1. If you always do what you always did, you will always get what you always got.
J. “Moms” Mabley

2. Teaching for Rigor and Relevance

3. Rigor

4. Relevance
My only
skill is
taking
tests.

5. All Students

6. Rigor/Relevance Framework

7. What are some ways you have used the Rigor/Relevance Framework?

8. Questions or Issues to cover?

9. Rigor/Relevance Framework
KNOWLEDGE D C A B
A P P L I C A T I O N

10. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge

11. Application Model

12. Application Model 1 Knowledge of one discipline
2 Application within discipline
3 Application across disciplines
4 Application to real-world predictable situations
5 Application to real-world unpredictable situations

13. Rigor/Relevance Framework
Knowledge 6 5 4 3 2
Application 1 1 2 3 4 5

14. Rigor/Relevance Framework
Knowledge
Application
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable situations

15. Rigor/Relevance Framework
KNOWLEDGE D C A B
A P P L I C A T I O N

16. Teacher/Student Roles
Rigor/Relevance Framework
Teacher/Student Roles D C
Student
Think
Student
Think & Work
RIGOR
High B A
Teacher
Work
Student
Work
Low
Low
High
RELEVANCE

17. C D A B Rigor/Relevance Framework Mathematics - Elementary High Low
Find values in number sentences when represented by unknowns.
Develop formula for determining large quantity without counting, e.g. beans in a jar.
RIGOR A B
Collect outside temperatures for several days and make a graph of results.
Low
Memorize multiplication tables.
Low
High
RELEVANCE

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

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

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

21. C D A B Rigor/Relevance Framework Health Education High Low Low High
Analyze advertisements that target youth.
Role play conflict resolution situations.
High
RIGOR A B
Describe the effects of drugs on the human body.
Demonstrate strategies to reduce spread of germs.
Low
Low
High
RELEVANCE

22. C D A B Rigor/Relevance Framework Social Studies - High School High
Participate in a Socratic seminar on a policy issue, such as privacy.
Analyze a community problem, suggest a solution, and prepare a plan to solve it.
RIGOR A B
Study a geography of a world region by locating demographic and economic data.
Locate and interpret current and historical
economic data (e.g., GDP, CPI, employment).
Low
Low
High
RELEVANCE

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

24. Reflecting on Teaching
Activity
Rigor/Relevance
Reflecting on Teaching

25. Rigor/Relevance Framework
KNOWLEDGE D C A B
A P P L I C A T I O N

26. Rigor/Relevance Framework and Assessments

27. Activity
Rigor/Relevance
Assessment Challenge

28. Rigorous and Relevant Instruction
Types of Assessment
Multiple Choice
Constructed Response
Extended Response
Process Performance
Product Performance
Portfolio
Interview
Self Reflection

29. Rigor/Relevance Framework
High
Traditional
Tests
Performance
Low
Low
High

30. Rigor/Relevance Framework
Primary Assessments
Rigor/Relevance Framework
KNOWLEDGE
Portfolio
Product Performance
Interview
Self Reflection
Extended Response
Product Performance
Process
Performance
Product Performance
Multiple Choice
Constructed Response
A P P L I C A T I O N

31. Rigor/Relevance Framework
KNOWLEDGE D C A B
A P P L I C A T I O N

32. Instructional Strategies: How to Teach for Rigor and Relevance

33. Research
When to Use Strategy
Based on
Rigor/Relevance
Framework

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

35. Rigor/Relevance Framework
Strategies D C
Compare and Contrast
Summarizing
Design a Real World Product
Teach Others
RIGOR
High B A
Make, Produce, Perform
Role Play
Low
Low
High
RELEVANCE

36. Planning Instruction

38. Creating a RR Rubric

39. High Rigor/High Relevance
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?

40. High Rigor/High Relevance
Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance

41. High Rigor/High Relevance
Educational Soundness
Student Engagement

42. Revise a Lesson

43. Revise a Lesson Describe lesson you taught, Levels of R/R
How would you revise
Level of RR
Student Work
Strategies (including reading)
Assessment

44. Quadrant D Lessons

46. High Rigor/High Relevance Lessons
Title RR Level
Focus
Student Learning
Performance Task
Instructional Focus
Standards
Scoring Guide
Exemplars (optional)
Lesson Plan (optional)

50. Writing Performance Tasks
A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application.  It is usually written in the third person describing the learning to other educators.

51. Writing Performance Tasks
Performance tasks include;
student work that will be produced or performed
whether group or individual
Specific learning context
resources students will be provided or have to acquire
setting where students will complete the work
conditions (often real world) under which the work will be done

52. Writing Performance Tasks
Performance tasks usually do not include;
Assessment. A performance-based implies but does not specify how the performance will be assessed.
Specific direction to the student
Specific equipment list
Homework or reading assignments

53. Writing Performance Tasks
Student Work
Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.
Specific Context
Conditions

54. Writing a Performance Task
Write a performance task for the following essential skill;
Gather, summarize and analyze information from a variety of sources .

