Transcript Rigor and Relevance Framework

To Examine Curriculum, Instruction, and Assessment
st
21
Century Skills for Success
Strong Academics
 Reading, Writing, Math, Science
Career Skills
 Workplace Attitudes & Ethics
 Technology Skills
Character Virtues
 Honesty, Responsibility, Integrity
First Continuum for Focus
Assimilation
of Knowledge
Thinking
Continuum
Acquisition
of Knowledge
Defining Rigor: Example
Rigor refers to academic
rigor—
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.
 Level 1—Knowledge
 Label foods by nutritional groups
 Level 2—Comprehension
 Explain nutritional value of individual foods
 Level 3—Application
 Make use of nutrition guidelines in
planning meals
 Level 4—Analysis
 Examine success in achieving nutritional
goals
 Level 5—Synthesis
 Develop personal nutrition goals
 Level 6—Evaluation
 Appraise results of personal eating habits
over time
Thinking Continuum Cont.
Based upon the six
levels of Bloom’s
Taxonomy from
most to least
complex:
 Evaluation
 Synthesis
 Analysis
 Application
 Comprehension
 Awareness
Second Continuum for Focus
Action Continuum
Acquisition of
Knowledge
Application of
Knowledge
Defining Relevance: Example
Relevance refers to learning in
which students apply core
knowledge, concepts, or skills
to solve real-world problems.
Relevant learning is
interdisciplinary and
contextual.
Example of Relevance in Performance
 Level 1—Knowledge in One Discipline
 Label foods by nutritional group
 Level 2—Application in One Discipline
 Rank foods by nutritional value
 Level 3—Interdisciplinary Application
 Make cost comparisons of different foods
considering nutritional value.
Work ranges from routine to
complex at any school grade
and in any subject.
Created through authentic
problems, simulation,
connecting concepts to
current issues.
 Level 4—Real-world Predictable Situations
 Develop a nutritional plan for a person with a
health problem affected by food intake
 Level 5—Real-World Unpredictable Situations
 Devise a sound nutritional plan for a group of 3-
year-olds who are picky eaters.
Action Continuum Cont.
Created by Dr. Willard R
Daggett that has 5 levels
that describe how
knowledge is put to use
from most to least.
 Apply to real-world
unpredictable situations
 Apply to real-world
predictable situations
 Apply across disciplines
 Apply in discipline
 Knowledge in one discipline
Application Model
The Application Model
describes putting
Knowledge to use.
•Low end is knowledge
acquired for its own
sake,
•high end signifies
action—the use of that
knowledge to solve
complex real-world
problems
 Complex, Unpredictable, realworld problem solving
 Apollo 13
http://youtu.be/NAzbmgCZ2Fw
Rigor/Relevance Framework
K
N T
O A
WX
L O
E N
D O
G M
E Y
Evaluation
6
Synthesis
5
Analysis
Application
Comprehension
Knowledge/
Awareness
4
3
2
C
D
Assimilation
Adaptation
A
B
Acquisition
Application
1
1
Knowledge
in one
discipline
2
3
Apply in
one
discipline
Apply
across
disciplines
4
Apply to
real-world
predictable
situations
5
Apply to realworld
unpredictable
situations
APPLICATION MODEL
Rigor/Relevance Framework
K
N T
O A
WX
L O
E N
D O
G M
E Y
Evaluation
6
Synthesis
5
Analysis
Application
Comprehension
4
3
A
2
Acquisition
Knowledge/
Awareness
1
1
Knowledge
in one
discipline
2
3
Apply in
one
discipline
Apply
across
disciplines
4
Apply to
real-world
predictable
situations
5
Apply to realworld
unpredictable
situations
APPLICATION MODEL
Quadrant A
Acquisition:
 Simple recall
•Students gather and store
bits of knowledge and
information
 Basic understanding of
knowledge for its own sake
•Students are primarily
expected to remember or
understand this acquired
knowledge
 Example: The Earth is round,
Shakespeare wrote Hamlet.
Rigor/Relevance Framework
K
N T
O A
WX
L O
E N
D O
G M
E Y
Evaluation
6
Synthesis
5
Analysis
Application
C
Assimilation
4
3
Comprehension
2
Knowledge/
Awareness
1
1
Knowledge
in one
discipline
2
3
Apply in
one
discipline
Apply
across
disciplines
4
Apply to
real-world
predictable
situations
5
Apply to realworld
unpredictable
situations
APPLICATION MODEL
Quadrant C
Assimilation:
•Students extend and
refine their acquired
knowledge to be able to
use that knowledge
automatically and
routinely to analyze and
solve problems and
create unique solutions
 More complex thinking, but
still knowledge for its own
sake
 Embraces higher levels of
knowledge such as knowing
how the U.S. Political System
works and analyzing the
benefits and challenges of the
cultural diversity of this
nation vs. other nations.
Rigor/Relevance Framework
K
N T
O A
WX
L O
E N
D O
G M
E Y
Evaluation
6
Synthesis
5
Analysis
Application
Comprehension
4
3
B
2
Application
Knowledge/
Awareness
1
1
Knowledge
in one
discipline
2
3
Apply in
one
discipline
Apply
across
disciplines
4
Apply to
real-world
predictable
situations
5
Apply to realworld
unpredictable
situations
APPLICATION MODEL
Quadrant B
Application:
 Action
•Students use acquired
 High degrees of application.
knowledge to solve
problems, design
solutions, and complete
work.
•Highest level is to apply
appropriate knowledge
to new and
unpredictable situations
 Knowing how to use math
skills to make purchases and
count change
Rigor/Relevance Framework
K
N T
O A
WX
L O
E N
D O
G M
E Y
Evaluation
6
Synthesis
5
Analysis
Application
D
Adaptation
4
3
Comprehension
2
Knowledge/
Awareness
1
1
Knowledge
in one
discipline
2
3
Apply in
one
discipline
Apply
across
disciplines
4
Apply to
real-world
predictable
situations
5
Apply to realworld
unpredictable
situations
APPLICATION MODEL
Quadrant D
Adaptation:
•Students have the
competence to think in
complex ways and also
apply knowledge and
skills they have acquired
•Even when confronted
with perplexing
unknowns, students are
able to use extensive
knowledge and skill to
create solutions and take
action that further
develops their skills and
knowledge.
 Ability to access information
in wide-area network systems
 Ability to gather knowledge
from a variety of sources to
solve complex problem in the
workplace
 The Rigor/Relevance Framework is a tool developed by staff of the
International Center for Leadership in Education to examine what we
teach in schools, how we teach it, and how we decide if students have
learned the material.
 A Quadrant D lesson is one that falls into the “D” Quadrant of the
Rigor/Relevance Framework tool as shown below.
Example Verbs by Thinking Level
Level 3 Application
Level 2 Comprehension
Level 1Knowledge



