1. Using Rigor/Relevance Framework to Drive Instructional Change
March 22, 2012
Dr. Richard D. Jones, Student of Learning

2. There aren’t two worlds -- education and work, there is one world -- life
" Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.”
Margaret Mead
Willard Wirtz

3. Rigorous and Relevant Teaching

4. Rigor, Relevance, Relationships
Worthy goal, fuzzy concept

5. Which of the following is the highest levels of learning?
Read a description of a science experiment and list the necessary materials to perform the experiment.
Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.
Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war.
Write directions on how to connect new television to cable and DVD recorder. 5

6. Rigor, Relevance, Relationships
Make Rigor and Relevance
Quantifiable

7. Rigor/Relevance Framework

8. Rigor/Relevance Framework6
Rigor
Thinking /Knowledge 5 4 3 2
Action/Application
Relevance 1 1 2 3 4 5
108

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

10. D C A B Rigor/Relevance Framework Four Quadrants of Learning
Assimilation C
Adaptation D
Complex
Analytical
Challenging
Real World
High
RIGOR
Acquisition A
Application B A B
Routine
Memorization
Practical
Hands On
Low
Low
High
RELEVANCE 14

11. Rigor/Relevance Framework
Opening Question D C
Write directions on how to connect new television to cable and DVD recorder.
Read and analyze three original newspaper articles from WW II, identify reasons for opposition to US entry into the war.
RIGOR
High A B
Read a description of a science experiment and list the necessary materials to perform the experiment.
Locate and read a current article on biotechnology, summarize the innovation and benefits to humans.
Low
Low
High
RELEVANCE 18

12. Rigor/Relevance Framework
Math
Determine the axis of symmetry for a parabolic equation. D C
Create an animation using Flash that shows symmetry
RIGOR
High
Find shapes/things around you that have symmetry
Given a set of shapes, identify symmetries A B
Low
Low
High
RELEVANCE 18

13. Rigor/Relevance Framework
Business - Info. Tech D C
Compare features of web development software.
RIGOR
High
Create a full web site for a local business. A B
Demonstrate web development software functions.
Design web page.
Low
Low
High
RELEVANCE 18

14. Rigor/Relevance Framework
Construction D C
Compare heat loss ratings and cost of building materials.
RIGOR
High
Design and construct storage shed. A B
Use power tools correctly.
List safety procedures.
Low
Low
High
RELEVANCE 18

15. Rigor/Relevance Framework
Family and Consumer Sci. D C
Analyze homes for child safety hazards.
RIGOR
High
Conduct Safety audits of homes A B
Demonstrate child care tasks with simulated infant.
List parent responsibilities.
Low
Low
High
RELEVANCE 18

16. “We do not learn from experience…we learn from reflecting on experience.” John Dewey

17. 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
High-level Knowledge
High-level Application
Application 3
Apply knowledge across disciplines 4
Apply to real- world predictable situation 5
Apply to real- world unpredictable situation

18. D Quadrant taxonomy brochure
play
exhibit
machine
adaptation
poem
debate
new game
invention
field guide
Verbs
Products
modifyplanpod castpredictpriori tizeproposepubl ishraterecomme ndreviseteach
brochure
evaluation
lesson
estimation
solution
experiment
trial
editorial
machine
web site
presentation
advertisement
animate
adapt
compose
create
design
develop
devise
discover
explore
formulate
invent

19. Raising the Level to Quadrant D
Activity
Raising the Level to Quadrant D

20. Rigor/Relevance Framework
Raising Level of Rigor D C
RIGOR
High A B
Low
Low
High
RELEVANCE 18

21. Rigor/Relevance Framework
Raising Level of Rigor D C
Revise a menu and prepare luncheon when four people are require special meals
RIGOR
High A B
Prepare luncheon meal for 20 people.
Low
Low
High
RELEVANCE 18

22. Benefits of Using the R/R Framework
Tool for collaboration and reflection
Inclusive
Shift focus to student learning
Increased student engagement
Prepare for Next-Generation Assessments
Framework for selecting strategies and assessments

23. "Never let your expectations be limited by what you think is possible
"Never let your expectations be limited by what you think is possible." Benjamin Bloom

24. Common Core State Standards ELA - Six Shifts in Learning
Increase in Nonfiction Texts
Content Area Literacy
Increase Text Complexity
Text-Based Answers
Focus on Writing Arguments
Academic Vocabulary 24

26. Increase in Nonfiction Texts

27. Content Area
Literacy
INTERDISCIPLINARY

28. Increase Text Complexity

29. Focus on Text-Based Questions

30. Focus on Writing Arguments

31. Academic Vocabulary

33. "Integration is not a goal, it is a means to more rigorous and relevant learning."

34. What do we mean by integration?

35. Definition Teaching the same skills in different context in courses
Teaching related skills across disciplines
Joint or connected instruction
New instruction including multiple disciplines 35

36. Reflecting on High School Teaching
born-to-learn.org

37. BENEFITS Teacher collaboration Student involvement
Higher level thinking
Content mastery
Mirrors real world
Less fragmented learning 37

38. Rigor/Relevance FrameworkD C
Student
Thinks & Works
Student
Thinks
RIGOR
High A B
Student
Works
Teacher
Works
Low
Low
High
RELEVANCE 18

39. Rigor/Relevance Framework
Did Students Get it Right? D C
RightQuestion
RationalAnswer
High
RIGOR A B
RightAnswer
RightProcedure
Low
Low
High 18
RELEVANCE

40. Rigor/Relevance Framework Quiz
Which Quadrant is most important? A B C D

41. Routes to High Rigor and Relevance
Pinnacle
of High R/R
Adaptive Learning
Change Strategies
Change Assessments
Add High RR Task
Create Gold Seal Lesson
Adapt a Gold Seal Lesson
Make Interdisciplinary
Use D-Moment Strategies
Low R/R Quadrant A - Acquisition Learning
Dick Jones, ICLE, 2010

42. R&R Framework ... A Useful Tool to Design
Instructional Plans
Assessment
Instructional Strategies 42

43. Rigor/Relevance - Instruction
Key Elements
Anchored in standards
Backwards Design – “Begin with the End in Mind”
Alignment of Instruction and Assessment
Student-centered
Naturally Differentiated 43

45. Strategies

46. Rank These Strategies Memorization Role-playing Compare and Contrast
Teaching Others 46

47. Rank These Strategies A. Memorization B. Role-playing
C. Compare and Contrast
D. Teaching Others 47

48. “There are no best teaching strategies, only strategies that are most appropriate for expected level of rigor and relevance”

49. Selection of Strategies Based on
Rigor/
Relevance Framework

50. Selection of Strategies Based on
Rigor/
Relevance Framework

51. Quadrant D Strategies
Brainstorming Cooperative Learning Inquiry Instructional Technology- IndependentPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning
Artistic Expression
Digital Media Production
Feedback and Reflection
Instructional Technology – Any-time
Logical and Independent Thinking
Play
Service Learning
Storytelling
Teaching Others
Writing to Learn

52. "Education ceases to be learning when the 3 R's are read, remember, and regurgitate."

53. Teach everyday for rigor and relevance.
D-Moments
Teach everyday for rigor and relevance.

54. D-Moments
Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

55. Rigor/Relevance Framework