1. Beyond the Basics of Rigor and Relevance
Linda L. Jordan
Content Development Director
International Center for Leadership in Education

2. Beyond the Basics of Rigor and Relevance
Agenda
The 4 Quadrants
Welcome
Beyond the Basics of Rigor and Relevance
Closing
College & Career Ready…The Real Life Application

3. Holland Michigan

4. Director of Content Development
My Credentials
Professor
Hope College
Doctoral Candidate
Director of Content Development
International Center for Leadership in Education

5. Linda’s Family

6. What We’ve Learned
With the people sitting near you form a group of 3-5
Share at least three things you have learned from being at MSC.
Be ready to share some items from you list with the group.

7. Why do we need to get to know the teacher? (Linda)
Emotion is the gatekeeper to learning
Relationship is a key element in every classroom
Builds trust
Find common threads of interest
Fun

8. That’s Me! I can now found my way around the Gaylord Hotel
I have learned at least three new things that I can’t wait to implement when I get home.
I have met at least three new people since arriving at MSC.
I visited an Orlando attraction during my visit.

9. Goals for the Session My Goals: Your Goals:
~Give you a deeper understanding of the RR Framework.
~Give you applications for
implementations of the RR
Framework in your educational
Setting.

10. Instructional Leadership Organizational Leadership
Teaching
Student
Achievement
Instructional Leadership
Organizational Leadership

11. Teaching How Students Learn How students learn Content Relationships
Rigor and Relevance

12. Rigor/Relevance Framework®

13. 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 D
Adaptation
Synthesis
Analysis
Application 3
Apply knowledge across disciplines 4
Apply to real- world predictable situation 5
Apply to real-world unpredictable situation

14. RIGOR EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION
means framing lessons at the high end of the
Knowledge Taxonomy
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE 14

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

16. Rigorous Lessons ask Students to:
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
PRIORITIZE
CREATE
SCRUTINIZE
DECIDE 16

17. Relevant
Real World Application in
Unanticipated Situations

18. A Relevant Lesson asks Students to…
USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

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

20. Rigor/Relevance Framework®

21. Verbs by Quadrant A name label define select identify list recite
locate
record
memorize B
apply
sequence
demonstrate
interview
construct
solve
calculate
dramatize
interpret
illustrate C
analyze
compare
examine
contrast
differentiate
explain
dissect
categorize
classify
diagram
discriminate D
evaluate
formulate
justify
rate
recommend
infer
prioritize
revise
predict
argue
conclude 21 21

22. Product by Quadrant A definition worksheet list quiz test workbook
true-false
reproduction
recitation B
scrapbook
summary
interpretation
collection
annotation
explanation
solution
demonstration
outline C
essay
abstract
blueprint
inventory
report
plan
chart
investigation
questionnaire
classification D
evaluation
newspaper
estimation
trial
editorial
play
collage
machine
adaptation
poem
debate
new game
invention 22 22

23. Questions By Quadrant
C How are these similar/different? How is this like…? What’s another way we could say/explain/express that? What do you think are some reasons/causes that…? Why did…..changes occur? What is a better solution to…? How would you defend your position about that… _____________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms?
D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual used would you create for…? ___________________________________________B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?

24. Rigor/Relevance FrameworkD
Students apply the information learned to answer the questions or to solve the problems
Students reflect on the potential use of the new information as a solution
RIGOR
High A B
Students seek information to answer questions or solve problems
Students test the relevancy of the information as it relates to the question or problem
Low
Low
High
RELEVANCE

25. Rigor/Relevance FrameworkD
Motivation Creativity – Innovation
Problem Solving
Rigor Critical Thinking
RIGOR
High A B
Relevancy Validation
Acquisition of knowledge / skills
Low
Low
High
RELEVANCE

