1. Highly Effective Learning and the Rigor and Relevance Model
Linda L. Jordan
The Center for Effective Learning
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

2. 21st Century Learning & Skills
Agenda
Highly Effective Learning
Welcome
Curriculum Models
Rigor & Relevance
Closing & Discussion C D
21st Century Learning & Skills A B
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

3. Sense of Belonging With your elbow partner discuss the following:
Your definition of rigor
Your definition of relevance
The skills you think 21st Century Learners need to be successful in life
Be ready to share your discussion
with the group.
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

4. HET Curriculum Model Conceptual Curriculum
Year Long Theme- curriculum mapping
Key Points- based on standards
Inquiries- daily lesson plans
Classroom Management- taught using and integrated into curriculum
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

5. International Center for Leadership in Education
Successful Practices Network
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

6. Rigor and Relevance & 21st Century Learning
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

7. RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 7

8. Rigor is… Rigor is not… Scaffolding thinking More or harder worksheets
Planning for thinking
Assessing thinking about content
Recognizing the level of thinking students demonstrate
Managing the teaching/ learning level for the desired thinking level
More or harder worksheets
AP or honors courses
The higher level book in reading
More work
More homework
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 8

9. EXAMINE PRODUCE CLASSIFY DEDUCE GENERATE ASSESS PRIORITIZE CREATE
Rigorous Lessons ask Students to:
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
PRIORITIZE
CREATE
SCRUTINIZE
DECIDE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 9

10. A Relevant Lesson asks Students to:
USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

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12. Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

13. 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
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

14. Knowledge Taxonomy Verb List
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

15. Rigor/Relevance FrameworkD
RIGOR
High A B
Students seek information to answer question or solve problem
Low
Low
High
RELEVANCE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

16. Rigor/Relevance FrameworkD
RIGOR
High B A
Students test the relevancy of the information as it relates to the question or problem
Low
Low
High
RELEVANCE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

17. Rigor/Relevance FrameworkD C
Students reflect on the potential use of the new information as a solution
RIGOR
High A B
Low
Low
High
RELEVANCE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

18. Rigor/Relevance FrameworkD
Students apply the information learned to answer the question or to solve the problem
RIGOR
High A B
Low
Low
High
RELEVANCE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

19. Rigor/Relevance FrameworkD
Students apply the information learned to answer the question or to solve the problem
Students reflect on the potential use of the new information as a solution
RIGOR
High A B
Students test the relevancy of the information as it relates to the question or problem
Students seek information to answer question or solve problem
Low
Low
High
RELEVANCE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

20. C D A B Rigor/Relevance Framework RIGOR High Low Low High RELEVANCE
Motivation Creativity – Innovation - Problem Solving
Rigor - Critical Thinking
RIGOR
High A B
Relevancy - Validation
Acquisition of knowledge / skills
Low
Low
High
RELEVANCE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

21. Rigor/Relevance Framework6 D
Knowledge C 5
Understands 4 3 A B 2
Knows 1
Application 1 2 3 4 5
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 21

22. Verbs by Quadrant B apply sequence demonstrate interview construct
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
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 22 22

23. Product by Quadrant A C D 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
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 23 23

24. Rigorous and Relevant Instruction
Formative Summative Assessments
Student Learning
Expected
Student
Performance
Rigor/Relevance
Instruction
Assessment
Actual
Student
Performance
Rigor/Relevance
Feedback
Reflection
Student Learning
Standards Curriculum Outlines Student Learning Best Practices
Real-World Standards Resources Learning Tasks
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

25. ©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. www.theCenter4Learning.com

26. C D A B Rigor/Relevance Framework Science - Elementary RIGOR High
Make diagrams of animal life cycles.
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

27. 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
Construct models of molecules.
Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream.
Low
Low
High
RELEVANCE

28. C D A B Rigor/Relevance Framework Science - High School RIGOR
Research the discovery of a new element.
Solve organic chemistry case study problems in petroleum distillation.
RIGOR
High A B
Participate in an online collaboration to collect scientific data on a global problem.
Low
Memorize elements of the Periodic Table.
Low
High
RELEVANCE

29. 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

30. C D A B Rigor/Relevance Framework Social Studies - Middle Level RIGOR
Analyze primary and
secondary source documents to understand the use.
Analyze examples of stereotyping in historic
and current events.
RIGOR
High A B
View an historical video and answer
factual questions.
Plan and participate in a community
service activity.
Low
Low
High
RELEVANCE

31. C D A B Rigor/Relevance Framework Social Studies - High School RIGOR
Participate in a Socratic seminar on a policy issue, such as privacy.
Analyze a community problem, suggest a solution, and prepare a plan to solve it.
RIGOR
High A B
Study a geography of a world region by locating demographic and economic data.
Locate and interpret current and historical
economic data for economic forecasting
Low
Low
High
RELEVANCE

32. Rigor/ Relevance Framework Gold Seal Lessons
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc. 32

33. Relationship
“Relationships complement rigor and relevance. For students to engage fully in challenging learning, they require increased levels of support from the people around them.”
-p. 54 Leadership for Rigor, Relevance, and Relationship, ICLE
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

34. Criteria to Support 21st Century Learners ___________________________
Learning Criteria
FOUNDATION LEARNING
Achievement in English, math, science
and other subjects
STRETCH LEARNING
Rigorous and relevant learning beyond
minimum requirements
LEARNER ENGAGEMENT
Motivation to learn, relationships that support
learning, and a sense of belonging
PERSONAL SKILL DEVELOPMENT
Personal, social, service, and leadership skills
and positive behaviors/attitudes
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

35. 21st Century Skills Critical Thinking & Problem-solving
Creativity & Innovation
Collaboration, Teamwork & Leadership
Cross-cultural Understanding
Communication & Media Literacy
Computing and ITC Technology
Career & Learning Self-reliance
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

36. Creating a Learning Environment for 21st Century Skills
Students working in teams to
experience and explore
relevant, real-world problems,
questions, issues, and challenges;
then creating presentations
and products to share
what they have learned
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

37. A B C D Learning Criteria to Support 21st Components of School
Century Learners
Components of School
Excellence
Rigor/Relevance Framework Supported by Relationships
Foundation Learning
Stretch Learning
Learner Engagement
Personal Skill Development
Embrace a Common Vision and Goals
Inform Decisions Through Data Systems
Empower Leadership Teams to Take Action and Innovate
Clarify Student Learning Expectations
Adopt Effective Instructional Practices
Address Organizational Structures
Monitor Progress/Improve Support Systems
Refine Process on an Ongoing Basis 6 5 4 3 2 1 A B C D
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

38. HET & RR Models Form groups of 3-4 and create a
Venn-diagram of the HET and RR Models
Rigor
&
Relevance
Highly Effective Learning
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.

39. The Center for Effective Learning
Linda L. Jordan
The Center for Effective Learning
©2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.