What do you know about the Rigor/Relevance framework? Edited from a PLS presentation for Middle School in Vinton, Iowa

Why Rigor & Relevance? Many Iowa schools have adopted this model as a tool to improve instruction because it . . . Engages all teachers in school-wide efforts, Focuses on instruction, Provides a common vocabulary with which to discuss teaching and learning.

Rigor 6. Evaluation 5. Synthesis 4. Analysis 3. Application New Bloom’s Taxonomy 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge/ Awareness Creating Evaluating Analyzing Applying Understanding Remembering

When is a Task Rigorous? Students… think deeply about a problem analyze new situations interpret and synthesize knowledge bring ideas together in a new or creative way develop and justify their own criteria for evaluation are intellectually challenged

Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations

When is a Task Relevant? Value beyond school Addresses an actual problem of contemporary significance Builds on students’ real-life experiences Has students communicate knowledge beyond the classroom Students recognize the connection between classroom knowledge and situations outside the classroom

C D A B Adaptation High Rigor – Low Relevance High Rigor – High Relevance Adaptation A Low Rigor – Low Relevance B Low Rigor – High Relevance

Quadrant A Represents simple recall & basic understanding of knowledge for its own sake. Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Low Rigor – Low Relevance C D A B 8

Quadrant B Students use acquired knowledge to complete tasks with a connection outside school. Activities or tasks involve lifelike situations. Does not require higher order thinking. Low Rigor – High Relevance C D A B 9

Quadrant C Students are thinking deeply about a problem in the discipline. Represents more complex thinking but has less clear value outside of school. Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions. High Rigor – Low Relevance C D A B 10

Quadrant D Students are thinking deeply and there is a connection to lifelike situations. Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge. High Rigor – High Relevance C D A B 11

Student-Teacher Engagement In the Rigor/Relevance Framework there are different degrees of student engagement. In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.

Students are thinking deeply about teacher-directed questions Students are thinking deeply about teacher-directed questions. Which quadrant? C D A B A B C D 13

Teacher is doing the working and the thinking. Which quadrant? B A B C D 14

Students are working on teacher-directed, real-life problems Students are working on teacher-directed, real-life problems. Which quadrant? C D A B A B C D 15

Students are working and thinking. Teacher is working & thinking. Rigor & Relevance: Student – Teacher Engagement C Students are working and thinking. D Teacher is working & thinking. A B R I GOR RELEVANCE