Rigor and Relevance Framework

Rigor and Relevance FrameworkTo Examine Curriculum, Instruction, and Assessment21st Century Skills for SuccessStrong AcademicsReading, Writing, Math, ScienceCareer SkillsWorkplace Attitudes & EthicsTechnology SkillsCharacter VirtuesHonesty, Responsibility, Integrity

First Continuum for FocusThinking ContinuumAssimilation of KnowledgeAcquisition of KnowledgeDefining Rigor: ExampleRigor refers to academic rigor

Learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation or creativity.Level 1KnowledgeLabel foods by nutritional groupsLevel 2ComprehensionExplain nutritional value of individual foodsLevel 3ApplicationMake use of nutrition guidelines in planning mealsLevel 4AnalysisExamine success in achieving nutritional goalsLevel 5SynthesisDevelop personal nutrition goalsLevel 6EvaluationAppraise results of personal eating habits over timeThinking Continuum Cont.Based upon the six levels of Blooms Taxonomy from most to least complex:EvaluationSynthesisAnalysisApplicationComprehensionAwareness

Second Continuum for FocusAction ContinuumAcquisition of KnowledgeApplication of KnowledgeDefining Relevance: ExampleRelevance refers to learning in which students apply core knowledge, concepts, or skills to solve real-world problems.

Relevant learning is interdisciplinary and contextual.

Work ranges from routine to complex at any school grade and in any subject.

Created through authentic problems, simulation, connecting concepts to current issues.Example of Relevance in PerformanceLevel 1Knowledge in One DisciplineLabel foods by nutritional groupLevel 2Application in One DisciplineRank foods by nutritional valueLevel 3Interdisciplinary ApplicationMake cost comparisons of different foods considering nutritional value.Level 4Real-world Predictable SituationsDevelop a nutritional plan for a person with a health problem affected by food intakeLevel 5Real-World Unpredictable SituationsDevise a sound nutritional plan for a group of 3-year-olds who are picky eaters.Action Continuum Cont.Created by Dr. Willard R Daggett that has 5 levels that describe how knowledge is put to use from most to least.Apply to real-world unpredictable situationsApply to real-world predictable situationsApply across disciplinesApply in disciplineKnowledge in one disciplineApplication ModelThe Application Model describes putting Knowledge to use.

Low end is knowledge acquired for its own sake,

high end signifies actionthe use of that knowledge to solve complex real-world problemsComplex, Unpredictable, real-world problem solving

Apollo 13http://youtu.be/NAzbmgCZ2Fw

Rigor/Relevance FrameworkCAssimilationDAdaptationAAcquisitionBApplication6

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Knowledge/ AwarenessKnowledge in one disciplineApply in one disciplineApply across disciplinesApply to real-world predictable situationsApply to real-world unpredictable situationsRigor/Relevance FrameworkAAcquisition6

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Knowledge/ AwarenessKnowledge in one disciplineApply in one disciplineApply across disciplinesApply to real-world predictable situationsApply to real-world unpredictable situationsQuadrant AAcquisition:

Students gather and store bits of knowledge and informationStudents are primarily expected to remember or understand this acquired knowledgeSimple recall

Basic understanding of knowledge for its own sake

Example: The Earth is round, Shakespeare wrote Hamlet.Rigor/Relevance FrameworkCAssimilation6

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11 2 3 4 5KNOWLEDGETAXONOMYAPPLICATION MODEL

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Knowledge/ AwarenessKnowledge in one disciplineApply in one disciplineApply across disciplinesApply to real-world predictable situationsApply to real-world unpredictable situationsQuadrant CAssimilation:

Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create unique solutions

More complex thinking, but still knowledge for its own sake

Embraces higher levels of knowledge such as knowing how the U.S. Political System works and analyzing the benefits and challenges of the cultural diversity of this nation vs. other nations.Rigor/Relevance FrameworkBApplication6

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Knowledge/ AwarenessKnowledge in one disciplineApply in one disciplineApply across disciplinesApply to real-world predictable situationsApply to real-world unpredictable situationsQuadrant BApplication:

Students use acquired knowledge to solve problems, design solutions, and complete work.

Highest level is to apply appropriate knowledge to new and unpredictable situationsAction

High degrees of application.

Knowing how to use math skills to make purchases and count changeRigor/Relevance FrameworkDAdaptation6

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Knowledge/ AwarenessKnowledge in one disciplineApply in one disciplineApply across disciplinesApply to real-world predictable situationsApply to real-world unpredictable situationsQuadrant DAdaptation:

Students have the competence to think in complex ways and also apply knowledge and skills they have acquiredEven when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.Ability to access information in wide-area network systems

Ability to gather knowledge from a variety of sources to solve complex problem in the workplace The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine what we teach in schools, how we teach it, and how we decide if students have learned the material.A Quadrant D lesson is one that falls into the D Quadrant of the Rigor/Relevance Framework tool as shown below.What is a Quadrant D Lesson?

