Using Rigor/Relevance Framework to Drive Instructional Change March 22, 2012 Dr. Richard D. Jones, Student of Learning Email rdjleader@me.com Twitter @rdjleader

There aren’t two worlds -- education and work, there is one world -- life " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Margaret Mead Willard Wirtz

Rigorous and Relevant Teaching

Rigor, Relevance, Relationships Worthy goal, fuzzy concept

Which of the following is the highest levels of learning? Read a description of a science experiment and list the necessary materials to perform the experiment. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. 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. 5

Rigor, Relevance, Relationships Make Rigor and Relevance Quantifiable

Rigor/Relevance Framework

Rigor/Relevance Framework 6 Rigor Thinking /Knowledge 5 4 3 2 Action/Application Relevance 1 1 2 3 4 5 108

Rigor/Relevance Framework 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Knowledge Application Low 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 High

D C A B Rigor/Relevance Framework Four Quadrants of Learning Assimilation C Adaptation D Complex Analytical Challenging Real World High RIGOR Acquisition A Application B A B Routine Memorization Practical Hands On Low Low High RELEVANCE 14

Rigor/Relevance Framework Opening Question D C Write directions on how to connect new television to cable and DVD recorder. Read and analyze three original newspaper articles from WW II, identify reasons for opposition to US entry into the war. RIGOR High A B Read a description of a science experiment and list the necessary materials to perform the experiment. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. Low Low High RELEVANCE 18

Rigor/Relevance Framework Math   Determine the axis of symmetry for a parabolic equation. D C   Create an animation using Flash that shows symmetry RIGOR High   Find shapes/things around you that have symmetry   Given a set of shapes, identify symmetries A B Low Low High RELEVANCE 18

Rigor/Relevance Framework Business - Info. Tech D C Compare features of web development software. RIGOR High Create a full web site for a local business. A B Demonstrate web development software functions. Design web page. Low Low High RELEVANCE 18

Rigor/Relevance Framework Construction D C Compare heat loss ratings and cost of building materials. RIGOR High Design and construct storage shed. A B Use power tools correctly. List safety procedures. Low Low High RELEVANCE 18

Rigor/Relevance Framework Family and Consumer Sci. D C Analyze homes for child safety hazards. RIGOR High Conduct Safety audits of homes A B Demonstrate child care tasks with simulated infant. List parent responsibilities. Low Low High RELEVANCE 18

“We do not learn from experience…we learn from reflecting on experience.” John Dewey

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. Evaluation 6 D Adaptation Synthesis 5 Analysis 4 High-level Knowledge High-level Application Application 3 3 Apply knowledge across disciplines 4 Apply to real- world predictable situation 5 Apply to real- world unpredictable situation

D Quadrant taxonomy brochure play exhibit machine adaptation poem debate new game invention field guide Verbs Products modifyplanpod castpredictpriori tizeproposepubl ishraterecomme ndreviseteach brochure evaluation lesson estimation solution experiment trial editorial machine web site presentation advertisement animate adapt compose create design develop devise discover explore formulate invent

Raising the Level to Quadrant D Activity Raising the Level to Quadrant D

Rigor/Relevance Framework Raising Level of Rigor D C RIGOR High A B Low Low High RELEVANCE 18

Rigor/Relevance Framework Raising Level of Rigor D C Revise a menu and prepare luncheon when four people are require special meals RIGOR High A B Prepare luncheon meal for 20 people. Low Low High RELEVANCE 18

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

"Never let your expectations be limited by what you think is possible "Never let your expectations be limited by what you think is possible." Benjamin Bloom

Common Core State Standards ELA - Six Shifts in Learning Increase in Nonfiction Texts Content Area Literacy Increase Text Complexity Text-Based Answers Focus on Writing Arguments Academic Vocabulary 24

Increase in Nonfiction Texts

Content Area Literacy INTERDISCIPLINARY

Increase Text Complexity

Focus on Text-Based Questions

Focus on Writing Arguments

Academic Vocabulary

"Integration is not a goal, it is a means to more rigorous and relevant learning."

What do we mean by integration?

Definition Teaching the same skills in different context in courses Teaching related skills across disciplines Joint or connected instruction New instruction including multiple disciplines 35

Reflecting on High School Teaching http://www.born-to-learn.org/about/the-animations/ born-to-learn.org

BENEFITS Teacher collaboration Student involvement Higher level thinking Content mastery Mirrors real world Less fragmented learning 37

Rigor/Relevance Framework D C Student Thinks & Works Student Thinks RIGOR High A B Student Works Teacher Works Low Low High RELEVANCE 18

Rigor/Relevance Framework Did Students Get it Right? D C RightQuestion RationalAnswer High RIGOR A B RightAnswer RightProcedure Low Low High 18 RELEVANCE

Rigor/Relevance Framework Quiz Which Quadrant is most important? A B C D

Routes to High Rigor and Relevance Pinnacle of High R/R Adaptive Learning Change Strategies Change Assessments Add High RR Task Create Gold Seal Lesson Adapt a Gold Seal Lesson Make Interdisciplinary Use D-Moment Strategies Low R/R Quadrant A - Acquisition Learning Dick Jones, ICLE, 2010

R&R Framework ... A Useful Tool to Design Instructional Plans Assessment Instructional Strategies 42

Rigor/Relevance - Instruction Key Elements Anchored in standards Backwards Design – “Begin with the End in Mind” Alignment of Instruction and Assessment Student-centered Naturally Differentiated 43

Strategies

Rank These Strategies Memorization Role-playing Compare and Contrast Teaching Others 46

Rank These Strategies A. Memorization B. Role-playing C. Compare and Contrast D. Teaching Others 47

“There are no best teaching strategies, only strategies that are most appropriate for expected level of rigor and relevance”

Selection of Strategies Based on Rigor/ Relevance Framework

Selection of Strategies Based on Rigor/ Relevance Framework

Quadrant D Strategies Brainstorming Cooperative Learning Inquiry Instructional Technology- IndependentPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning Artistic Expression Digital Media Production Feedback and Reflection Instructional Technology – Any-time Logical and Independent Thinking Play Service Learning Storytelling Teaching Others Writing to Learn

"Education ceases to be learning when the 3 R's are read, remember, and regurgitate."

Teach everyday for rigor and relevance. D-Moments Teach everyday for rigor and relevance.

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

Rigor/Relevance Framework