Rigor and Relevance in Your Classrooms November 8, 2011 Dr. Richard D. Jones, Student of Learning Email [email protected] Twitter @[email protected]

Rigor and Relevance in Your Classrooms

November 8, 2011

Dr. Richard D. Jones, Student of Learning

Email [email protected] Twitter @rdjleader

2

Successful Practices Network

www.nyctecenter.org

Twitter

@rdjleader@rigorrelevance

#LICTE

2

3

Margaret MeadMargaret Mead

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

There aren’t two worlds -- education and work, there is one world -- life

Willard WirtzWillard Wirtz

Which Sandwich?

ClubTurkey

Egg SaladTuna Salad

BLT

Ham and Cheese

Seafood Salad

Chicken Salad

Veggie Choice

What is Rigor and Relevance?

6

Is Teaching for Rigor and Relevance an example of

Differentiated Instruction?

7


Student-centered Learning?

8

Is Teaching for Rigor and Relevance an example of Activity-based Learning?

9


Interdisciplinary Learning?

10

Is Teaching for Rigor and Relevance an example of Project-based Learning?

11

The Answer is NO

• The following are all examples of Rigorous and Relevant teaching and learning– Differentiated Instruction– Student-centered Learning– Active Learning– Interdisciplinary Instruction– Project-based Learning

12

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.

12

13

What makes a lesson rigorous and relevant for a

student?

ActivityActivity

Think-Pair-Share

14

What is Rigor?What is Rigor?

What is Relevance?What is Relevance?

Subtle DifferencesSubtle Differences

MisconceptionsMisconceptions

15

Rigor, Relevance, Relationships

Worthy goal, fuzzy

concept

16

Rigor, Relevance, Relationships

Make Rigor and

RelevanceQuantifiabl

e

Rigor/Relevance Framework

18

What does clockwise rotation look like?

ActivityActivity

1910811 22 33 44 55

Action/ApplicationAction/Application

Thinking /KnowledgeThinking /Knowledge

11

22

33

44

55

66

Rigor/Relevance FrameworkRigor/Relevance Framework

RelevanceRelevance

RigorRigor

20


• 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

KnowledgeKnowledge ApplicationApplication

Low

High

2114

RIGOR

RELEVANCE

A B

DC


RoutineMemorization

Four Quadrants of Learning

ComplexAnalytical

ChallengingReal World

PracticalHands On

High

HighLow

Low Acquisition

A

Application

B

AdaptationD

Assimilation

C

22


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Read a description of a science

experiment and list the necessary materials to perform the experiment.

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.

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.

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.

Locate and read a current article on

biotechnology, summarize the

innovation and benefits to humans.

Opening Question

23


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Demonstrate web development

software functions.

Demonstrate web development

software functions.

Compare features of web

development software.

Compare features of web

development software.

Create a full web site for a local

business.

Create a full web site for a local

business.

Design web page.Design web page.

Business - Info. Tech

24


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowList safety

procedures.List safety

procedures.

Compare heat loss ratings and cost of building

materials.

Compare heat loss ratings and cost of building

materials.

Design and construct storage

shed.

Design and construct storage

shed.

Use power tools correctly.

Use power tools correctly.

Construction

25


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowList parent

responsibilities.List parent

responsibilities.

Analyze homes for child safety

hazards.

Analyze homes for child safety

hazards.

Conduct Safety audits of homesConduct Safety audits of homes

Demonstrate child care tasks with simulated

infant.

Demonstrate child care tasks with simulated

infant.

Family and Consumer Sci.

"Never let your expectations be limited by what you think

is possible."

Benjamin Bloom

27

Raising the Level to Quadrant D

ActivityActivity

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 ApplicationHigh-level Knowledge

D Quadrant

• adapt• evaluate• validate• justify• design• create• referee• infer• revise• teach• dramatize• argue• conclude

• evaluation• lesson• estimation• solution• experiment• trial• editorial• presentation• machine• adaptation• poem• debate• new game• invention

Verbs Products

30


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Raising Level of Rigor

31


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

LowPrepare luncheon meal

for 20 people.Prepare luncheon meal

for 20 people.

Raising Level of Rigor

Revise a menu and prepare luncheon when four people are require

special meals

Revise a menu and prepare luncheon when four people are require

special meals

32

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


Inclusive





33

Common Core State StandardsELA - 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

33

Increase in Nonfiction Texts

INT

ER

DIS

CIP

LIN

AR

Y

Content AreaLiteracy

Incr

ease

Tex

t C

ompl

exity

Focus

on

Text-

Based

Que

stion

s

Focus o

n Writi

ng

Arguments

Academic Vocabulary

42


18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low

Teacher

Works

Teacher

Works

Student

Thinks

Student

Thinks

StudentThinks & Works

StudentThinks & Works

Student

Works

Student

Works

43

Rigor/Relevance FrameworkDid Students Get it Right?

