rigor & relevance

outcomes

• answer the question, “Why is quadrant

D instruction so important?

•walk away with a few ideas about how to get to quadrant D instruction.

• answer the question, What is rigor?

Why quadrant D instruction?

“We are preparing children for their future, not our past”

Bill Daggett

.

Start With the End in Mind…

What will the world be like 20 years from now?What skills will students need to be successful in

that world?

FindingsTeachers…. are our greatest hope.

The Challenge Challenges

• Common Core State Standards (CCSS)• Next Generation Assessments (NGA)• Teacher effectiveness based on student

performance• Prepare students for the world beyond school

Rigor is…Scaffolding thinking

Planning for thinking

Assessing thinking about content

Recognizing the level of thinking students

demonstrateManaging the teaching/learning

level for the desired thinking level

Rigor is not…More or harder

worksheetsAP or honors

coursesThe higher level

book in readingMore work

More homework

Rigor/Relevance Framework®

Rigor/Relevance FrameworkTM

Knowledge

Taxonomy

Relevance

Makes Rigor

Happen! Application Model

Evaluation 6

“Judge the Outcome”

Synthesis 5

“Putting Together”

Analysis 4

“Taking Apart”

Application 3

“Making use of Knowledge”

Comprehension 2

“Confirming”Knowledge 1

“Information Gathering”

1

Knowledge in ????

Discipline

2

Apply Knowledge in ????

Discipline

3

Apply Knowledge Across

Disciplines

4

Apply Knowledge to Real

World Predictable

Situations

5

Apply Knowledge to Real

World Unpredictable

Situations

Assimilation

Students extend and refine their knowledge so they can use it automatically and

routinely to analyze and solve problems and create solutions

Student Thinks

(Relationships Important)

Acquisition

Teacher Works

(Relationship of little Importance)

Students gather and store bits of knowledge and information and are expected to remember or

understand this acquired knowledge.

Application

Student Works

(Relationships Important)

Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of

application is to apply appropriate to new and unpredictable situations.

Adaptation

Student Thinks and Works

(Relationships Critical)

Students have the competence, that when confronted with perplexing unknowns they are able to use their extensive knowledge base and skills to create unique solutions and take action that further develops their

skills and knowledge.

Rigor/Relevance Framework®

“It is not the strongest that survives, nor the most

intelligent. It is the one that is the most adaptable to change.”

– Charles Darwin

The Y axis represents levels of thinking – or rigor (Bloom’s Taxonomy)

The X axis represents levels of application – or relevance

These quadrantsrepresents different

kinds of learning

The kinds of thinking and actions quadrant A, B and C require…

The kinds of thinking and actions quadrant D requires…

Know content

know and applycomplex content

know and apply content

Know complexcontent

Rigor/Relevance Framework® Gain a thorough understanding of the continuum of rigor

As well as the continuumof relevance

Examine clear models – gold seal lessons, Decision Tree, etc.

rigor = complex academic thinking

and actions.

relevance = applying knowledge,

or skills to solve real-world problems.

Our species has not survived by learning anddoing unchallenging, irrelevant things.

Which of the following is the Which of the following is the highest levels of learning?highest levels of learning?

1.Locate and read a current article on biotechnology, summarize the in

1.Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.

2.Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war.

3.Write directions on how to connect new television to cable and DVD recorder and problem solve if it doesn’t work

4.t Read a description of a science experiment and list the necessary materials to perform the experiment o perform the experiment

5.of a science experiment and list the necessary materials to perform the experiment

16

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

High

HighLow

Low

Opening QuestionOpening Question

Read a description of a science experiment

and list the necessary materials to perform

the experiment.

Read and analyze three original newspaper articles

from WW II and identify reasons for public opposition

to US entry into the war.

Write directions on how to connect new television to cable and DVD recorder and problem solve if it

does not work.

Locate and read a current article on biotechnology, summarize the

innovation and benefits to humans.

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC


HighHigh

HighHighLowLow

LowLowTeacherTeacher

WorkWork

StudentStudentThinkThink

StudentStudentThink & WorkThink & Work

StudentStudentWorkWork

Knowledge Knowledge TaxonomyTaxonomy

18

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

Knowledge TaxonomyKnowledge Taxonomy

2020

1. Recall Knowledge

2. Comprehension

3. Application

4.. Analysis

5. Synthesis

6. Evaluation

Application ModelApplication Model

1 Knowledge of one discipline1 Knowledge of one discipline

2 Application within discipline2 Application within discipline

3 Application across 3 Application across disciplinesdisciplines

4 Application to real-world 4 Application to real-world predictable situationspredictable situations

5 Application to real-world 5 Application to real-world unpredictable situationsunpredictable situations

Basic NutritionBasic Nutrition11 Label food by nutrition groups Label food by nutrition groups

22 Rank foods by nutritional valueRank foods by nutritional value

33 Make cost comparison of foods Make cost comparison of foods considering nutritional valueconsidering nutritional value

44 Develop nutritional plan for a health Develop nutritional plan for a health problem affected by foodproblem affected by food

55 Devise a sound nutritional plan for a Devise a sound nutritional plan for a group of 3 year-olds who are “picky” group of 3 year-olds who are “picky” eaterseaters

Application ModelApplication Model

To solve challenging, unpredictable (quad D)problems of the future….

