purpose of labeling the different parts of the activities with…?

( q/A, q/B, q/C, q/D )

Identify the table that best represents the R & R Framework.

C D

A B

WHY?

C D

A B

C DA BC D

A BC DA B

A Thought

• When we were growing up we learned before doing. Children today “DO” in order to learn.

• How does this thought affect teaching?

QUOTE

(He / She) “Who dares to teach, must never cease to learn.”

John Cotton Dana (1912)

Sources:

The Daggett System for Effective Instruction; Alignment for Student SuccessAuthor - Willard R. DaggettCopyright 2012 by International Center for Leadership in Education, Inc., USA

Transition

Presenters

Sylvia Anthony-McGeachyInstructional Coach (Reading – K/5)

Kimberly Kues Instructional Coach (Math – K/5)

3R’s: Revolution, Reaction, and Reform

• UDL Checklist

• Revolution, Reaction, and Reform

• Rigor vs. Rigor Mortis