Transcript Myth #1

International Center for
Leadership in Education, Inc.
Rigor/Relevance
Framework
Overview
ICLE Philosophy
 Rigor
 Relevance
 All Students
All Students
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Rigor/Relevance Framework
Extensive
K
PD or
N
CORR
O
Course
W
L
E
Know and
D
Identify
G
Elements
E
Teach
Others/
Field
Questions
Understand
and Use
Routinely
APPLI CATI O N
Rigor and Relevance
 Bloom’s Taxonomy
Level of challenge of the
learning for the student

Application Model
Relevance of learning
to life and work
Rigor
Knowledge
Taxonomy
Knowledge Taxonomy
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Recall Knowledge
Lessons Learned
Expecting the Unpredictable
We learned the
taxonomy
in college!
Strategies/Solution
• Teach Knowledge and Application Separately
• Provide Examples and Practice
• SIFT
– Separate the
– Important
– From the
– Trivial
KnowledgeTaxonomy
Managing Resources
6 Evaluate spending habits of spouse
5 Set goals based on budget
4 Match expenses to budget
3 Buy something within budget
2 Explain values
1 Identify money
Knowledge Tasks
1)
2)
3)
4)
5)
6)
Identify components of a resume
Explain the purpose of a resume.
Construct a resume.
Compare your with others’ resumes.
Scrutinize and revise.
Evaluate and give feedback to others.
#1 - Determine the Knowledge Level
for this assignment:
Identify the role of servers
and clients on a network.
Answer: Level 1 (Knowledge)
# 2 - Determine the knowledge level
for this task:
Prepare written and oral
arguments to support a
change in school policy.
Answer:
Level 5 (Synthesis)
# 3 - Determine the knowledge level
for this assignment:
Compare and contrast two short
stories.
Answer: Level 4 (Analyze)
#4 - Determine the Knowledge Level
for this task:
Troubleshoot a lawnmower that
does not work.
Answer: Level 2 (Comprehension)
Myth Number 2
Content
vs.
Cognition
Monster Story #1
The Parabola
and the
Picture Book
No Compromise Zone
All students deserve to
interact at a sophisticated
level with the content they
are being taught!
Essential Strategy
Be Prepared
Remember . . .
• It’s not about the content!
• “Harder” is not a synonym for higher-level
• Higher-order does not correlate to a higher
number on the Course Code Directory
Application
Model
Relevance
My only
skill is
taking
tests..
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
Application Model
Managing Resources
5
4
3
2
1
Handle lottery winnings
Prepare budget
Relate wealth to quality of life
Solve word problems
Know money values
Example: Music
• 1) Read lines and spaces on the staff
• 2) Using vocal techniques and training, help
musicians play correct pitches
• 3) Learn to count music with math skills
• 4) Make a performance for parents.
• 5) Perform in a public venue.
#1 - Determine the Application Level
for this Assignment:
Identify the roles of servers and
clients on a network.
Answer: Level 1: Knowledge within one
discipline.
# 2 - Determine the Application Level
for this Task:
Prepare written and oral
arguments to support a change in
school policy.
Answer: Level 4
(Application in real-life predictable situation).
#3 - Determine the Application Level
for this Assignment:
Compare and contrast two short
stories.
Answer: Level 2
(Application within one discipline).
# 4 - Determine the Application Level
for this Task:
Troubleshoot a lawnmower that
does not work.
Answer: Level 4
(Application to real-world predictable situations)
Sort the Quadrants:
#1
Quadrant A
#2
Quadrant D
#3
Quadrant C
#4
Quadrant B
Application Level –
Public Speaking
• 1) List characteristics of a good speech
• 2) Give a presentation to your class
• 3) Orally defend a senior exhibition or
project
• 4) Present a point of view on an issue at
a public meeting
• 5) As a student representative, respond
to questions at a school board meeting
Measurement of Area
• 1) Know formula for area
• 2) Read a ruler
• 3) Measure area of the hallway outside the
classroom
• 4) Calculate price to carpet a room with a
known price and quality
• 5) Price and quality would be subject to
customer’s approval
Quadrant
A
Quadrant A
Read a science
experiment and
identify the necessary
materials to perform
the experiment
Quadrant B
Quadrant B
Locate and read
current articles on
biotechnology
Quadrant C
Quadrant C
Read and analyze
3 original newspaper articles
from WW II and
identify reasons for opposition
to US entry into the war
Quadrant D
Read pertinent information
related to El Nino
weather patterns and
propose possible summer
vacation destinations
45
Control
K
N
O
W
L
E
D
G
E
Teacher
Directed
Student
Controlled
Teacher
Controlled
Externally
Controlled
APPLI CATI O N
Did Students Get it Right ?
High
R
I
G
O
R
Low
Rational
Answer
Right
Questions
Right
Answer
Right
Procedure
Low
RELEVANCE
High
Who Does the Work?
High
R
I
G
O
R
Low
Student
Thinks
Teacher
Works
Low
Student Thinks
and Works
Student
Works
RELEVANCE
High
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
Problems
C
D
Projects
Activities
A
B
APPLI CATI O N
What Materials Will
Help in Developing D
Quadrant Lessons?
International Center for Leadership in Education,
Inc.
Instructional
Strategies:
How to Teach for
Rigor and Relevance
Instructional Strategies
•
•
•
•
•
•
•
•
Brainstorming
Cooperative Learning
Demonstration
Guided Practice
Inquiry
Instructional Technology
Lecture
Note-taking/Graphic
Organizers
•
•
•
•
•
•
•
•
•
Memorization
Presentations/Exhibits
Research
Problem-based learning
Project Design
Simulation/Role-playing
Socratic Seminar
Teacher Questions
Work-based Learning
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
C
D
A
B
APPLI CATI O N
6
5
4
Rigor/Relevance Framework
Knowledge
C
D
A
B
3
2
1
Application
1
2
3
4
5