Teaching for Rigor and Relevance Why, What, How? Dr. Kelly Gillespie SWPRSC

Rigor/Relevance Framework. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.

Knowledge Taxonomy Knowledge Taxonomy is a continuum based on the six levels of Bloom's Taxonomy which describes the increasingly complex ways in which we think The low end involves acquiring knowledge and being able to recall or locate that knowledge The high end labels the more complex ways in which individuals use knowledge

Application Model Five levels that describe putting knowledge to use While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real- world situations

Comprehension 2. Evaluation 6. Synthesis 5. Analysis 4. Application 3. Awareness 1.

Application Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply knowledge to real-world predictable situations Apply knowledge to real-world unpredictable situations

A B D C Application (Relevance) Knowledge (Rigor)

QUADRANT A A C B D Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Low Rigor – Low Relevance Teacher Controlled

QUADRANT B A C B D Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The greatest level of application is to apply appropriate knowledge to new and unpredictable situations. Low Rigor – High Relevance Teacher Directed

QUADRANT C A C B D Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions. High Rigor – Low Relevance Student Controlled

QUADRANT D A C B D Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. 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. High Rigor – High Relevance Student Directed

Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher Roles

Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher RolesACTIVITIES

Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher Roles PROJECT S

Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher RolesPROBLEMS

QUESTION: How do we “appraise” RIGOR in a classroom? Seven Questions Answer:Answer: In an open dialogue with learning partners. 1.What is the purpose of this lesson? 2.Why is this important to learn? 3.In what ways is the student challenged to think in this lesson? 4.How will the student apply, assess, or communicate what they have learned? 5.How will the student know how good their work is and how they can improve it? 6.Does the student feel respected by other students in this class? 7.Does the student feel respected by the teacher in this class?