Preparing Students for Their FuturePreparing Students for Their Future

Teaching for Rigor & RelevanceAn Introduction

CTE Technical Assistance Center of New York

Rigor/Relevance Rigor/Relevance FrameworkFramework

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

Basic Nutrition

11 Label food by nutritional groups Label food by nutritional groups

22 Explain nutritional value of individual foodsExplain nutritional value of individual foods

33 Use nutritional guidelines in planning mealsUse nutritional guidelines in planning meals

44 Examine success in achieving nutritional goalExamine success in achieving nutritional goal

55 Develop personal nutrition goalsDevelop personal nutrition goals

66 Appraise results of personal eating habits over timeAppraise results of personal eating habits over time

Knowledge TaxonomyKnowledge Taxonomy

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

Basic NutritionBasic Nutrition

11 Label food by nutritional groups Label food by nutritional groups 22 Rank foods by nutritional valueRank foods by nutritional value33 Make cost comparison of different foods Make cost comparison of different foods

considering nutritional valueconsidering nutritional value44 Develop a nutritional plan for a person Develop a nutritional plan for a person

with a health problem affected by food with a health problem affected by food intakeintake

55 Devise a sound nutritional plan for an Devise a sound nutritional plan for an elementary school that is culturally elementary school that is culturally diversediverse

Application ModelApplication Model

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

Rigor/Relevance FrameworkRigor/Relevance Framework

Bloom’s TaxonomyAwareness Level

Recall specific information list, arrange, tell, underline, identify, locate List the 4 P’s in the marketing mix.

Comprehension Level Understanding or interpretation

of information define, explain, calculate, reword Explain how to apply varnish to a

table.

Bloom’s TaxonomyApplication level

Applying knowledge and understandingto a new situation

solve, operate, use, handle, apply Using a ruler, determine the square

footage of the floor in this classroom.

Analysis Level Separate a complex idea into its

components categorize, simplify, examine, inspect,

survey Which Microsoft office application was

used to create this presentation?

Bloom’s TaxonomySynthesis Level

Combining knowledge to form a new idea.create, build, generate, reorganizeWrite or tell a new story using the

same characters.

Evaluation Level Choosing an alternative in making a

decision. decide, classify, judge, prioritize, determine Which salesperson provided the best

customer service? Why?

Application ModelKnowledge

Learning Knowledge, Attitude, or Skills Learning how to use the Internet

Apply in Discipline Using the knowledge, attitude, or skills

within the course curriculum Searching the Internet to find information

to complete a class project

Application ModelApply Across Disciplines

Using the knowledge, attitude, or skills in all discipline curriculums

Use the skills learned in the Microsoft Office class to prepare humanities report and presentation.

Apply to Predictable Situations Using information to analyze and solve

real problems with predictable solutions Read a recipe, measure and combine

ingredients to make a birthday cake.

Application ModelApply to Unpredictable Situations

Using information to analyze and solve real problems with unknown solutions

Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY toWaco, TX

LevelsLevels

CC DD

AA BB 1 2 3 4 5

456

321

Bloom’sBloom’s

ApplicationApplication

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Activities

Projects

Problems

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

In the Classroom Out of the Classroom

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

Acquisition

Assimilation Adaptation

Application

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance FrameworkRigor/Relevance Framework

• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

Knowledge Knowledge Taxonomy Taxonomy

Verb ListVerb ListPage 2

1. Knowledge Arrange Check Choose Find Group Identify Label List Locate

Knowledge Taxonomy

Match Name Point to Recall Recite Repeat Say Select Write

2. Comprehension Advance Calculate Change Convert Contemplate Define Explain Extrapolate Infer

Interpret Outline Project Propose Reword Submit Transform Translate Vary

Knowledge Taxonomy

3. Application Adopt Consume Capitalize on Devote Employ Exercise Handle Maintain Make use of

Manipulate Mobilize Operate Put to use Relate Solve Start Take up Utilize

Knowledge Taxonomy

4. Analysis Assay Audit Breakdown Canvass Check out Dissect Deduce Divide Examine

Knowledge Taxonomy

Include Inspect Look at Scrutinize Sift Survey Study Test for Uncover

5. Synthesis Blend Build Cause Combine Compile Compose Conceive Construct Create

Develop Evolve Form Generate Make up Originate Produce Reorder Structure

Knowledge Taxonomy

6. Evaluation Accept Appraise Arbitrate Assess Award Decide Classify Criticize Determine

Knowledge Taxonomy

Grade Judge Prioritize Rank Rate Reject Rule on Settle Weigh

Application Model Application Model Decision Tress Decision Tress

Decision TreeApplication Model

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO

Application Model

Level 1Level 1

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3

International Center for Leadership in Education 1997

Decision TreeIs it Application?

If NO If YES - Is it real world?

If NO and one discipline If NO and interdisciplinary

If YES - Is it unpredictable? If NO If YES

Application Model

Level 1Level 1

Level 2Level 2Level 3Level 3

Level 4Level 4

Level 5Level 5

Rigor/Relevance - All

WhyWhy

Do We Need Do We Need

to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

Example Multiple Performances for Single StandardReading - H.S Level

A Read science experiment and identify necessary materials to perform experiment.

B Locate and read a current article on biotechnology.

C Read and analyze three original newspaper articles from World War II and identify reasons for opposition to US entry into the war.

D Research pertinent information related to the El Nino weather pattern and propose possible family vacation destinations.

Standard: Identify, collect and/or select pertinent information while reading

R/R Quadrant Student Performance

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

Acquisition

Assimilation Adaptation

Application

Instructional Strategies and Rigor & Relevance

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

AssessmentAssessment

Low

High

Low High

TraditionalTests

Performance

Rigor/Relevance FrameworkRigor/Relevance Framework

KNOWLEDGE

A P P L I C A T I O N

•• Extended Extended ResponseResponse

•• Product Product PerformancePerformance

Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework

•• PortfolioPortfolio•• Product Product

PerformancePerformance•• InterviewInterview•• Self ReflectionSelf Reflection

•• Process Process •• PerformancePerformance•• Product Product

PerformancePerformance

•• Multiple ChoiceMultiple Choice•• Constructed Constructed

ResponseResponse

Rigorous and Relevant Instruction

• Analyze the level you are teaching • Reflect on consistency among

curriculum, instruction and assessment

• Seek Quadrant D on essential learning

Suggestions

RIGOR

RELEVANCE

AA BB

DDCC

Increasing Rigor/RelevanceIncreasing Rigor/Relevance

High

HighLow

Low

Challenging AssessmentsChallenging Assessments

Interdisciplinary InstructionInterdisciplinary Instruction

Reading in the Content Area Reading in the Content Area

RelationshipsRelationships

Use of TechnologyUse of Technology

New Teaching IdeasNew Teaching Ideas

Peer Teaching ObservationsPeer Teaching Observations

Action ResearchAction Research

Continuous Professional DevelopmentContinuous Professional Development

Increasing Rigor and Increasing Rigor and RelevanceRelevance

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

No Reflection Only the Right

Answer

Reflective Thought

Reflection to Analyze

Reflection to Create, Design, or Develop

Reflection to Follow Right Steps

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

Relationships have little influence on

learning

Relationships

Requires relationships where

students receive assistance as needed

Requires relationships at high levels and with

multiple people

Requires relationships where students work effectively with others

Next Steps

• How many lessons this year modify to include:– State Standards, Benchmarks, Test Data– Reading in the Content Area Strategies– Rigor & Relevant The “D” Quad– Instructional Strategies

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