1. Rigor, Relevance, Relationships, & Results
Laura Casdorph
November 13th, 2012

2. Curve of Change Implementation

3. A tale of two classes…
Class One: This girl is completely floating in the Dead Sea! What is causing her to float? Research the major elements found in the Dead Sea. Design an experiment using water, salt, and an egg. Keep good data! Use the data to explain why she is floating.

4. A tale of two classes…
Class Two: Will adding salt to water make an egg float?
Fill a container with 250 mL of water.
Put the egg into the water gently and measure the distance from the bottom of the container to the highest part of the egg in centimeters. Record this height in the data table.
Remove the egg and carefully place it back in the container.
Add 5 mL of salt to the water and stir until the salt is dissolved.
Gently put the egg into the water and measure the highest point of the egg. Record this height in the data table.
Repeat step 4 and 5 using a total of 10, 15, and 20 mL of salt.
Remove the egg and discard the salt solution. Rinse the container and the egg with water. Repeat steps 1-6 two more times for a total of three trials.
Wash hands thoroughly.

5. Which class… is more rigorous? is more relevant?
would you want your child to be in?

6. My only skill is taking tests.

7. Define Rigor & Relevance
What is your definition of rigor and relevance?
Work with your elbow partner to formulate a definition. (Two-minute task)
Share your team’s definition.

8. Rigor & Relevance Defined
Definitions:
Rigor
is learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity.
Relevance
is learning in which students apply core knowledge, concepts, or skills to solve real-world problems. Relevant learning is interdisciplinary and contextual.
(LP)
While Henrico was looking at rigor and relevance through the lens of 21st century skills and the TIP Chart, the Virginia Department of Education also began to think about Rigor and Relevance specific to the Standards of Learning and the SOL assessments. - Read Slide

9. Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
Create
Evaluate 5
Analyze 4
Apply
Understand 2
Remember 1
Low Rigor/Knowledge High 1 2 3 4 5
Knowledge in one discipline
Apply in discipline
Apply across disciplines
Apply to real-world situations
Apply to real-world unpredictable situations
Relevance/Application
Knowledge in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world non-predictable situations
Apply in discipline
Low High

10. Visual Representation of the Four Quadrants
Traditional Tasks Performance Based
High
C – ASSIMILATION
D – ADAPTATION
A - ACQUISITION
B – APPLICATION
Student Thinks & Works
Student Thinks
Rigor
(KP)
If this is your first experience with this framework, it might seem complex. But it is important that all teachers understand the framework, since it is the new way we must look at the updated Standards of Learning and the construction of the SOL test questions. So let’s make it a little easier by looking at the framework through something more fun- cupcakes!
In Quadrant A, the teacher “gives” the students bits of knowledge and information to remember and understand.
It is like giving a student a box of cupcake mix and asking them to bake cupcakes. They don’t know what is in the cake mix, they just pour it out of the box, mix in a few basic ingredients, and bake cupcakes. They don’t know why the cupcakes come out as cupcakes- they just do!
This example demonstrates that the student is engaged in a low rigor task with a low relevant task.
In Quadrant B, the student is “working” so they are applying some of their learned skills by baking a cupcake from scratch using a recipe book.
They have to gather all of the ingredients, measure, mix, and bake.
The students are engaged in a relevant task but at a low level of rigor.
In Quadrant C, the student is extending and refining their acquired knowledge to solve problems and create solutions.
As in the television show Cupcake Wars, the participants are asked to design a creative presentation of their cupcakes around a theme. They have to decorate the cupcakes AND create an elaborate display all around a theme. This task is at a high level of rigor, but a low level of relevance.
In Quadrant D, the student has the competency to think in complex ways and to apply his/her acquired knowledge and skills.
As in the television show Iron Chef, the participants are given a collection of specific ingredients that they need to incorporate in a tasteful and appealing cupcake. In order to do this the participants must know the chemistry of baking as well as understand how various ingredients- might even unusual ingredients that are not always associated with cupcakes-- can be used to accomplish the task.
It is at this Quadrant level D that students are thinking and working at both high rigor and high relevance.
Teacher Works
Student Works
Low
Relevance
High

11. Quadrant Characteristics
High
C – ASSIMILATION
D – ADAPTATION
A - ACQUISITION
B – APPLICATION
Students extend and refine their acquired knowledge to be able to automatically use knowledge to analyze and solve problems.
Students have the competence to think in complex ways and to apply acquired knowledge and skills.
Rigor
Students use acquired knowledge to solve problems, design solutions, and complete work.
Students gather and store bits of knowledge and information to remember or understand.
Low
High
Relevance

