RIGOR AND RELEVANCE

A Model by Willard R. Daggett, Ed.D. Studies have shown that students understand and retain knowledge best when they have applied it in a practical, relevant setting. A teacher who relies on lecturing does not provide students with optimal learning opportunities. Instead, students go to school to watch the teacher work. All educators can use Daggett’s Rigor/Relevance Framework to set their own standards of excellence as well as to plan the objectives they wish to achieve. This versatile Framework applies to standards, curriculum, instruction, and assessment. Source: http://www.leadered.com/pdf/academicexcellence.pdf Incorporating more rigorous and relevant instruction in classrooms is a realistic goal and will yield immediate results in students’ enthusiasm to learn. When students are engaged in the learning process, real achievement takes place, and their chances to excel at what they do increase—Source: Dr. Daggett

When is a Task Rigorous? think deeply about a problem 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

The Small Print: A / Acquisition: Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge. B / Application: Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations. C / Assimilation: Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. D / Adaptation: Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. All educators can use the Rigor/Relevance Framework to set their own standards of excellence as well as to plan the objectives they wish to achieve. This versatile Framework applies to standards, curriculum, instruction, and assessment.—Dr. Daggett For example, if a teacher has lofty curriculum objectives in Quadrant D but develops instruction and test questions that are in Quadrant A, it is unlikely that students will reach the teacher’s high expectations. Similarly, if a teacher designs high-rigor instructional activities but uses a low-rigor assessment tool, the test will not be an accurate measure of what students have learned.

How does this apply to Curriculum? Student Think D Think & Work A Teacher Work B Student Work Think about Content DOK 2/3/4 Create New Concept with Knowledge DOK 4 Apply Knowledge DOK 2/3 Base Knowledge DOK 1

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

Rigor/Relevance Framework KNOWLEDGE Problems D C Projects Activities A B A P P L I C A T I O N

Let’s try an elementary example..

ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Acquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap). B Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Acquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap). Application: Using magnetic letters, create at least three single-syllable words with the short vowel sound and three single-syllable words with the long vowel sound. Demonstrate your knowledge of single syllable words through tapping each sound in the word and identifying the number of taps. Evaluation Synthesis Analysis Application Comprehension Example: mat Tap thumb to finger as each sound is said. Count the number of taps (three). The child will explain that there are three separate sounds in the word mat. While the teacher orally dictates a word (mat) the student will find the corresponding magnetic tiles (or letter cards) and place them on the tray or table. Then the student will demonstrate their ability to tap out the sounds, this time saying the letter names as he taps. Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Assimilation: Write sentences in your journal that I dictate to you, applying the rules that you have learned (e.g., “The rat is mad.”). Distinguish between short and long vowels. Segment single syllable words. D Acquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap). Application: Using magnetic letters, create at least three single-syllable words with the short vowel sound and three single-syllable words with the long vowel sound. Demonstrate your knowledge of single syllable words through tapping each sound in the word and identifying the number of taps. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Assimilation: Write sentences in your journal that I dictate to you, applying the rules that you have learned (e.g., “The rat is mad.”). Distinguish between short and long vowels. Segment single syllable words. Adaptation: Create letter-shaped mini books that contain one syllable short- or long-vowel sound words. Write words that contain the vowel sound in the pattern’s name (e.g., an a-shaped “Cat Book” with examples of short-a words; a long-a “Train Book” containing long-a words). Acquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap). Application: Using magnetic letters, create at least three single-syllable words with the short vowel sound and three single-syllable words with the long vowel sound. Demonstrate your knowledge of single syllable words through tapping each sound in the word and identifying the number of taps. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

