1. MEANINGFUL SYNTHESIS EVALUATION RIGOR IS…
Work that requires students to work at high levels of Bloom’s Taxonomy combined with application to the real world.
What is rigor?
MEANINGFUL

2. Three Misconceptions of Rigor
MORE – does not mean more rigorous.
DIFFICULT – increased difficulty does not mean increased rigor.
RIGID – “all assignments are due by… no exception.”
Dick Jones, Sr. Consultant ICLE

3. INCREASING RIGOR Assimilation of knowledge Acquisition of knowledge
6. Evaluation
Synthesis
Analysis
Application
Comprehension
1. Knowledge/Awareness
Acquisition
of knowledge
How can we increase rigor in our schools?

4. list name identify show define recognize state
1. Knowledge
list name identify show define recognize state
2.Comprehension
summarize explain paraphrase interpret describe compare paraphrase differentiate demonstrate
3. Application
solve illustrate calculate use interpret relate manipulate apply classify
Analysis
Analyze
Organize
Deduce
Choose
Contrast
Compare
distinguish
5. Synthesis
design hypothesize support write report discuss plan create
6. Evaluation
evaluate choose estimate judge defend criticize justify

5. Relevance is… Why Do I Need To Know This?? From real life
Heavily dependent upon prior life experiences (just Google it)
Age appropriate
Rich enough to allow for pattern-seeking as a means of identifying/creating meaning
Used within the life of the learner
Not involved in an external rewards system because the brain is a self-congratulator if meaning is present

6. Rigor/Relevance Framework
The Rigor/Relevance framework is a fresh approach to looking at curriculum standards and assessment. It is based on traditional elements of education yet encourages movement to application of knowledge instead of maintaining an exclusive focus on acquisition of knowledge.
It is a “Tool” for educators to:
Assess
Create
Implement

7. Misconceptions of Relevance
COOL – relevance doesn’t exclusively mean what the students do for “fun”
EXCLUSIVE – relevance without rigor does not ensure success.

8. Transforming Math Standards into High Rigor/High Relevance Lessons
A – Students gather and store bits of knowledge and information – REMEMBER and UNDERSTAND
B – Use acquired knowledge to solve problems, design solutions, ad complete work – unpredictable situations
C – Extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve, and create unique solutions.
D – Think in complex ways and apply knowledge they’ve acquired. Even in perplexing unknowns, students use knowledge to create solutions.
KnowledgeWorks Foundation April 2008 Leadership Institute

9. Rigor/Relevance Framework
Transforming Math Standards into High Rigor/High Relevance Lessons
Rigor/Relevance Framework 6
Quadrant C:
Activities are often complex and require students to come up with solutions that deepen understanding.
Quadrant D:
Learning experiences are high in rigor and relevance and require unique solutions to unpredictable problems. 5 4 3
Quadrant A:
Experiences focus on recall or discovery of basic knowledge.
Quadrant B:
Activities provide definite opportunities for students to apply knowledge, typically to a real world problem. 2 1 1 2 3 4 5
Copyright Lucey, 2008
KnowledgeWorks Foundation April 2008 Leadership Institute

10. Rigor/Relevance Framework Student Thinks and Works
Transforming Math Standards into High Rigor/High Relevance Lessons
Rigor/Relevance Framework 6
Student Thinks and Works
Student Thinks 5 4 3 2
Teacher Works
Student Works 1 1 2 3 4 5
Copyright Lucey, 2008
KnowledgeWorks Foundation April 2008 Leadership Institute

11. C D A B Rigor/Relevance Framework Mathematics - Middle Level RIGOR
Express probabilities as fractions, percents, or decimals..
Devise a scale to test consumer products and graph data.
RIGOR
High A B
Plot the coordinates for quadrilaterals
on a grid.
Low
Make a scale drawing of the classroom.
Low
High
RELEVANCE

12. C D A B Rigor/Relevance Framework Science - Elementary RIGOR
Make diagrams of animal life cycles.
RIGOR
High
Design a zoo. A B
Make daily observations of the life cycle of a selected species.
Create a field book about organisms in local rivers.
Low
Low
High
RELEVANCE

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

14. C D B A Rigor/Relevance Framework English - Elementary RIGOR
Brainstorm as many words as possible to describe an object.
RIGOR
Create new words to describe
phenomena or objects.
High B A
Low
Write a story about the school using specific words.
Memorize spelling words.
Low
High
RELEVANCE

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

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

17. C D A B Rigor/Relevance Framework Art - Elementary RIGOR
Express emotions and feelings with color and images.
RIGOR
High
Contrast painting styles. A B
Low
Explain the color wheel.
Create holiday crafts/ornaments.
Low
High
RELEVANCE

18. C D A B Rigor/Relevance Framework Music RIGOR
Compare and contrast different musical styles.
High
Compose a song. A B
Low
Memorize notes.
Perform musical piece from memory.
Low
High
RELEVANCE

19. C D A B Rigor/Relevance Framework Physical Education RIGOR
Compare benefits of different forms of cardiovascular exercise.
Design an exercise program for senior citizens.
RIGOR
High A B
Acquire fundamentals of basketball
Low
Play a baseball game
Low
High
RELEVANCE

20. D C B A Rigor/Relevance Framework 6 5 4 3 2 1 1 2 3 4 5
Make diagrams of animal life cycles.
Classify a group of similar objects to create a dichotomous key.
Research characteristics and habits of insects.
Write a story describing the movement of water through municipal systems.
Design a plan for a zoo that meets the needs of a variety of animal species.
Set up an experiment to test life length of batteries.
Research and write a field guide for identifying local trees.
Build a simple device to accomplish a task using string, tape and rubber bands. D C 5 4 3
Memorize names of planets in the solar system.
Demonstrate phases of the moon.
Match pictures of insects with their names.
Make a model of the layers of the Earth’s atmosphere.
Develop a food list for a space trip.
Create a class book about the animal and plant life in local rivers.
Take photographs of insects to describe characteristics and behaviors.
Study examples of paper airplanes and then create one. 2 A B 1 1 2 3 4 5
TJ Mears - ICLE - leadered.com 20

21. Quadrant A Memorize the names of planets in the solar system.
Demonstrate phases of the moon.
Match pictures of insects with their names.
Make a model of the layers of the Earth’s atmosphere.

22. Quadrant B Develop a food list for a space trip.
Create a class book about the animal and plant life in local rivers.
Take photographs of insects to describe characteristics and behaviors.
Study examples of paper airplanes and then create one.

23. Quadrant C Make diagrams of animal life cycles.
Classify a group of similar objects to create a dichotomous key.
Research characteristics and habits of insects.
Write a story describing the movement of water through municipal systems.

24. Quadrant D
Design a plan for a zoo that meets the needs of a variety of animal species.
Set up an experiment to test life length of batteries.
Research and write a field guide for identifying local trees.
Build a simple device to accomplish a task using string, tape and rubber bands.