This slide is primarily about the framework as a tool for educators and now a tool for students when they learn how it works.The bullets are laying the foundation for the detailed explanation of the framework that will occur in the next few slides.19Example Verbs by Thinking LevelLevel 1-KnowledgeArrangeCheckChooseFindListLabelLocateCalculateConvertDefineExplainInferProposeInterpretLevel 2 - ComprehensionManipulateUseSolveUtilizeOperateMaintainRelate

Level 3 -ApplicationQuadrant A & BExample Verbs by Thinking LevelLevel 4-AuditDissectDivideExamineStudyTestInspectBuildCompileComposeCreateDevelopProduceFormLevel 5 -CriticizeDetermineJudgeRateAssessDecideRule OnLevel 6 -AnalysisSynthesisEvaluationQuadrant C & D

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25Is the lesson I am teaching for application?Acquiring knowledge to complete work to apply to something

Is the lesson real world?Application is the same as it would be for adults in a jobStandards for performance are the same for adult roles

Is there only one right way or can the end product be unique or unpredictable?Are there multiple variables that will affect the product?Is the outcome unpredictable or potentially different every time?Are there unknown factors such as (environment, people, time)?

Three Most Important Qualities of a Quadrant D Lesson26RIGORRELEVANCEABCRigor/Relevance FrameworkHighHighLowLowMathematics Middle SchoolFind and measure the sides of a right triangle using Pythagorean Theorem.Measure the sides and angles of a right triangle using the Pythagorean Theorem and trigonometric ratios.Determine the height of the tallest structures in Brownsburg using a protractor and write a persuasive paper making recommendations for the placement of tornado sirens to be sent to the Town Council.Go to the cafetorium, check to see that the tables are square through the measurements.D27RIGORRELEVANCEABCRigor/Relevance FrameworkHighHighLowLowSocial Studies - Middle SchoolMake a map showing the growth of the U.S. from 1783 to 1914.Participate in a Socratic seminar on a issue, such as urban sprawl. Analyze and debate the role of government in population control such as China one child policy.Research the growth of another country and relate to U.S. growth.D28RIGORRELEVANCEABCRigor/Relevance FrameworkHighHighLowLowScience - Middle SchoolConstruct models of molecules using toothpicks, marsh-mallows, and gumdrops.Research and produce a news program on healthy foods.Research and collect data and form recommendations for a dietary plan for someone with diabetes or heart disease.Conduct experiments to measure calories in foods.D29RIGORRELEVANCEABCRigor/Relevance FrameworkHighHighLowLowEnglish - Middle SchoolView movies that show human emotions and behaviors.Analyze commercials for word choice that elicits emotion.Research, write, and produce a persuasive commercial with the purpose of convincing the school administration to add new elective classes.Write captions for cartoons depicting the emotions pride and fear.D30RIGORRELEVANCEABCHighHighLowLowBusiness - Info. TechDemonstrate web development software functions.Compare features of web development software.Create a full web site for a local business.Design web page.Rigor/Relevance FrameworkDKNOWLEDGEA P P L I C A T I O NABDCRigor/Relevance FrameworkTeacherWorksTeacher/Student RolesStudentThinksStudentWorksStudentThinks & WorksKNOWLEDGEA P P L I C A T I O NABDCRigor/Relevance FrameworkTeacherControlledInfluenceTeacherDirectedExternally DirectedStudentControlled33KNOWLEDGEA P P L I C A T I O NABDCRigor/Relevance FrameworkProjectsProblemsActivitiesQuadrant D lessons prepare students for life beyond school.They prepare students for the work force and to be the leaders of tomorrow in the 21st Century.

Why should I care about Quadrant D lessons?35Learning & Innovation Skills

Creativity & InnovationCritical Thinking & Problem-solvingCommunication & Collaboration

Information, Media & Technology SkillsInformation LiteracyMedia LiteracyICT Literacy (Information Communication Technology)Life & Career SkillsFlexibility & AdaptabilityInitiative & Self-directionSocial & Cross-cultural SkillsProductivity & AccountabilityLeadership & Responsibility21st Century Skills

www.21stcenturyskills.orgBCSC 21 Century Skills Focus Global Awareness Civic Literacy Technology Literacy

36An Example of Each QuadrantHere is an example involving technical reading and writing

Quadrant ARecall definitions of various technical termsQuadrant BFollow written directions to install new software on the computerQuadrant CCompare and contrast several technical documents to evaluate purpose, audience, and clarity.Quadrant DWrite procedures for installing and troubleshooting new software.