1. The 3 R’s
IGOR
ELEVENCE
ELATIONSHIPS

2. Three Dimensional Framework
Developed by the International Center for Leadership in Education in 1997
Purpose of framework is to enable students:
To be life long learners
Effective decision makers
Critical thinkers
Problem solvers
Teach students what to do when they don’t know what to do!

3. Rigor, Relevance & Relationship Framework
International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.
Rigor, Relevance & Relationship Framework
Rigor
Relationship
Relevance
To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.

4. So lets look at the three different dimensions of the model…

5. The First Dimension
Knowledge……Rigor…

6. Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application
4. Analysis
5. Synthesis
6. Evaluation
These are a continuum based on the six levels of Bloom’s Taxonomy which describes the increasingly complex ways in which we think.

7. Bloom’s Taxonomy

8. Bloom’s vs. Anderson (Noun to verb transition)
Knowledge: select, write, list, find,…
Revision: Remember
Comprehension; propose, submit,
Revision: Understand
Application; relate, solve, utilize,…..
Revision: Applying
Analysis; deduce, dissect, survey, sift,…
Revision: Analyzing
Synthesis; generate, conceive, construct,..
Revision: Evaluating
Evaluation; classify, reject, criticize,…..
Revision: Creating

9. Application……..Relevance
The Second Dimension
Application……..Relevance

10. Application Model 1. Knowledge in one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real-world predictable situations
5. Application to real-world unpredictable situations
The application model is one of action. Its five levels 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.

11. Group Activity
Turn to page 10 in your handout and in the space provided at the bottom of the page after the ‘Public Speaking’ exercise, select one of the following topics and write it next to the word Subject -then complete the application model exercise;
Baking a cake
Wrestling
Calligraphy
Once completed use the ‘Think Pair Share’ learning strategy to review your choices.

12. Rigor/Relevance Framework
Knowledge 1 2 3 4 5 6
Application 1 2 3 4 5
International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007

13. C D A B Quadrants of Learning 6 5 4 3 2 1 1 2 3 4 5 Application
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007
Quadrants of Learning
Bloom’s
C D
A B 6 5 4 3 2 1
Application

15. Quadrant Descriptors
Quadrant C - Assimilation Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions.
Quadrant D - Adaptation Students have the competence to think in complex ways and to apply their knowledge and skills. 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.
Quadrant A - Acquisition Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge.
Quadrant B - Application Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations

16. Increasing Rigor/Relevance
Assimilating
Adaptation D C
RIGOR
High A B
Low
Acquisition
Application
RELEVANCE
Low
High
International Center for Leadership in Education: Model Schools Conference; Washington DC. June 30, 2007

17. D C B A Rigor/Relevance Framework Romeo and Juliet RIGOR
Write a letter to Romeo on how to deal with conflict.
Design brochure on dealing with family crises.
RIGOR
High B A
ID conflicts and issues in a scene.
Act out a scene
Low
RELEVANCE
Low
High
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

18. Teacher/Student Roles
Rigor/Relevance Framework
Teacher/Student Roles
KNOWLEDGE D C
Student
Think
Student
Think & Work A B
Teacher
Work
Student
Work
A P P L I C A T I O N
International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007.

19. Increasing Rigor and Relevance
Build strong respectful relationships
Use technology to engage students
Use variety of engaging teaching strategies
Action research
Develop challenging assignments
Differentiate instruction
Read in the content area
Interdisciplinary Instruction
Ongoing professional development

20. The Third Dimension….
Relationships……..

21. Building new relationships involves risk taking…
Building new relationships involves risk taking….and we all need a little help with that!!!!

22. Rigor/Relevance Framework
Relationships
Relationships
Essential
Relationships
Important D C
High R I
GOR
Relationships of
Little Importance A B
Low
RELEVANCE
Low
High
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

23. In The Classroom Classroom Mgt. Relationship Building Rules Power
Effectiveness
Risk Taking
Control
Teacher Role
Voice
Mandated
Without Question
Passive and Quiet
Discouraged
Negative Punishment
Absolute Attention
Public Pronouncements
Negotiated
With Respect
Engaged
Encouraged
Positive Reinforcement
Source of Encouragement
Private Conversations

24. My Voice Student and Staff
Question
Students
Staff
School is a welcoming and friendly place 53 78
Students respect teachers 26 91
Students respect me
Teachers respect students 37 99
I respect students
Teachers have fun at school 28 81
I have fun at school
Teachers encourage me to make decisions 57 98
I encourage students to make decisions ?? ?? ?? ?? ?? ??

25. Strategies for Building Relationships
Make it a school wide focus
Collect and analyze data
Listen to the students
Apply the elements of good coaching and advising to classroom
Model good relationships

26. Rigor, Relevance & Relationship Framework (3-D Model)
The capacity for student learning is the volume we created within our 3-D model….
Rigor (20)
20 x 5 x 5 = 500 learning units
Relationship (5)
Relevance (5)
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

27. Rigor, Relevance & Relationship Framework
High Rigor with Low Relevance & Low Relationships
We might ask students to learn the rigorous content without the meaning of application or the support of relationship…..
Rigor
Relationship
Relevance
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

28. Rigor, Relevance & Relationship Framework
High Relevance with Low Rigor & Low Relationship
We might push students into the high levels of application without providing them the foundation of core knowledge coupled with the safety to take risks.
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

29. Rigor, Relevance & Relationship Framework
Low Rigor and Low Relevance with High Relationship.
Rigor
Relevance
If students do not experience high expectation for learning the content as well as applications for their learning, we may become more like a friend than a facilitator of their learning.
International Center for Leadership: Model Schools Conference; Washington DC, June 30, 2007

30. Rigor, Relevance & Relationship Framework
International Center for Leadership in Education: Model Schools Conference; Washington DC, June 30, 2007.
Rigor, Relevance & Relationship Framework
Rigor
Relationship
Relevance
To maximize a student’s learning, it is critical to keep the balance between all three dimensions. To optimize the learning for each student, we must adjust the dimensions to best fit the situation at hand.

31. Relationships X Relevance X Rigor = Life, College, Work Ready Students
R x R x R = LCWRS
Relationships X Relevance X Rigor =
Life, College, Work Ready Students
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.

32. Resources
Retrieved on Wednesday August 29, 2007.