1. Recognizing these in the classroom
Rigor & Relevance
Recognizing these in the classroom

2. Warm-Up Activity Prior Knowledge (3 minutes)
Divide the group into two parts
Half of the room will address the word rigor. The other half relevance.
In ten words or less, write your personal definition of rigor / relevance. (q/A) (45 seconds)
Remember from past experiences a lesson or a teacher that you feel demonstrated rigor / relevance. (q/A & C) (45 seconds)
Turn to the person next to you and share with that person your memory of the lesson or the teacher and why you feel it is a good example of rigor / relevance. (q/A) (30 seconds for each person)

3. How do Rigor and Relevance relate to one another?
First we have to be sure of what each means
(Presentation - 3 minutes)

4. Rigor and Relevance Framework

5. Let’s Begin with Relevance
“Great teachers teach students. Other teachers teach subjects.” (Daggett )
Building Relevance is based on common sense practices that often go unaddressed. (Chapters 14 & 15, Daggett,2012)
1. Know your students – Build Relationships
2. What motivates a child to learn?
3. In depth content knowledge in order to link across other content areas.
(You cannot have true Quad D learning without Relevance)

6. Rigor – Begins with Understanding Bloom’s

7. Application of Bloom’s Taxonomy to the R & R Framework
Quadrant A Verbs
Quadrant A Verbs
Calculate
Choose
Define
Describe
Find
Identify
Label
List
Locate
Match
Memorize
Name
Point to
Recall
Recite
Record
Say
Select
Spell
View

8. Application of Bloom’s Taxonomy to the R & R Framework
Quadrant B Verbs
Quadrant B Verbs
Adjust
Apply
Build
Collect
Construct
Demonstrate
Display
Dramatize
Draw
Fix
Follow
Illustrate
Interpret
Interview
Look up
Maintain
Make
Measure
Model
Operate
Play
Practice
Produce
Relate
Role play
Sequence
Show
Solve
Tune
Use

9. Application of Bloom’s Taxonomy to the R & R Framework
Quadrant C Verbs
Quadrant C Verbs
Analyze
Categorize
Classify
Compare
Conclude
Contrast
Debate
Defend
Diagram
Differentiate
Discriminate
Evaluate
Examine
Explain
Express
Generate
Infer
Judge
Justify
Prove
Research
Study
Summarize

10. Application of Bloom’s Taxonomy to the R & R Framework
Quadrant D Verbs
Quadrant D Verbs
Adapt
Compose
Conclude
Create
Design
Develop
Discover
Explore
Formulate
Invent
Modify
Plan
Predict
Prioritize
Propose
Rate
Recommend
Revise
Teach

11. Shifting Gears
(Assumption) – I have studied the Rigor and Relevance framework and I have a good understanding of the concept.
(Question) - How do I guide my teachers to reflect and improve?

12. Copy of NCEES Evaluation Tool Teacher Descriptor
Linking R & R framework to the NC Evaluation Tool in order to help teachers grow.
Activity: (17 minutes)
Materials at tables:
Copy of NCEES Evaluation Tool
Teacher Descriptor
Question Development Tool
Colored Cards with a Numbers

13. Select a colored card from your table (q/A)
Linking R & R framework to the NC Observation Instrument in order to help teachers grow.
Activity: Step 1
Select a colored card from your table (q/A)
Find another person with the same color card. You have 15 seconds. (q/A)
Look at the number on the card. The number is the number of the standard you will address from the evaluation tool.
The number also identifies which descriptor you shall read.
You have 1 minute to complete 1 through 4

14. 4. (You have 5 minutes to complete this task)
Linking R & R framework to the NC Observation Instrument in order to help teachers grow.
Activity: Step 2
With your partner, find the descriptor page and carefully read the description assigned. (q/A)
Using the Evaluation Tool, check the boxes that you feel are appropriate based on the information provided in the description (q/C)
3. Next - Give the imaginary teacher an overall rating of Developing, Proficient, Accomplished, or Distinguished in your assigned standard only. (q/C)
4. (You have 5 minutes to complete this task)

15. Linking R & R framework to the NC Observation Instrument in order to help teachers grow.
Activity: Step 3
Find the question development tool. (q/A)
Imagine now that you are planning a post-conference with the teacher you have just rated. (q/B)
Next, using the NC Evaluation Tool as a reference, “What questions could you ask that teacher in order to stimulate and guide growth to the next level. (i.e. / proficient >>> accomplished, etc.) (q/C)
With your partner create and write questions on the question development tool. (minimum of 3) (q/D)
(You have 5 minutes to complete this task)

16. Share With the Group
At least one pair from each assigned standard shall share with the entire group their rating and questions developed to help the teacher grow. (q/C&D)
(We have 6 minutes to complete this part)

17. Was this activity relevant. Why
Was this activity relevant? Why? Rate its relevancy using a scale of 1 to 6. On a scale of 1 to 6, how rigorous would you rate this activity?

18. A Few More Thoughts
(5 Minutes)

19. Question - What was the purpose of labeling the different parts of the activities with…?
( q/A, q/B, q/C, q/D )

20. Identify the table that best represents the R & R Framework.C D A B C D A B C D A B C D A B C D A B
Identify the table that best represents the R & R Framework.
WHY?

21. How does this thought affect teaching?
A Thought
When we were growing up we learned before doing. Children today “DO” in order to learn.
How does this thought affect teaching?

22. QUOTE (He / She) “Who dares to teach, must never cease to learn.”
John Cotton Dana (1912)

23. Sources: The Daggett System for Effective Instruction; Alignment for Student Success Author - Willard R. Daggett Copyright 2012 by International Center for Leadership in Education, Inc., USA

25. Transition

26. Presenters
Sylvia Anthony-McGeachy Instructional Coach (Reading – K/5) Kimberly Kues Instructional Coach (Math – K/5)

27. 3R’s: Revolution, Reaction, and Reform
UDL Checklist
Revolution, Reaction, and Reform
Rigor vs. Rigor Mortis