26. Rigor/Relevance Framework6 C D 5
Assimilation
Understands 4 3 A B 2
Knows
Application 1 1 2 3 4 5 26

27. EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE
Rigorous Lessons ask Students to:
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
PRIORITIZE
CREATE
SCRUTINIZE
DECIDE 27

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

29. ROAD CONSTRUCTION AHEAD
Service Learning

30. The Metaphor
Road Construction

31. Road Work Ahead Building Roads To The Future!
College and Career Ready Students

32. What roads need to be built in your community?
A Call to Action
What roads need to be built in your community?

33. Intelligence as a Function of Experience Real Life Applications
Doing activates the brain
Students vividly recall their Service Learning experiences
Quad D…
High Rigor, High Relevance

34. The Body & Brain are an Inseparable Partnership for Learning
Key in the vivid memories is the passion students feel about their projects
Student builders & drivers

35. The Brain as a Pattern Seeker and Meaning Maker
Students begin to see the connections between curriculum and the real world.

36. Developing Programs to Use what we Understand
These projects provide a vehicle and reason to use the concepts and skills they are learning
Multiple usage long-term memory

37. Meaningful Content
Application of concepts, knowledge and skills in real-world ways.
Quad D- application in unanticipated situations.

38. SERVICE LEARNING
A teaching strategy that enriches learning by engaging participants in meaningful service to their schools or communities through careful integration with established curricula.
Learn by doing!

39. SERVICE LEARNING vs. VOLUNTEERISM
To fill a need with your time.
Service Learning
To fill a need with your time using your curriculum.

40. FOUR “STAGES” OF SERVICE LEARNING The Student Builder & Future Driver
1. Preparation
2. Projection Design/
Implementation/Evaluation
3. Reflection
4. Celebration

41. I. Preparation Getting Permits/Buying the Land
Identifying and analyzing issues and the CCSS
Choosing a project
Learning skills needed to perform the service
Planning the service project

42. I. Preparation Fly Away Home By Eve Bunting
Illustrated by Ronald Himler

43. II. Project Design/ Implementation/Evaluation Bulldozing/Building the Highway
Build the highway.
Perform the service.
Evaluate the project.

44. III. Reflection Inspecting the Work
Regularly scheduled throughout the service project.
Group and Individual.
CCSS: Literacy Focus
NGT: Justify your work

45. IV. Celebration The New Highway Opens
Celebrate students’ contributions.

46. DRIVING THE HIGHWAY Seeing Service Learning in Action
ChildTeach
Kids Healing Kids

47. Service Learning Project Ideas
Nursing Homes
Soup Kitchens
Homeless Shelters
Home for Abused Women & Children
Military Service Families
Food/Clothing Drives
Parks

48. Action Plans Language Arts Math Social or Political Issue Science
Social Studies
4 Elements: Preparation, Design & Implementation, Reflection, Celebration

49. Sample Action Plan Language Arts Books: Stone Soup, Hunger Games Math
Fractions: Recipes
Cost of feeding a family per day
Soup Kitchen
Science
Nutrition
Body Systems
Social Studies
Needs and Wants
Urban vs. Rural
4 Elements: Preparation, Design & Implementation, Reflection, Celebration

50. Sample Action Plan Language Arts Math Economy: Costs Ballot Issue
Informational Reading
Persuasive Writing
Math
Economy: Costs
Ballot Issue
Science
Environmental Impact Study
Social Studies
What part of the state does
this impact and why?
4 Elements: Preparation, Design & Implementation, Reflection, Celebration

51. Write your own Action Plan
Write an action plan for implementing Quad D &
Service Learning
Be ready to share your ideas
with others.

52. Resources National Youth Service Day Learn and Serve America
National Service-Learning Clearinghouse
United Way
(211)

54. Quote:
“We live in a world in which we need to share responsibility. It’s easy to say ‘It’s not my child, not my community, not my world, not my problem.’ Then there are those who see the need and respond. I consider those people my heroes.”
-Fred Rogers

55. Linda L. Jordan
ICLE