18

RIGOR

RELEVANCE

A B

DCHigh

HighLow

Low RightAnswerRightAnswer

RationalAnswer

RationalAnswer

RightQuestionRightQuestion

RightProcedureRightProcedure

44

Rigor/Relevance Framework Quiz

•A

•B

•C

•D

•A

•B

•C

•D

Which Quadrant is labeled as High Rigor and High Relevance?

45


•A

•B

•C

•D

•A

•B

•C

•D

Which Quadrant is most frequently tested ?

46


•A

•B

•C

•D

•A

•B

•C

•D

Which Quadrant leads to greater engagement and retention of learning?

47


Which defines Rigor?

More and longer assignmentsHigh level thinking and reflectionRigid deadlinesIncreased difficulty

More and longer assignmentsHigh level thinking and reflectionRigid deadlinesIncreased difficulty

48


Which defines Relevance?

Learning is funStudent choiceNo

gradesApplication to the real world

Learning is funStudent choiceNo

gradesApplication to the real world

49


•A

•B

•C

•D

•A

•B

•C

•D

Which Quadrant is most important?

50

Routes to High Rigor and Relevance

Pinnacle of High R/R

Adaptive Learning

Low R/R Quadrant A - Acquisition Learning

Crea

te G

old

Seal

Les

son U

se D-M

oment Strategies

Adapt

a G

old

Seal Le

sson

Ch

an

ge S

trate

gie

s

Ch

an

ge A

ssessm

en

ts

Make In

terd

isciplin

ary

Ad

d H

igh

RR

Task

Dick Jones, ICLE, 2010

51

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

•Instructional Plans•Assessment•Instructional Strategies

51

52

Rigor/Relevance - Instruction

• Anchored in standards

• Backwards Design – “Begin with the End in Mind”

• Alignment of Instruction and Assessment

• Student-centered

• Naturally Differentiated

52

Key Elements

53

Strategies

55

“There are no best teaching strategies, only strategies that are most appropriate for expected

level of rigor and relevance”

56

Instructional Strategies for Rigor and Relevance

• Brainstorming • Cooperative Learning • Demonstration • Guided Practice • Inquiry • Instructional Technology• Lecture• Note-taking/Graphic

Organizers

• MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning

57

More Instructional Strategies for Rigor and Relevance

• Artistic Expression • Compare and Contrast • Digital Media Production • Feedback and Reflection • Games • Instructional Technology –

Any-time• Instructional Technology –

Real-time• Learning Centers • Logical and Independent

Thinking

• Manipulatives and Models Physical Movement PlayService Learning Storytelling Summarizing Teaching Others Test Preparation Video Writing to Learn

58

Selection Selection of of

Strategies Strategies Based on Based on

Rigor/Rigor/Relevance Relevance FrameworFramewor

kk

59

Selection Selection of of

Strategies Strategies Based on Based on

Rigor/Rigor/Relevance Relevance FrameworFramewor

kk

"Never let your expectations be limited by what you think

is possible."

Benjamin Bloom

What does Quadrant D look like?

62

Kennesaw Mountain

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

read, remember, and regurgitate."

D-MomentsD-Moments

Teach everyday for rigor and relevance.

65

D-Moments

•Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

66

Everyday Teaching for Rigor and Relevance: Quadrant D-Moments

• Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

• Dispels perception that High Rigor/High Relevance takes more time.

66

67

Everyday Teaching for

Rigor and Relevance - Quadrant D Moments

68

D Moments• Around You• At Your Service• Can You See it Now?• Current Events• Fix It• Future Think• Google It• How Did That

Happen?• In Your Own Words• Justify Your Position

• Learning with PeersLego LandMedia CircusOriginal AnswersQuick WritesQuiz ShowRemind MeTell Me A StoryWhat If?Why Questions

Everyday Teaching for Rigor and Relevance: Quadrant D MomentsEveryday Teaching for Rigor and Relevance: Quadrant D Moments

Around YouAround You• Connecting content to

student’s world• Relating literature to

their lives.• Use mathematical skills

with data students collect

• Making emotional connections to learning

• Connecting content to student’s world

• Relating literature to their lives.

• Use mathematical skills with data students collect

• Making emotional connections to learning


At Your At Your ServiceService

• Short service projects that relate to curriculum

• Students working in teams to help others

• Creating student work that benefits others

• Short service projects that relate to curriculum

• Students working in teams to help others

• Creating student work that benefits others


Can You Can You See it Now?See it Now?

