Transcript Single School Culture for Academics (SSC

In Your Walkthroughs…
Do You See Rigorous and Relevant
Questions/Assignments?
High School
Learning Team
Meeting
October 26, 2005
Defining Rigor and Relevance
Rigor
Can be measured on a
continuum
Low end rigor:
acquiring knowledge
High end rigor:
using knowledge in
complex ways
Relevance
Is also measured on a
continuum
Low end relevance:
Knowledge acquired
for its own sake
High end relevance:
Use of knowledge to
solve complex realworld problems
Rigor/Relevance Framework
6
Knowledge (Rigor)
5
4
3
Application
2
(Relevance)
1
1
2
Adapted from International Center for Leadership in Education
3
4
5
RIGOR AND RELEVANCE FRAMEWORK
K
N
O
W
L
E
D
G
E
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Comprehension
2
Awareness
1
C
D
A
1
Knowledge in
1 discipline
B
2
3
Apply
Knowledge
in 1 discipline
Adapted from International Center for Leadership in Education
4
Apply
Apply knowledge
knowledge
to real world
across
predictable
disciplines
situations
APPLICATION
5
Apply
knowledge to
real world
unpredictable
situations
Rigor/Relevance Framework
6
5
4
3
2
1
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
Quadrant A – Acquisition
Students:
•gather and store bits of knowledge within
one discipline
•remember or understand their knowledge
within one discipline
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
B
Application
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
Quadrant B – Application
Students:
•use foundational knowledge
•apply knowledge across disciplines and/or in a
real world situation
The highest level of relevance is to apply
knowledge in unpredictable situations
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
B
Application
3
4
5
Rigor/Relevance Framework
6
5
4
C
Assimilation
3
2
1
A
B
Acquisition
1
2
Adapted from International Center for Leadership in Education
Application
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
C
Assimilation
Quadrant C – Assimilation
Students:
•extend and refine their foundational knowledge
A
B
within one discipline
Acquisition
Application
•analyze,
synthesize, solve
problems and
create solutions within one discipline
1
2
Adapted from International Center for Leadership in Education
3
4
5
Rigor/Relevance Framework
6
5
4
D
C
Assimilation
Adaptation
3
2
1
B
A
Acquisition
1
2
Adapted from International Center for Leadership in Education
Application
3
4
5
Rigor/Relevance Framework
6
5
4
3
2
1
C
D
Quadrant D – Adaptation
Students:
•think
in
complex
ways
and
apply
knowledge
Adaptation
Assimilation
and skills across disciplines
•analyze, synthesize, solve problems and
create solutions in real world situations
The highest level of adaptation is to apply
knowledge
in unpredictable perplexing
Acquisition
Application
situations.
B
A
1
2
Adapted from International Center for Leadership in Education
3
4
5
Rigor/Relevance Framework
Evaluation
Current
Curriculum
Synthesis
Analysis
Application
Understanding
Public
Expectations
Awareness
Knowledge
Adapted from International Center for Leadership in Education
Apply in
One
Discipline
Apply
Across
Disciplines
Apply to
Real-world
Predictable
Situations
Apply to
Real-world
Unpredictable
Situations
The student understands that most natural events occur in comprehensible, consistent
patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Evaluation
Synthesis
Analysis
Define the terms
cold front, warm
front, stationary
front and the
symbols used to
identify them.
Application
Understanding
Awareness
Knowledge
Adapted from International Center for
Leadership in Education
Apply in
One
Discipline
Apply Across
Disciplines
Apply to RealApply to Real-world
world Predictable
Unpredictable
Situations
Situations
The student understands that most natural events occur in comprehensible, consistent
patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Evaluation
Synthesis
Analysis
Define the terms
cold front, warm
front, stationary
front and the
symbols used to
identify them.
Application
Understanding
Awareness
Knowledge
Adapted from International Center for
Leadership in Education
Apply in
One
Discipline
Use the weather map in
your local newspaper to
identify one of the
fronts and describe the
changes in the sky
condition that might be
expected as a result.
Apply Across
Disciplines
Apply to RealApply to Real-world
world Predictable
Unpredictable
Situations
Situations
The student understands that most natural events occur in comprehensible, consistent
patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Evaluation
Compare weather
patterns that occur
over mountain
areas to those
that occur over
large bodies of
water.
Synthesis
Analysis
Define the terms
cold front, warm
front, stationary
front and the
symbols used to
identify them.
Application
Understanding
Awareness
Knowledge
Adapted from International Center for
Leadership in Education
Apply in
One
Discipline
Use the weather map in
your local newspaper to
identify one of the fronts
and describe the changes
in the sky condition that
might be expected as a
result.
Apply Across
Disciplines
Apply to RealApply to Real-world
world Predictable
Unpredictable
Situations
Situations
The student understands that most natural events occur in comprehensible, consistent
patterns. (SC.H.2.3) 1. recognizes that patterns exist within and across systems.
Evaluation
Synthesis
Compare weather
patterns that occur
over mountain areas
to those that occur
over large bodies of
water.
Read pertinent
information related to El
Nino weather patterns
and propose possible
summer vacation
destinations.
Define the terms
cold front, warm
front, stationary
front and the
symbols used to
identify them.
Use the weather map in
your local newspaper to
identify one of the fronts
and describe the changes
in the sky condition that
might be expected as a
result.
Analysis
Application
Understanding
Awareness
Knowledge
Adapted from International Center for
Leadership in Education
Apply in
One
Discipline
Apply Across
Disciplines
Apply to RealApply to Real-world
world Predictable
Unpredictable
Situations
Situations
Determining Levels of Rigor and Relevance
Competency
1.
