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LASS
Rigor and Relevance
Training
Helen M. Branigan
Senior Consultant, ICLE
Jim Miles
Senior Associate, ICLE
International Center for
Leadership in Education
AGENDA
Why Rigor & Relevance?
Defining Rigor & Relevance
The Rigor & Relevance Framework
Rigor/Relevance in the Classroom
Building Relationships to Support
Student Learning
“Good
is the enemy of great.”
Jim Collins
“We don’t have
great schools,
principally
because we
have good
schools.
Greatness is not a function of
circumstance. Greatness is largely
a matter of conscious choice.”
What should you
work on as you
move from good to
great?
Good is the start of something great!
Why Rigor & Relevance?
Preparing Student for the
st
21 Century
Jim Miles
IMPLICATIONS????
Your Reaction?????
Never doubt that a small
group of citizens can
change the world.
Indeed it is the only thing
that ever has.
Margaret Mead
Successful School
Response
Rigor & Relevant
Framework
ICLE Philosophy
 Rigor
 Relevance
 Relationships
 All Students
International Center for
Leadership in Education, Inc.
Rigor/Relevance
Framework
THE INTERNATIONAL CENTER
FOR LEADERSHIP IN EDUCATION
RIGOR
RELEVANCE
Rigor/Relevance Framework
6 Knowledge
5
4
C
D
A
B
3
2
1
Application
1
2
3
4
5
Knowledge
Taxonomy
Assimilation
of knowledge
Thinking
Continuum
Acquisition
of knowledge
Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
Knowledge Taxonomy
Managing Resources
1
2
3
4
5
6
Identify money
Explain values
Buy something within budget
Match expenses to budget
Set goals based on budget
Evaluate spending habits of
spouse
Knowledge Taxonomy
Skiing
1
2
3
4
5
6
Name equipment
Outline steps to ski
Ski
Examine success
Develop steps to improve
Appraise results
Knowledge
Taxonomy
Verb List
Knowledge
Taxonomy
Application
Model
Action
Continuum
Acquisition
of knowledge
Application
of knowledge
Application Model
1 Knowledge of one discipline
2 Application within discipline
3 Application across
disciplines
4 Application to real-world
predictable situations
5 Application to real-world
unpredictable situations
Application Model
Managing Resources
1
2
3
4
5
Know money values
Solve word problems
Relate wealth to quality of life
Prepare budget
Handle lottery winnings
Application Model
Map Reading
1
2
3
4
Know map symbols
Read and answer questions
Read topographic map in
science
Plan a multi-city road trip
5
Find your way when lost
Application Model
Decision Tree
Student
Performance
in Application Model
Rigor/Relevance Framework
Knowledge
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Application
1.
2.
3.
4.
Knowledge of one discipline
Application within discipline
Application across disciplines
Application to real world
predictable situations
5. Application to real world
unpredictable situations
Rigor/Relevance Framework
Knowledge
1. Recall Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Application
Low
1. Knowledge of one discipline
2. Application within discipline
3. Application across
disciplines
4. Application to real world
predictable situations
5. Application to real world
unpredictable situations
High
RIGOR MEANS
FRAMING LESSONS
AT THE HIGH END
OF THE
KNOWLEDGE
TAXONOMY.
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
A LESSON WITH RIGOR ASKS STUDENTS
TO:
EXAMINE
PRODUCE
CLASSIFY
DEDUCE
GENERATE
ASSESS
CREATE
PRIORITIZE
SCRUTINIZE
DECIDE
RELEVANCE IS THE PURPOSE OF
THE LEARNING:
ACQUIRE KNOWLEDGE
APPLY KNOWLEDGE
INTERDISCIPLINARY
REAL WORLD PREDICTABLE
REAL WORLD UNPREDICTABLE
A LESSON WITH RELEVANCE ASKS
STUDENTS TO:
USE THEIR KNOWLEDGE TO TACKLE
REAL-WORLD PROBLEMS THAT HAVE
MORE THAN ONE SOLUTION.
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
Assimilation
Adaptation
C
D
Acquisition
Application
A
B
APPLI CAT I O N
Skill
Identify, collect or sort
pertinent information
while reading.
Quadrant A
Read a science
experiment and
identify the necessary
materials to perform
the experiment
Quadrant B
Read and follow
directions
for experiment on
DNA extraction
Quadrant C
Read and analyze a
biotech editorial
for scientific accuracy
Quadrant D
Using your research,
debate a proposal related to
genetic engineering
with community leaders
as judges
47
Rigor/Relevance Framework
Mathematics - Elementary
D
C
R
I
G
O
R
High
Find values in
number sentences
when represented
by unknowns.
A
Low
Memorize
multiplication
tables.
Low
Develop formula for
estimating a large quantity
without counting, e.g. beans
in a jar.
B
Collect outside
temperatures for several
days and graph the
results.
RELEVANCE
High
Rigor/Relevance Framework
Social Studies - High School
D
C
R
I
G
O
R
High
Participate in a
Socratic seminar on a
issue, such as
privacy.
B
A
Low
Develop a school
policy on First
Amendment rights in
school setting.
Describe provisions
of one of the Bill of
Rights. .
Low
Conduct a student
survey on First
Amendment rights.
RELEVANCE
High
Rigor/Relevance Framework
Business - Info. Tech
D
C
R
I
G
O
R
High
Compare features
of web
development
software.
B
A
Low
Create a full web
site for a local
business.
Demonstrate web
development
software functions.
Low
Design web page.
RELEVANCE
High
Rigor/Relevance Framework
Teacher/Student Roles
K
N
O
W
L
E
D
G
E
C
D
Student
Thinks
Student
Thinks & Works
B
A
Teacher
Works
Student
Works
APPLI CAT I O N
Rigor/Relevance Framework
Influence
K
N
O
W
L
E
D
G
E
C
D
Teacher
Directed
Student
Controlled
B
A
Teacher
Controlled
Externally
Directed
APPLI CAT I O N
Examples
Handbook
Activity:
Pairing
Examples from own
teaching or choose one of
the competencies
Reflection on Your
Teaching
What will the student
performance look
like in each
quadrant?
•Conducting a scientific
experiment
•Reading a historical novel
•Basic computation (add,
subtract, multiply, divide)
•Measuring volume of liquids
•Technical writing
•Speaking to an audience
•Determining probability
•Personal health and wellness
•Predicting events based on
probability
•Critical viewing skills
•Collecting and analyzing data
•Correct grammatical use of
language
•Computer spreadsheet
•Word processing
•Poetry
•Measurement of area
•Interpersonal communication
•Physical fitness
•Nutrition
•Parenting
•Citizenship
•Economics
•U . S. Geography
•Scientific classification systems
•Cellular Biology
•Writing letters
•Preparing a personal budget
"Educational change
depends on what teachers
do and think -- it's as
simple and as complex as
that."
Fullan and
Steigelbauer
International Center for
Leadership in Education, Inc.
Helen M. Branigan
Senior Consultant
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607
[email protected]