Let’s try a middle school standard

ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge Acquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source. B Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge Acquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source. Application: Choose an informational reading based on the appropriate grade level text complexity expectation. Formulate the topic, conduct research on the topic, and then formulate questions that you want to use in analysis and reflection. Gather information based on your questions; paraphrase that information, select quotations that support the analysis, and cite the information appropriately. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge Assimilation: Based on the skills gained through the acquisition and application lessons, evaluate the informational text as well as the author’s purpose, message, evidence, claims, and credibility. Determine for which audience the text is most appropriate for information. Participate in small group discussions about the importance of reliable evidence and why faulty evidence may deliver a bias or unsound message. Connect to unreliable evidence or ideas you have seen on television, in advertisements, or in any other media. D Acquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source. Application: Choose an informational reading based on the appropriate grade level text complexity expectation. Formulate the topic, conduct research on the topic, and then formulate questions that you want to use in analysis and reflection. Gather information based on your questions; paraphrase that information, select quotations that support the analysis, and cite the information appropriately. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge Assimilation: Based on the skills gained through the acquisition and application lessons, evaluate the informational text as well as the author’s purpose, message, evidence, claims, and credibility. Determine for which audience the text is most appropriate for information. Participate in small group discussions about the importance of reliable evidence and why faulty evidence may deliver a bias or unsound message. Connect to unreliable evidence or ideas you have seen on television, in advertisements, or in any other media. Adaptation: Create a lesson plan for a group of 5th graders on how to research informational topics and readings. Prepare for students who have not been exposed to informational reading and research, for students who have been exposed somewhat, and for students who have used research tools effectively. Acquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source. Application: Choose an informational reading based on the appropriate grade level text complexity expectation. Formulate the topic, conduct research on the topic, and then formulate questions that you want to use in analysis and reflection. Gather information based on your questions; paraphrase that information, select quotations that support the analysis, and cite the information appropriately. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

Let’s try a high school standard

ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. C D Acquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage. B Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. C D Acquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage. Application: Create a list of at least eight words that have similar meanings (e.g., walk, saunter, stroll; fat, pudgy, cherubic). In a chart, explain how each word differs in meaning and intent. Use the words in carefully crafted sentences that highlight the change in meaning as well as the figurative use of the words. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. Assimilation: In a teacher-assigned passage, study the diction and identify each figure of speech. Analyze the effectiveness of both diction and figurative language in creating the tone of the passage. Now, change the tone of the passage by changing the diction and the figures of speech. D Acquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage. Application: Create a list of at least eight words that have similar meanings (e.g., walk, saunter, stroll; fat, pudgy, cherubic). In a chart, explain how each word differs in meaning and intent. Use the words in carefully crafted sentences that highlight the change in meaning as well as the figurative use of the words. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. Analyze nuances in the meaning of words with similar denotations. Assimilation: In a teacher-assigned passage, study the diction and identify each figure of speech. Analyze the effectiveness of both diction and figurative language in creating the tone of the passage. Now, change the tone of the passage by changing the diction and the figures of speech. Adaptation: Choose a current-events photo that tells a story. Research the photo to uncover the story behind the photo. Find at least two sources that explain the behind-the-scenes story. Cite all three sources. Write a 150-word editorial for a newspaper praising the activities in the picture. Next, using the same details, write a 150-word editorial for a newspaper, condemning the activities in the picture. Acquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage. Application: Create a list of at least eight words that have similar meanings (e.g., walk, saunter, stroll; fat, pudgy, cherubic). In a chart, explain how each word differs in meaning and intent. Use the words in carefully crafted sentences that highlight the change in meaning as well as the figurative use of the words. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

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Creating Instructional Expectations Questions to ask: What information will students need to acquire in order to master the skill level of the standard and my instructional expectations? How will I ask students to apply what they acquire? What instructional expectation(s) will ensure that the student can routinely own and use this knowledge and skill level to address other situations? What can students do with this knowledge to help them solve problems, create original solutions, handle unpredictable situations, and adapt that knowledge to new ideas?

Let’s Check-in! Why do we need to be aware of Daggett’s Rigor and Relevance Framework? 2. How might instruction look differently if we embed this framework into our practice? 3. What is the connection to CCGPS? Tasks do not automatically start at Quadrant A. Participants will place the task in the correct quadrant then add additional tasks for each of the other quadrants.

As educators we must encourage students to APPLY knowledge rather than to focus exclusively on acquiring knowledge.