12. Science Examples Collect data and make recommendations
High
Quadrant C – ASSIMILATION
Quadrant D – ADAPTATION
Quadrant A – ACQUISITION
Quadrant B – APPLICATION
Collect data and make recommendations
to address a community environmental problem.
Identify chemicals dissolved in an
unknown solution.
Rigor
Construct models of molecules using
toothpicks, round objects.
Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.
Low
High
Relevance

13. Science Examples Ecosystems
High
Quadrant C - ASSIMILATION
Quadrant D - ADAPTATION
Quadrant A - ACQUISITION
Quadrant B - APPLICATION
Research a water related and dry land ecosystem. Create a VENN diagram about how they are the same and how they are different.
Research an endangered species (sea turtles) and describe how their ecosystem supports them. Create a campaign to bring awareness to ways we can help the endangered species.
Rigor
Research an animal and describe its community and population. Describe how the ecosystem supports the life of the researched animal.
Describe the different ecosystems (water related and dry land)
Low
High
Relevance

14. Science Examples Photosynthesis
High
Quadrant C – ASSIMILATION
Quadrant D - ADAPTATION
Quadrant A – ACQUISITION
Quadrant B - APPLICATION
Design a consumer brochure on light requirements for indoor flowering plants
Create a science project to demonstrate photosynthesis
Rigor
Describe photosynthesis and importance to plants and humans
Solve case study problem on location of a greenhouse to maximize sunlight
Low
High
Relevance

15. Science Examples Biomes
High
Quadrant C - ASSIMILATION
Quadrant D - ADAPTATION
Quadrant A - ACQUISITION
Quadrant B - APPLICATION
Rigor
Low
High
Relevance

16. Next Generation Science Standards
Asking questions for science and defining problems for engineering
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations for science and designing solutions for engineering
Engaging in argument from evidence
Obtaining, evaluating and communicating information

17. 21st Century Science

18. TIP : Research and Information Fluency
Rigor or Knowledge
Relevance or Application of Knowledge
 Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Acquire information using provided resources.
Follow teacher direction to complete class assignments.
Respond to, but do not extend teacher prompt.
Apply search techniques demonstrated by teacher.
Determine accuracy and authority of information sources using provided checklist or digital tool.
Respond to class assignments that prompt analysis of information.
Construct questions to guide research.
Select the most appropriate digital tools and information sources.
Assemble and organize information to address authentic tasks.
Assemble and synthesize information to address authentic tasks.
Use tools to powerfully display and interact with information.
(CS)
The TIP Chart is a tool to assist teachers and students to advance instruction to a higher level of rigor and relevance.
Please also note that the TIP chart is aligned to levels of Bloom’s Taxonomy. The first two columns focus on rigor, or knowledge, while the second two columns focus on the relevance, or the application of knowledge.
ACQUISITION of New Knowledge
ASSIMILATION of Knowledge
APPLICATION of Knowledge
ADAPTATION of Knowledge

19. TIP: Communication & Collaboration
Rigor or Knowledge
Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Work in small groups toward a common product without collaborating.
Work in teacher-selected groups with defined roles to accomplish class assignments.
Use digital tools to communicate to complete class assignments.
Establish group norms, form teams, and organize roles to address an authentic task.
Use appropriate digital tools to facilitate collaboration.
Select appropriate digital tools to communicate and collaborate with peers and experts, regardless of
time zone or physical distances.
Reflect on their roles as communicators and collaborators and set goals for future growth.
(CS)
At the entry level students acquire information using provided resources.
At the developing level, students assimilate information.
At the approaching level, students organize information to apply knowledge to predictable authentic tasks.
At the ideal/target level, students adapt and synthesize information to address unpredictable authentic tasks.
ACQUISITION of New Knowledge
ASSIMILATION of Knowledge
APPLICATION of Knowledge
ADAPTATION of Knowledge

20. TIP: Critical Thinking & Problem Solving
Rigor or Knowledge
Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Respond to, but do not justify their answers to teacher-initiated questions.
Work on class assignments through recollection of knowledge.
 Respond to higher order questions.
Elaborate on critical thinking or problem solving practices when prompted.
Apply digital tools to think critically and solve problems in class assignments.
 Generate and respond to purposeful questions.
Justify decision-making and/or problem-solving practices.
Apply digital tools to think critically and solve open- ended authentic tasks that require higher order thinking skills.
 Select the most appropriate digital tools, as well as questioning, critical thinking and
problem solving strategies to solve authentic tasks.
Reflect on their roles as critical thinkers and/or problems solvers and set goals for future growth.
(CS)
The same applies here.
ACQUISITION of New Knowledge
ASSIMILATION of Knowledge
APPLICATION of Knowledge
ADAPTATION of Knowledge