55. High Rigor/High Relevance
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?

56. High Rigor/High Relevance
Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance

57. High Rigor/High Relevance
Educational Soundness
Student Engagement

58. Developing Rigorous/Relevant Lesson
Start with a Focus of unit of instruction or topic.
Identify the Learning
Brainstorm the Student Work
Define the final Student Performance and Level or Rigor/Relevance
Create Assessment
Build Unit of Instruction
Sequence the Learning Steps
Formative Assessments
Select Strategies
Plan procedures
List resources

59. Defining Student Performance
Brainstorm
Concepts or
Essential Questions
Brainstorm
Work in Multiple Disciplines
Unit in Course Syllabus
Use Idea to
Brainstorm
Concepts, Knowledge, Skills and Behaviors
State Standards
Student
Performance
Rigor/Relevance
Framework
Student Work
Assessment
Learning Experiences

60. Identifying Student Learning

61. Spider Charts for Concepts, or Essential Questions

62. Not All Ideas Are Created Equal
Freedom
Some are Enduring or Key for Learning Over Time
Citizenship
Vote

63. Understanding Big Ideas
Work with a partner and take a blank piece of paper for a mini web
List a topic in the middle
What are the 3 to 5 biggest ideas about that topic, use only nouns in the boxes
With your partner, please discuss: What is the difference between big, enduring ideas and smaller facts?

64. Big Ideas

65. Big Ideas

67. Concept Mapping-Try it!
Review your content standards for a recent unit you taught in the last couple of months
Use nouns
Use Pre-planning web like the one on the previous slide
What are the big ideas 4-6 (not the steps, but what students needed to know, what they might come back years later and say, “ I’m glad I learned that.”)
For each concept, brainstorm how you will know students “got” the concept.

68. Spider Charts for Concepts, Knowledge, Skills and Behaviors

69. Unit idea - Heart as a Pump

70. Unit idea - Heart as a Pump

71. Unit idea - Heart as a Pump

72. Unit idea - Heart as a Pump

73. Unit idea - Heart as a Pump

74. Unit idea - Heart as a Pump
Design, construct and test a heart monitor device. D

75. Student Learning
Concepts
Knowledge
Skills
Behaviors

76. Concepts Big Ideas Statement of Fact Enduring, Lasting
Most important for students to learn and retain

77. Concepts - Examples Peer pressure influences decisions
Nutrition affects disease
Democracy requires educated public
Matter is made of molecules
Earth has limited natural resources
Words have multiple meaning
Poetry expresses emotion

78. Knowledge Bits of information Core Facts Terms/Definitions
Student will know....

79. Knowledge - Examples Branches of government Key vocabulary
Structure of DNA
Location of states
Signifcant dates in US history
Prime numbers

80. Skills Mental process Physical task Process of several steps
Student will do....

81. Skills - Examples Read sheet music Measure frequency of sounds waves
Play basketball
Create a bar chart
Design a web page
Edit document for grammar and punctuation
Keep a journal
Give presentation

82. Behaviors
Personal traits
Work habits
Conduct
Manner of doing things

83. Behaviors - Examples Work as member of a team Recycle and reduce waste
Show good sportsmanship
Work safely
Punctual
Take leadership
Show initiative

84. Interdisciplinary

85. Characteristics Interdisciplinary Instruction Unbounded by disciplines
Focuses on concepts, big ideas
Usually longer
High degree of student activity
Include student performance
Often includes student group work

86. Interdisciplinary Instruction
Research
Knowledge is best acquired when learned in context.
Increased achievement results from focusing on student interests and aptitudes.
Metacognition is essential for continued learning.
Relevancy leads to high achievement.
High expectations correlate with achievement.

87. Interdisciplinary Instruction
Models
Contextual
Curriculum alignment
Academy
Interdisciplinary project
Immersion

88. Interdisciplinary Instruction
Knowledge-based
Literacy-based
Inquiry-based
Project-based

89. Knowledge-based Units
Interdisciplinary Instruction
Knowledge-based Units
The Civil War
Nature Poetry
Nature (Oceans, Mammals, Rainforests)
Ecology topic
International Cultures
History of Technology
Industrial Revolution

90. Literacy-based Projects
Interdisciplinary Instruction
Literacy-based Projects
Minerals and Geology: local guidebook
Period Literature
Exploring Life’s Work: local careers
Middle School Survival Guide
Computer Technology - Using Local Network
Newspaper publishing

91. Inquiry-based Units Interdisciplinary Instruction
Best Products- Consumer Reports
How can we diversify our community
Library or school of the future
Genetic code
Planning a foreign trip
Ideal community
Redesigning school

92. Considerations Interdisciplinary Instruction
Building a culture of interdisciplinary
Model of Instructional Planning
Link to Disciplines and Standards
Selection of Strategies
Developing Skills for Evaluation

94. Raising the Level of Rigor and Relevance

95. Increasing Rigor/RelevanceD C
RIGOR
High A B
Low
Low
High
RELEVANCE

96. Increasing Rigor and Relevance
Challenging Assessments
Interdisciplinary Instruction
Reading in the Content Area
Relationships
Use of Technology
New Teaching Ideas
Peer Teaching Observations
Action Research
Continuous Professional Development

97. Reading

98. D C B A Rigor/Relevance Framework Reading KNOWLEDGE Reading
to acquire meaning
Reading to acquire meaning and procedures A B
Reading
to acquire knowledge
Reading
to learn procedures
A P P L I C A T I O N

99. D C B A Rigor/Relevance Framework Raising Rigor and Relevance RIGOR
Compare Main Point of Text to Similar and Different Texts
RIGOR
High
Relate Main Points Real World, Current Situation B A
Negotiate a Collaborative Summary with a Peer
Identify Main Points in a Text.
Low
Low
High
RELEVANCE

100. Reading in the Content Area
Adjusting to Student Reading Levels
Pre-reading Activities
Vocabulary Strategies
Notetaking and Graphic Organizers

101. ICLE Philosophy
Rigor
Relevance
All Students

102. International Center for Leadership in Education, Inc.
Richard Jones
Senior Consultant
1587 Route 146
Rexford, NY 12148
Phone (518)
Fax (518)