MEANINGFUL SYNTHESIS EVALUATION RIGOR IS… Work that requires students to work at high levels of Bloom’s Taxonomy combined with application to the real world. What is rigor? MEANINGFUL www.leadered.com

Three Misconceptions of Rigor MORE – does not mean more rigorous. DIFFICULT – increased difficulty does not mean increased rigor. RIGID – “all assignments are due by… no exception.” Dick Jones, Sr. Consultant ICLE

INCREASING RIGOR Assimilation of knowledge Acquisition of knowledge 6. Evaluation Synthesis Analysis Application Comprehension 1. Knowledge/Awareness Acquisition of knowledge How can we increase rigor in our schools?

list name identify show define recognize state 1. Knowledge list name identify show define recognize state 2.Comprehension summarize explain paraphrase interpret describe compare paraphrase differentiate demonstrate 3. Application solve illustrate calculate use interpret relate manipulate apply classify Analysis Analyze Organize Deduce Choose Contrast Compare distinguish 5. Synthesis design hypothesize support write report discuss plan create 6. Evaluation evaluate choose estimate judge defend criticize justify

Relevance is… Why Do I Need To Know This?? From real life Heavily dependent upon prior life experiences (just Google it) Age appropriate Rich enough to allow for pattern-seeking as a means of identifying/creating meaning Used within the life of the learner Not involved in an external rewards system because the brain is a self-congratulator if meaning is present

Rigor/Relevance Framework The Rigor/Relevance framework is a fresh approach to looking at curriculum standards and assessment. It is based on traditional elements of education yet encourages movement to application of knowledge instead of maintaining an exclusive focus on acquisition of knowledge. It is a “Tool” for educators to: Assess Create Implement

Misconceptions of Relevance COOL – relevance doesn’t exclusively mean what the students do for “fun” EXCLUSIVE – relevance without rigor does not ensure success.

Transforming Math Standards into High Rigor/High Relevance Lessons A – Students gather and store bits of knowledge and information – REMEMBER and UNDERSTAND B – Use acquired knowledge to solve problems, design solutions, ad complete work – unpredictable situations C – Extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve, and create unique solutions. D – Think in complex ways and apply knowledge they’ve acquired. Even in perplexing unknowns, students use knowledge to create solutions. KnowledgeWorks Foundation April 2008 Leadership Institute

Rigor/Relevance Framework Transforming Math Standards into High Rigor/High Relevance Lessons Rigor/Relevance Framework 6 Quadrant C: Activities are often complex and require students to come up with solutions that deepen understanding. Quadrant D: Learning experiences are high in rigor and relevance and require unique solutions to unpredictable problems. 5 4 3 Quadrant A: Experiences focus on recall or discovery of basic knowledge. Quadrant B: Activities provide definite opportunities for students to apply knowledge, typically to a real world problem. 2 1 1 2 3 4 5 Copyright Lucey, 2008 KnowledgeWorks Foundation April 2008 Leadership Institute

Rigor/Relevance Framework Student Thinks and Works Transforming Math Standards into High Rigor/High Relevance Lessons Rigor/Relevance Framework 6 Student Thinks and Works Student Thinks 5 4 3 2 Teacher Works Student Works 1 1 2 3 4 5 Copyright Lucey, 2008 KnowledgeWorks Foundation April 2008 Leadership Institute

C D A B Rigor/Relevance Framework Mathematics - Middle Level RIGOR Express probabilities as fractions, percents, or decimals.. Devise a scale to test consumer products and graph data. RIGOR High A B Plot the coordinates for quadrilaterals on a grid. Low Make a scale drawing of the classroom. Low High RELEVANCE

C D A B Rigor/Relevance Framework Science - Elementary RIGOR Make diagrams of animal life cycles. RIGOR High Design a zoo. A B Make daily observations of the life cycle of a selected species. Create a field book about organisms in local rivers. Low Low High RELEVANCE

C D A B Rigor/Relevance Framework Social Studies - Elementary RIGOR Contrast citizens’ responsibilities under different forms of government. Read story about survival and brainstorm strategies for surviving a disaster (e.g., snowstorm, tornado). RIGOR High A B Memorize names, locations and capital cities of U.S. states. Describe geographic and climatic characteristics of the local community. Low Low High RELEVANCE

C D B A Rigor/Relevance Framework English - Elementary RIGOR Brainstorm as many words as possible to describe an object. RIGOR Create new words to describe phenomena or objects. High B A Low Write a story about the school using specific words. Memorize spelling words. Low High RELEVANCE

C D A B Rigor/Relevance Framework Science - Middle Level RIGOR Collect data and make recommendations to address a community environmental problem. Identify chemicals dissolved in an unknown solution. RIGOR High A B Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. Construct models of molecules. Low Low High RELEVANCE

C D B A Rigor/Relevance Framework English - Middle Level RIGOR Analyze commercials for fact and opinion. Write directions for assembling a product or carrying out a procedure. RIGOR High B A Assemble a product following written directions. Low Locate information in a technical manual. Low High RELEVANCE

C D A B Rigor/Relevance Framework Art - Elementary RIGOR Express emotions and feelings with color and images. RIGOR High Contrast painting styles. A B Low Explain the color wheel. Create holiday crafts/ornaments. Low High RELEVANCE

C D A B Rigor/Relevance Framework Music RIGOR Compare and contrast different musical styles. High Compose a song. A B Low Memorize notes. Perform musical piece from memory. Low High RELEVANCE

C D A B Rigor/Relevance Framework Physical Education RIGOR Compare benefits of different forms of cardiovascular exercise. Design an exercise program for senior citizens. RIGOR High A B Acquire fundamentals of basketball Low Play a baseball game Low High RELEVANCE

D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5 Make diagrams of animal life cycles. Classify a group of similar objects to create a dichotomous key. Research characteristics and habits of insects. Write a story describing the movement of water through municipal systems. Design a plan for a zoo that meets the needs of a variety of animal species. Set up an experiment to test life length of batteries. Research and write a field guide for identifying local trees. Build a simple device to accomplish a task using string, tape and rubber bands. D C 5 4 3 Memorize names of planets in the solar system. Demonstrate phases of the moon. Match pictures of insects with their names. Make a model of the layers of the Earth’s atmosphere. Develop a food list for a space trip. Create a class book about the animal and plant life in local rivers. Take photographs of insects to describe characteristics and behaviors. Study examples of paper airplanes and then create one. 2 A B 1 1 2 3 4 5 TJ Mears - ICLE - leadered.com 20

Quadrant A Memorize the names of planets in the solar system. Demonstrate phases of the moon. Match pictures of insects with their names. Make a model of the layers of the Earth’s atmosphere.

Quadrant B Develop a food list for a space trip. Create a class book about the animal and plant life in local rivers. Take photographs of insects to describe characteristics and behaviors. Study examples of paper airplanes and then create one.

Quadrant C Make diagrams of animal life cycles. Classify a group of similar objects to create a dichotomous key. Research characteristics and habits of insects. Write a story describing the movement of water through municipal systems.

Quadrant D Design a plan for a zoo that meets the needs of a variety of animal species. Set up an experiment to test life length of batteries. Research and write a field guide for identifying local trees. Build a simple device to accomplish a task using string, tape and rubber bands.