using rigor-relevance framework icle (1)

Using Rigor/Relevance Framework to Drive Instructional Change

March 22, 2012

Dr. Richard D. Jones, Student of Learning

Email [email protected] Twitter @rdjleader
mailto:[email protected]

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Margaret Mead

" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.

There arent two worlds -- education and work, there is one world -- life

Willard Wirtz

Rigorous and Relevant Teaching

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Rigor, Relevance, Relationships

Worthy goal, fuzzy

concept

5

Which of the following is the highest levels of learning?

1. Read a description of a science experiment and list the

necessary materials to perform the experiment.

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

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

4. Write directions on how to connect new television to cable and DVD recorder.

5

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Rigor, Relevance, Relationships

Make Rigor and

Relevance Quantifiable

Rigor/Relevance

Framework

8 108

1 2 3 4 5

Action/Application

Thinking /Knowledge

1

2

3

4

5

6

Rigor/Relevance Framework

Relevance

Rigor

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1. Recall Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Application within discipline

2. Knowledge of one discipline

3. Application across disciplines

4. Application to real world predictable situations

5. Application to real world unpredictable situations

Knowledge Application

Low

High

10 14

RI

G

O

R

RELEVANCE

A B

D C


Routine

Memorization

Four Quadrants of Learning

Complex

Analytical

Challenging

Real World

Practical

Hands On

High

High Low

Low Acquisition

A

Application

B

Adaptation

D

Assimilation

C

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Rigor/Relevance Framework Opening Question

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RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low

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, identify

reasons for opposition to

US entry into the war.

Write directions on how to

connect new television to cable

and DVD recorder.

Locate and read a current article

on biotechnology, summarize the

innovation and benefits to

humans.

12


18

RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low

Math

Determine the axis

of symmetry for a

parabolic equation.

Create an animation

using Flash that

shows symmetry

Find shapes/things

around you that have

symmetry

Given a set of

shapes, identify

symmetries

13


18

RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low

Demonstrate web

development

software functions.

Compare features

of web

development

software.

Create a full web site

for a local business.

Design web page.

Business - Info. Tech

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18

RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low List safety

procedures.

Compare heat loss

ratings and cost of

building materials.

Design and construct

storage shed.

Use power tools

correctly.

Construction

15


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RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low List parent

responsibilities.

Analyze homes for

child safety

hazards.

Conduct Safety

audits of homes

Demonstrate child care

tasks with simulated

infant.

Family and Consumer Sci.

We do not learn from experiencewe learn from reflecting on experience.

John Dewey

3

Apply

knowledge

across

disciplines

4

Apply to real-

world

predictable

situation

5

Apply to real-

world

unpredictable

situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6

D

Adaptation

Students think in complex ways and apply acquired knowledge and skills,

even when confronted with perplexing unknowns, to find creative solutions

and take action that further develops their skills and knowledge.

High-level Application

High-level Knowledge

D Quadrant

animate adapt compose create design develop devise discover explore formulate invent

brochure evaluation lesson estimation solution experiment trial editorial machine web site presentation advertisement

Verbs Products

modifyplanpodcastpredictprioritizeproposepublishraterecommendreviseteach

taxonomy play exhibit machine adaptation poem debate new game invention field guide

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Raising the Level to Quadrant D

Activity

20


18

RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low

Raising Level of Rigor

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18

RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low Prepare luncheon meal

for 20 people.

Raising Level of Rigor

Revise a menu and

prepare luncheon when

four people are require

special meals

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Benefits of Using the R/R Framework

Tool for collaboration and reflection

Inclusive

Shift focus to student learning

Increased student engagement

Prepare for Next-Generation

Assessments

Framework for selecting strategies and

assessments

"Never let your expectations be limited by what you think is

possible."

Benjamin Bloom

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Common Core State Standards ELA - Six Shifts in Learning

1. Increase in Nonfiction Texts

2. Content Area Literacy

3. Increase Text Complexity

4. Text-Based Answers

5. Focus on Writing Arguments

6. Academic Vocabulary

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"Integration is not a goal, it is a means to more rigorous and

relevant learning."

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What do we mean by

integration?

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Definition

Teaching the same skills in different context in courses

Teaching related skills across disciplines

Joint or connected instruction

New instruction including multiple disciplines

35

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Reflecting on High School Teaching

born-to-learn.org

http://www.born-to-learn.org/about/the-animations/

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BENEFITS

Teacher collaboration

Student involvement

Higher level thinking

Content mastery

Mirrors real world

Less fragmented learning

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18

RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low Teacher

Works

Student

Thinks

Student

Thinks &

Works

Student

Works

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Did Students Get it Right?

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RI

G

O

R

RELEVANCE

A B

D C High

High Low

Low RightAnswer

RationalAnsw

er

RightQuestion

RightProcedure

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Rigor/Relevance Framework Quiz

A

B

C

D

Which Quadrant is most important?

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Routes to High Rigor and Relevance

Pinnacle

of High R/R

Adaptive Learning

Low R/R Quadrant A - Acquisition Learning

Ad

d H

igh

RR

Ta

sk

Dick Jones, ICLE, 2010

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R&R Framework ... A Useful Tool to Design

Instructional Plans

Assessment

Instructional Strategies

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Rigor/Relevance - Instruction

Anchored in standards

Backwards Design Begin with the End in Mind

Alignment of Instruction and Assessment

Student-centered

Naturally Differentiated

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Key Elements

Strategies

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Rank These Strategies

Memorization

Role-playing

Compare and Contrast

Teaching Others

46

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Rank These Strategies

A. Memorization

B. Role-playing

C. Compare and Contrast

D. Teaching Others

47

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There are no best teaching strategies, only strategies that

are most appropriate for expected level of rigor and

relevance

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Selection of

Strategies

Based on

Rigor/

Relevance

Framework

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Selection of

Strategies

Based on

Rigor/

Relevance

Framework

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Quadrant D Strategies Artistic Expression Digital Media Production Feedback and Reflection Instructional Technology

Any-time Logical and Independent

Thinking Play Service Learning Storytelling Teaching Others Writing to Learn

Brainstorming Cooperative Learning Inquiry Instructional Technology- IndependentPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning

"Education ceases to be learning when the 3 R's are read,

remember, and regurgitate."

D-Moments

Teach everyday for

rigor and relevance.

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D-Moments

Short strategies within a daily lesson to increase student

thinking and application into

Quadrant D of the R/R

Framework.

Rigor/Relevance

Framework

using rigor-relevance framework icle (1)

Documents

high high low low acquisition

rigor relevance

b d c high high low

science experiment

necessary materials

web site

design web page

new television