Rigor/Relevance/Relationships

Working in Quadrant “D”

Rigor/Relevance/Relationships

• A Framework of learning based on the three dimensions:

- Higher standards– Student Achievement– Core Values

Rigor

• Level of difficulty

• Higher Standards

RigorThinking Continuum - Knowledge

Model

Assimilation of Knowledge

Acquisition of Knowledge

RigorThinking Continuum - Knowledge

Model

• Evaluation (level 6) • Synthesis (level) 5• Analysis (level 4)• Application (level 3)• Comprehension (level 2) • Knowledge (level 1)

Rigorous

Rigorin Basic Nutrition

• Evaluation (level 6) – Appraise results of the plan

• Synthesis (level) 5 – Develop a plan to meet the nutritional goals

• Analysis (level 4) - Examine nutritional goals

• Application (level 3) – Utilize the nutritional guidelines for an animal’s feeding plan

• Comprehension (level 2) – Explain nutritional value of feedstuffs

• Knowledge (level 1) – identify or label feedstuffs by nutritional groups

Rigorous

Relevance

• Applying knowledge

• Student Achievement

RelevanceAction Continuum – Application Model

Acquisition Application of of

Knowledge Knowledge

Relevance

RelevanceAction Continuum – Application Model

• Apply to Real World w/ Unpredictable Situations (5)

• Apply to Real World with predictable situations (4)

• Apply Across disciplines (3)• Apply in discipline (2)• Knowledge in one discipline

(1)

RELEVANCE

RelevanceAction Continuum – Application Model

• Apply to Real World w/ Unpredictable Situations (5)– Design a nutritional plan for picky animals

• Apply to Real World with predictable situations (4)– Develop nutritional plan for an animal with

special needs

• Apply Across disciplines (3)- make cost comparisons of different feedstuffs

• Apply in discipline (2)– Rank feedstuffs by nutritional value

• Knowledge in one discipline (1) – Label feedstuffs by nutritional groups

RELEVANCE

Rigor/RelevanceFramework

• K• N• O C (assimilation)) D (adaptation)

• W• L• E• D A (Acquisition) B (Application)

B• G• E A P P L I C A T I O N

Rigor/RelevanceFramework

• 6 (eval)

• 5 (synth) C (assimilation) D (adaptation)

• 4(analysis)

• 3(applic)

• 2 (comp) A (acquisition) B (application)

• 1(aware)

1 2 3 4 5 Real World

Rigor/RelevanceFramework

• Quadrant A - Acquisition

– Gather and store bits of knowledge and information

– Expected to remember or understand

• i.e. label feedstuffs

Rigor/RelevanceFramework

• Quadrant B - Application

– Use acquired knowledge to solve problems, design solutions and complete work

• i.e. Follow written directions for feeding

Rigor/RelevanceFramework

• Quadrant C – Assimilation– Extend and refine acquired

knowledge– Use knowledge to

automatically and routinely to analyze and solve problems and create unique situations

• i.e. Compare and contrast several feedstuffs for an animal with a

specific needs

Rigor/RelevanceFramework

• Quadrant D – Adaptation– Think in complex ways – Apply knowledge and skills

acquired

• i.e. – Devise a nutritional plan for an animal that is a picky eater

Relationships

• Teaching a rigorous and relevant curriculum while understanding your needs and barriers to learning

• Core Values – Myself, as your teacher, taking the time to understand when you don’t

Core

Valu

es

Our Goal – Quadrant D

Quadrant

D

Rig

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us

Relevance

Relationsh

ips