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


Arrange
Check
Choose
Find
List
Label
Locate







Calculate
Convert
Define
Explain
Infer
Propose
Interpret

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




Manipulate
Use
Solve
Utilize
Operate
Maintain
Relate
Level 6Level
Example Verbs by Thinking
Level 5 -
Level 4






Audit
Dissect
Divide
Examine
Study
Test
Inspect







Build
Compile
Compose
Create
Develop
Produce
Form







Criticize
Determine
Judge
Rate
Assess
Decide
Rule On
Three Most Important Qualities of a
Quadrant D Lesson
 Is the lesson I am teaching for application?
o Acquiring knowledge to complete work to apply to something

Is the lesson real world?
o
Application is the same as it would be for adults in a job
Standards for performance are the same for adult roles
o
 Is there only one “right way” or can the end product be
unique or unpredictable?
o Are there multiple variables that will affect the product?
o Is the outcome unpredictable or potentially different every time?
o Are there unknown factors such as (environment, people, time)?
Rigor/Relevance Framework
Mathematics – Middle School
C
R
I
G
O
R
High
Measure the sides and
angles of a right triangle
using the Pythagorean
Theorem and trigonometric
ratios.
Determine the height of the tallest
structures in Brownsburg using a
protractor and write a persuasive paper
making recommendations for the
placement of tornado sirens to be sent
to the Town Council.
B
A
Low
Find and measure the
sides of a right triangle
using Pythagorean
Theorem.
Go to the cafetorium, check to
see that the tables are “square”
through the measurements.
Low
RELEVANCE
High
Rigor/Relevance Framework
Social Studies - Middle School
C
R
I
G
O
R
High
Participate in a
Socratic seminar on a
issue, such as urban
sprawl.
Analyze and debate the role of
government in population control
such as China’ one child policy.
B
A
Low
Make a map showing
the growth of the U.S.
from 1783 to 1914.
Research the growth of
another country and relate to
U.S. growth.
Low
RELEVANCE
High
Rigor/Relevance Framework
Science - Middle School
C
R
I
G
O
R
High
Research and produce
a news program on
healthy foods.
Research and collect data and
form recommendations for a
dietary plan for someone with
diabetes or heart disease.
B
A
Construct models of
Low
molecules using
toothpicks, marshmallows, and gumdrops.
Conduct experiments to
measure calories in foods.
Low
RELEVANCE
High
Rigor/Relevance Framework
English - Middle School
C
R
I
G
O
R
High
Analyze commercials
for word choice that
elicits emotion.
Research, write, and produce a persuasive
commercial with the purpose of
convincing the school administration to
add new elective classes.
B
A
Low
View movies that show
human emotions and
behaviors.
Write captions for cartoons
depicting the emotions pride
and fear.
Low
RELEVANCE
High
Rigor/Relevance Framework
Business - Info. Tech
C
R
I
G
O
R
High
Compare features
of web development
software.
Create a full web site
for a local business.
B
A
Low
Demonstrate web
development
software functions.
Design web page.
Low
RELEVANCE
High
Rigor/Relevance Framework
Teacher/Student Roles
K
N
O
W
L
E
D
G
E
C
D
Student
Thinks
B
A
Teacher
Works
APPLI CAT I O N
Student
Works
Rigor/Relevance Framework
Influence
K
N
O
W
L
E
D
G
E
C
D
Teacher
Directed
B
A
Teacher
Controlled
Externally
Directed
APPLI CAT I O N
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
D
A
B
APPLI CATI O N
 Quadrant D lessons prepare students for life beyond
school.
 They prepare students for the work force and to be the
leaders of tomorrow in the 21st Century.
www.21stcenturyskills.org
st
21
Century Skills
Learning & Innovation Skills
 Creativity & Innovation
 Critical Thinking & Problem-
solving
 Communication &
Collaboration
Information, Media &
Technology Skills
 Information Literacy
 Media Literacy
 ICT Literacy
(Information Communication Technology)
Life & Career Skills
•
•
•
•
•
Flexibility & Adaptability
Initiative & Self-direction
Social & Cross-cultural Skills
Productivity & Accountability
Leadership & Responsibility
BCSC 21 Century Skills Focus
• Global Awareness
• Civic Literacy
• Technology Literacy
An Example of Each Quadrant
 Quadrant A
Here is an
 Recall definitions of various
example
technical terms
involving
 Quadrant B
technical reading
 Follow written directions to install
new software on the computer
and writing
 Quadrant C
 Compare and contrast several
technical documents to evaluate
purpose, audience, and clarity.
 Quadrant D
 Write procedures for installing and
troubleshooting new software.