Hebrew proverb Do not confine your children to your own learning, for they were born in another time

Hebrew proverb

Do not confine your children to your own learning, for they were born in another time.

International Center for Leadership in Education

Richard Jones

Curves Ahead – A change in the road is not the end of the road unless you fail to change direction.

Personality

Rigorous and Rigorous and RelevantRelevantLearningLearning

Rigor

Relevance

My only skill is taking tests.

All Students

??? Why ?????? Why ???Rigorous and Rigorous and

RelevantRelevantLearningLearning

Work Harder ?Work Harder ?

Work Smarter?Work Smarter?

Ask Me.....“How will I

ever use what I’m learning

today?”

In schools the status quo persists!

Teachers struggling to teach an overloaded curriculum!

12th Graders’ Views of School1983–2000

Source: The Condition of Education 2002, National Center for Education Statistics

Percent

School work is meaningful

Courses are interesting

School will be important in later life

40

31

36

28

35

29

2421

51

41

47

39

1983

1990

1995

2000

0

10

20

30

40

50

60

Why Rigor and Relevance? Changing Nature of Work Translating Standards into Teaching Reduce Overcrowded Curriculum Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation

Rigor/Relevance Rigor/Relevance FrameworkFramework

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

1.1. KnowledgeKnowledge2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Basic Nutrition1 Label food by nutritional groups 2 Explain nutritional value of foods3 Use nutrition guidelines in planning

meals4 Examine success in achieving

nutrition goals5 Develop personal nutrition goals6 Appraise results of personal eating

habits over time

Knowledge Taxonomy

Application Application ModelModel

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Application Model

1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

Basic Nutrition

1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods

considering nutritional value4 Develop nutritional plan for a

health problem affected by food5 Devise a sound nutritional plan

for a group of 3 year-olds who are “picky” eaters

Application Model

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

ApplicationApplicationModel Model

Decision TreeDecision Tree

Decision TreeApplication Model

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

Application Model

Level 1Level 1



If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3



If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

If YES - Is it unpredictable? If NO If YES

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3

Level 4Level 4

Level 5Level 5


Levels of Application

Model

•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language

•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget

Application Model

1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world

predictable situations5 Application to real-world

unpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

1

2

3

4

5

6

1 2 3 4 5


1

2

3

4

5

6

1 2 3 4 5

A


1

2

3

4

5

6

1 2 3 4 5

A B


1

2

3

4

5

6

1 2 3 4 5

A B

C


1

2

3

4

5

6

1 2 3 4 5

A B

DC


Rigor/ Relevance

Handbooks

ProfessionalDevelopment

Resources

1

2

3

4

5

6

1 2 3 4 5

A B

DC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.
















1

2

3

4

5

6

1 2 3 4 5

A B

DC


















1

2

3

4

5

6

1 2 3 4 5

A B

DC


















1

2

3

4

5

6

1 2 3 4 5

A B

DC


















Determining Levels of Rigor and Relevance

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb List

ApplicationApplicationModel Model

Decision TreeDecision Tree

Reflection on Your Teaching

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

AcquisitionAcquisition ApplicationApplication

AdaptationAdaptationAssimilationAssimilation

Identify one experience in your class in each Identify one experience in your class in each quadrant quadrant

KNOWLEDGE


AA BB

DDCC




SkillIdentify, collect or sort pertinent information while reading.

Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.

Quadrant BLocate and read current articles on biotech.

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

Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.

Rigor/Relevance Framework

1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation

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

Rigor/RelevanceChallenge

R/R Challenge

Standard Quadrant A Performance

Understand rules of grammar, usage, punctuation, and spelling

Memorize spelling Words

Perform operations with numbers

Solve word problems

Demonstrate U S geography

Label States on a map

Understand systems of human body

Write description of human system

Rigorous and Rigorous and Relevant Relevant

AssessmentAssessment

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

Rigorous and Relevant Instruction

1

2

3

4

5

6

1 2 3 4 5


TraditionalTests

Performance

KNOWLEDGE


• Extended Extended ResponseResponse

• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

• PortfolioPortfolio• Product Product

PerformancePerformance• InterviewInterview• Self ReflectionSelf Reflection

• Process Process • PerformancePerformance• Product Product

PerformancePerformance

• Multiple ChoiceMultiple Choice• Constructed Constructed

ResponseResponse

R/R and Assessment Determine the level of Rigor and Relevance

on state tests. Develop your tests to parallel state tests when

preparing for them. Use performance assessment when you want

Quadrant D achievement. Improve learning in relevant instruction with

high quality assessments. Keep level of assessment consistent with

expectation for performance.

Student Learning

Student Learning

Rigorous and Relevant Instruction

Instruction

Assessment

ExpectedStudent

Performance

ActualStudent

Performance

Rigor/Relevance Rigor/Relevance

FeedbackReflection

StudentStudentWorkWork

Rigorous and Rigorous and RelevantRelevant

InstructionalInstructionalStrategiesStrategies

KNOWLEDGE


AA BB

DDCC




Analysis

of

Video

Review of Lessons

What does the teacher expect the students to learn?

What is the intended level of Rigor and Relevance? Which Quadrant?

What are the instructional strategies used?

Does the lesson meet the teacher’s expectation for student learning?

Benefits of Using Rigor and Relevance?

Better prepare students for future work Way to focus student learning on priority

standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation

Further Further InformationInformation

http://dickjones.ushttp://dickjones.us

OrOr

http://www.natpd.comhttp://www.natpd.com

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Hebrew proverb Do not confine your children to your own learning, for they were born in another time