21. TIP: Creativity & Innovation
Rigor or Knowledge
Relevance or Application of Knowledge
Entry (1)
Developing (2-3)
Approaching (4-5)
Ideal / Target (6-7)
Respond to teacher direction to complete class assignments.
Work on standard
products following teacher direction.
Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products.
Question, summarize and make predictions on existing knowledge using provided digital tools.
Analyze trends and make predictions that inspire new solutions to authentic tasks.
Create meaningful, original work within the assignment parameters.
Synthesize existing and self-generated knowledge to create new ideas and products within and beyond assignment parameters.
Choose strategic risks that support innovation.
Reflect on the creative/innovative process and set goals for future growth.
(CS)
And here.
ACQUISITION of New Knowledge
ASSIMILATION of Knowledge
APPLICATION of Knowledge
ADAPTATION of Knowledge

22. Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
Research & Information Fluency
Communication & Collaboration
Critical Thinking & Problem Solving
Creativity & Innovation
Create
Evaluate 5
Analyze 4
Apply
Understand 2
Remember 1
Bloom’s
Quadrant C – ASSIMILATION
(TIP Level 2-3 Developing)
Quadrant D – ADAPTATION
(TIP Level 6-7 Ideal/Target)
Quadrant A – ACQUISITION
(TIP Level 1 Entry)
Quadrant B – APPLICATION
(TIP Level 4-5 Approaching)
Low Rigor/Knowledge High
(KP)
Let’s take it a step back and realize that the TIP Chart surrounds & works beautifully with the Rigor & Relevance Framework.
So you already have the tools available to support you in planning these lessons.
To teach and test the skills that our students need, we must redefine excellent instruction.
Excellent instruction is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
Doesn’t this sound like the HCPS Strategic Plan 3.1 that Carol highlighted earlier? 1 2 3 4 5
Knowledge in one discipline
Apply in discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situations
Low
Relevance/Application of Knowledge
High

23. Rigor/Relevance Framework
Adapted from the International Center for Leadership in Education
Quadrant C – ASSIMILATION
(TIP Level 2-3 Developing)
Brainstorming
Inquiry
Research
Socratic Seminar
Quality Teacher Questions
Quadrant D – ADAPTATION
(TIP Level 6-7 Ideal/Target)
Presentations/Exhibitions
Project Design
Instructional Technology
Ask own questions, research answers
Quadrant A – ACQUISITION
(TIP Level 1 Entry)
Guided Practice
Lecture
Memorization
Quadrant B – APPLICATION
(TIP Level 4-5 Approaching)
Cooperative Learning
Demonstration
Simulation/Role Playing
Work-based learning
Create
Evaluate 5
Analyze 4
Apply
Understand 2
Remember 1
Bloom’s
Low Rigor/Knowledge High
(LP)
Here is a helpful Framework that we adapted from the International Center for Leadership in Education. It graphically illustrates levels of rigor and relevance to assist teachers when planning instruction. This is a framework used by the VA Department of Education as they consider the rigor and relevance of the SOLs and the SOL tests.
On the left side of this framework are the levels of Bloom’s Taxonomy that supports the attainment of knowledge.
Below the framework, you will notice the levels of relevance or application of knowledge.
Most activities used in Quadrant A would fall in to the teacher “telling” the students what they need to know. Students are given bits of knowledge and information to remember or understand.
As the content is applied to predictable situations, it will fall into Quadrant B because the student is working. Students use acquired knowledge to solve problems, design solutions, and complete work.
If the teacher increases the rigor, it would fall in to Quadrant C which where the student is thinking. Students extend and refine their acquired knowledge to be able to analyze, solve problems, and create solutions to real-world predictable situations.
Once the teacher builds on student knowledge and the student is capable of thinking and working on their own, the students will fall in to Quadrant D. Students have the competence to think in complex ways and to apply acquired knowledge and skills to real world unpredictable situations. 1 2 3 4 5
Knowledge in one discipline
Apply in discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situations
Low
Relevance/Application of Knowledge
High

24. Relevance Model Decision Flow Chart
Is it application? No
Level 1
Knowledge in one discipline
Yes
Is the application real world?
Is more than one school subject involved?
Level 2
Apply within discipline No No
Level 3
Apply across disciplines
Yes
Yes
Is the outcome unpredictable?
Level 4
Apply to real-world predictable situations No
Level 5
Apply to real-world unpredictable situations
Yes

25. Egg Experiment Rigor Relevance High Quadrant C - ASSIMILATION
Quadrant D - ADAPTATION
Quadrant A - ACQUISITION
Quadrant B - APPLICATION
Rigor
Low
High
Relevance

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