• Creating visuals or models that illustrate complex ideas

• Making scale models of very large or very small objects to better understand them

• Role-playing instructional concepts

• Creating visuals or models that illustrate complex ideas

• Making scale models of very large or very small objects to better understand them

• Role-playing instructional concepts


Current Current EventsEvents

• Relate content to current events

• Use sports and other popular events as context for math, science or language skills

• Relate geography to events in the world

• Relate content to current events

• Use sports and other popular events as context for math, science or language skills

• Relate geography to events in the world


Fix ItFix It• Spend time having

students learn from mistakes - their own and others.

• Make mistakes “learning opportunities”

• Spend time having students learn from mistakes - their own and others.

• Make mistakes “learning opportunities”


Future Future ThinkThink

• Ask students to make future predictions

• Ask students to predict the ending to a story or suggest and alternative

• Predict future inventions

• Write science fiction

• Ask students to make future predictions

• Ask students to predict the ending to a story or suggest and alternative

• Predict future inventions

• Write science fiction


Google ItGoogle It• Use Internet search

engines to find answers to related questions

• Assign “knowledge seekers”

• Practice advanced search techniques with Google tools

• Use Internet search engines to find answers to related questions

• Assign “knowledge seekers”

• Practice advanced search techniques with Google tools

Everyday Teaching for Rigor and Relevance: Quadrant D MomentsEveryday Teaching for Rigor and Relevance: Quadrant D MomentsHow Did How Did That That Happen?Happen?

• Trigger student curiosity

• Pose intriguing investigations

• Highlight conflicting observations

• Create student research questions

• Analyze story changes

• Trigger student curiosity

• Pose intriguing investigations

• Highlight conflicting observations

• Create student research questions

• Analyze story changes


In Your Own In Your Own WordsWords

• Challenge students to summarize

• Avoid repeating exact words but explaining in similar words

• Check for understanding

• Challenge students to summarize

• Avoid repeating exact words but explaining in similar words

• Check for understanding


Justify Your Justify Your PositionPosition

• Challenge students to take position on an issue and develop a justification

• Ask students to take deliberate differing points of view

• Role play different perspectives

• Challenge students to take position on an issue and develop a justification

• Ask students to take deliberate differing points of view

• Role play different perspectives


Learning Learning with Peerswith Peers

• Reflect on new learning in pairs

• Tutor others• Arrange for joint

presentations

• Reflect on new learning in pairs

• Tutor others• Arrange for joint

presentations


Lego LandLego Land• Use Legos or other

building materials to construct visual representation of ideas prior to writing.

• Reflect on emotions with construction materials

• Use Legos or other building materials to construct visual representation of ideas prior to writing.

• Reflect on emotions with construction materials


Media Media CircusCircus

• Relate curriculum to current movies, TV or music

• Have students use media to present ideas

• Relate curriculum to current movies, TV or music

• Have students use media to present ideas


Original Original AnswersAnswers

• Instead of seeking students to arrive at correct answer, use open-ended problems for student to arrive at original answers.

• Instead of seeking students to arrive at correct answer, use open-ended problems for student to arrive at original answers.


Quick Quick WritesWrites

• Short 3-5 minute writing exercises

• Use for checking for understanding

• Short 3-5 minute writing exercises

• Use for checking for understanding


Quiz ShowQuiz Show• Have student create

appropriate questions based on knowledge of content

• Create game shows questions for other students

• Create and pose questions to one another

• Have student create appropriate questions based on knowledge of content

• Create game shows questions for other students

• Create and pose questions to one another


Remind MeRemind Me• Have students create

memorization tools to recall essential facts and information

• Have students create memorization tools to recall essential facts and information


Tell Me A Tell Me A StoryStory

• Convey information to students in story form

• Have students create stories to remember important ideas

• Have students create stories to influence others

• Convey information to students in story form

• Have students create stories to remember important ideas

• Have students create stories to influence others


What If?What If? • Change variables in math problems to extend student learning

• Change characters in story or events to have student analyze changes

• Change historical events and have students predict what would be different today

• Change variables in math problems to extend student learning

• Change characters in story or events to have student analyze changes

• Change historical events and have students predict what would be different today


Why Why QuestionsQuestions

• Have students pose questions to analyze observations

• Have students “dig” to root causes but asking repeated why questions.

• Have students pose questions to analyze observations

• Have students “dig” to root causes but asking repeated why questions.

89

D Moments• Around You• At Your Service• Can You See it Now?• Current Events• Fix It• Future Think• Google It• How Did That

Happen?• In Your Own Words• Justify Your Position

• Learning with PeersLego LandMedia CircusOriginal AnswersQuick WritesQuiz ShowRemind MeTell Me A StoryWhat If?Why Questions

90

Benefits of Using the R/R Framework


Inclusive






Inclusive





Documents

Rigor and Relevance in Your Classrooms November 8, 2011 Dr. Richard D. Jones, Student of Learning Email [email protected] Twitter @[email protected]