Compare and Contrast two short stories.
2.
Describe information contained on a 2000
census graph.
3.
Identify the common land formations (for
example: islands, mountains, deltas) on a
map or globe.
4.
Read a bus schedule to determine the
length of time for an across-city trip and
which buses to take.
Adapted from International Center for Leadership in Education
R/R
Knowledge
Level
Application
Level
Quadrant
4
2
C
Determining Levels of Rigor and Relevance
Competency
1.
Compare and Contrast two short stories.
2.
Describe information contained on a 2000
census graph.
3.
Identify the common land formations (for
example: islands, mountains, deltas) on a
map or globe.
4.
Read a bus schedule to determine the
length of time for an across-city trip and
which buses to take.
Adapted from International Center for Leadership in Education
R/R
Knowledge
Level
Application
Level
Quadrant
4
2
C
1/2
4
B
Determining Levels of Rigor and Relevance
Competency
Application
Level
Quadrant
4
2
C
B
1.
Compare and Contrast two short stories.
2.
Describe information contained on a 2000
census graph.
1/2
4
3.
Identify the common land formations (for
example: islands, mountains, deltas) on a
map or globe.
1
2
4.
Read a bus schedule to determine the
length of time for an across-city trip and
which buses to take.
Adapted from International Center for Leadership in Education
R/R
Knowledge
Level
A
Determining Levels of Rigor and Relevance
Competency
Application
Level
Quadrant
4
2
C
B
1.
Compare and Contrast two short stories.
2.
Describe information contained on a 2000
census graph.
1/2
4
3.
Identify the common land formations (for
example: islands, mountains, deltas) on a
map or globe.
1
2
4.
Read a bus schedule to determine the
length of time for an across-city trip and
which buses to take.
4
4
Adapted from International Center for Leadership in Education
R/R
Knowledge
Level
A
D
Let’s Look at a Test
American Vision, Florida Edition
Social Studies, 11th Grade
American History 1921-1929
Unit 7
Chapter 21 Test, Form B
Standard Addressed: SS.A.5.4.
History, Time, Continuity, and Change
The student understands U.S. history from 1880 to
the present day.
What Do Rigor and Relevance Look
Like in Test Questions?
FOUNDATIONAL
LEVEL I
CRITICAL REASONING
LEVEL II
Define
Explain
Label
Identify
Sequence
Compare (Recalling Information)
Analyze
Modify
Judge
Recommend
Investigate
Compare (Learned Information
Used in a Novel Way)
Summarize (Multiple Sources)
Summarize (One Source)
FCAT Reading % of Points –
Bloom’s Taxonomy
FCAT
Reading
Grade
3
4-6
7-8
9-10
FOUNDATIONAL
LEVEL I
60%
50%
40%
30%
CRITICAL
REASONING
LEVEL II
40%
50%
60%
70%
COGNITIVE
BLOOM’S TAXONOMY
KNOWLEDGE
“The recall of specifics and
universals,
involving little more than bringing to
mind the appropriate material.”
COMPREHENSION
“Ability to process knowledge on a
low level such that the knowledge
can be reproduced or communicated
without a verbatim repetition.”
APPLICATION
“The use of abstractions in
concrete situations.”
ANALYSIS
“The breakdown of a situation into
its component parts.”
SYNTHESIS AND EVALUATION
“Putting together elements & parts
to form a whole, then making value
judgments about the method.”
COMPLEXITY
WEBB’S DEPTH OF KNOWLEDGE
Recall – Recall of a fact, information, or procedure
(e.g., What are 3 critical skill cues for the overhand
throw?)
Basic Application of Skill/Concept – Use of
information, conceptual knowledge, procedures,
two or more steps, etc. (e.g., Explain why each
skill cue is important to the overhand throw. “By
stepping forward you are able to throw the ball
further.”)
Strategic Thinking – Requires reasoning,
developing a plan or sequence of steps; has some
complexity; more than one possible answer;
generally takes less than 10 minutes to do (e.g.,
Design 2 different plays in basketball and explain
what different skills are needed and when the plays
should be carried out.)
Extended Thinking – Requires an investigation;
time to think and process multiple conditions of the
problem or task; and more than 10 minutes to do
non-routine manipulations (e.g., Analyze 3 different
tennis, racquetball, and badminton strokes for
similarities, differences, and purposes. Then,
discuss the relationship between the mechanics of
the stroke and the strategy for using the stroke
during game play.)
http://uwadmnweb.uwyo.edu/wyhpenet/WAHPERDhandouts/COGNITIVE%20COMPLEXITY.doc
FCAT Reading % of Points –
Webb’s Depth of Knowledge
HIGH
FCAT
Reading
Grade
LOW
MODERATE
(Recall- Sequence,
Identify Figurative
Language)
(Infer, Compare,
Explain, Classify,
Summarize)
(Analyze,
Multiple
Connections,
Abstract
Reasoning)
3
4
5-7
8
9
10
25-35%
20-30%
15-25%
10-20%
10-20%
10-20%
50-70%
50-70%
50-70%
50-70%
50-70%
45-65%
5-15%
10-20%
15-25%
20-30%
20-30%
25-35%
Supporting Resources and Agencies
Alison Adler, Ed., D.– Safe Schools Institute at [email protected]
Dr. Richard J. Stiggins – Assessment Training Institute at
www.assessmentinst.com
Dr. Jeff Howard – Efficacy Institute at www.efficacy.org
Education Trust at www.edtrust.org
Dr. Willard Daggett – International Center for Leadership in Education at
www.daggett.com