Students need some practice in school…

Relevance In Schools

Making Learning Meaningful

Hands on Learning

Solving Real World Problems

Example

AA BB

DDCCToday's Students “Do” To Learn

AA BB

DDCCInstead of Learning to Do

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC


HighHigh

HighHighLowLow

LowLow

Describe Describe photosynthesis and photosynthesis and importance to plants importance to plants

and humansand humans

Create a science Create a science project to demonstrate project to demonstrate

photosynthesisphotosynthesis

Design a consumer Design a consumer brochure on light brochure on light

requirements for indoor requirements for indoor flowering plantsflowering plants

Solve a case study Solve a case study problem on location of a problem on location of a greenhouse to maximize greenhouse to maximize

sunlight.sunlight.

Science - Understand energy conversion in living systems and interdependence of

organisms.

RRIIGGOORR

RELEVANCERELEVANCE

AA BB

DDCC


HighHigh

HighHighLowLow

LowLow Identify nations Identify nations involved and reasons involved and reasons

for WWII.for WWII.

Analyze documents Analyze documents and summarize and summarize reasons for US reasons for US

opposition to entering opposition to entering WWIIWWII

Summarize global Summarize global impacts of WWII and impacts of WWII and

project impacts of Iraq project impacts of Iraq wawarr

Interview local WWII Interview local WWII veterans and describe veterans and describe

impacts from their impacts from their perspective.perspective.

History - Understand the causes and global History - Understand the causes and global consequences of World War II.consequences of World War II.

You Cannot Change Where YOUR STUDENTS CAME FROM

However

You Can Change Where YOURSTUDENTS ARE GOING

B

DC

A

RI

GOR

RELEVANCE

Rigor/Relevance Framework

High

High

Low

Low

Relationships

Relationships of

Little Importance

Relationships

Essential

Relationships

Important

Relationships

Important

21st Century LearningTeacher-directedDirect Instruction

KnowledgeContent

Basic SkillsTheory

CurriculumGroup

ClassroomSummative Assessments

Learning for School

Learner-centeredCollaborative Instruction

SkillsProcess

Higher-order ThinkingPractice

Life SkillsIndividual

CommunityFormative Evaluations

Learning for Life

A BetterA Better BalanceBalance

Why use quadrant D instruction?

It engages us & reflects how our brains naturally work

It reflects what is needed for success in school

It reflects what is needed in the 21st Century

So how do we get toquadrant D?

Sorting Activity for R and R• 1. Calculate medical dosages for

• different weight animals.

• 2. Calculate volume of solid

• objects.

• 3. Collect water samples from a

• stream and measure

• dissolved oxygen, alkalinity,

• and temperature.

• 4. Compare and contrast how

• economic decisions are made

• in other countries and the

• U.S.

• 5. Compare and contrast literary

• styles of different authors.

• 6. Conduct laboratory

• experiments to observe

• chemical reactions.

• 7. Create a science project to

• illustrate a science concept

• (e.g., photosynthesis).

• 8. Design a model bridge to

• carry a specific load

• 9. Determine the largest

• possible area for a fixed

• perimeter for a given shape.

• 10. Develop and write out

• directions for assembling a

• product or carrying out a

• procedure.

• 11. Look up the status of specific

• legislation using

• Congressional Internet site.

• 12. Practice SAT vocabulary

• words.

• 13. Proposed and debate a policy

• on limiting advertising in

• school.

• 14. Teach younger students a

• science lesson to

• demonstrate the Bernoulli

• principle.

• 15. Use word processing software

• to write a business letter

• requesting information.

• 16. View an historical video and

• answer factual questions.

To recap - why quadrant D?

It reflects our the brain naturally

works

It reflects what isneeded in the 21st Century

It reflects what isneeded for success

in school.

“No problem can be solved with the same consciousness that created it. We need to see

the world anew.”Albert Einstein

What connections can you make with quadrant D and this

quote?

Thank You

rigor & relevance

Education