Date post: | 16-May-2015 |
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Education |
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What do you know about the
Rigor/Relevance framework?
Edited from a PLS presentation for Middle School in Vinton, Iowa
Why Rigor & Relevance?
Many Iowa schools have adopted this model as a tool to improve instruction because it . . .
Engages all teachers in school-wide efforts,
Focuses on instruction, Provides a common vocabulary with
which to discuss teaching and learning.
Rigor6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge/ Awareness
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
New Bloom’s Taxonomy
When is a Task Rigorous?
think deeply about a problem
analyze new situations
interpret and synthesize knowledge
bring ideas together in a new or creative way
develop and justify their own criteria for evaluation
are intellectually challenged
Students…
Relevance
Knowledge is less connected to realistic situations and has less apparent value beyond school
Knowledge is clearly connected to realistic situations and has value
beyond school
Knowledge in one
discipline
Apply in one
discipline
Apply across
disciplines
Apply to real-world predictable
situations
Apply to real-world unpredictable
situations
When is a Task Relevant? Value beyond school Addresses an actual
problem of contemporary significance
Builds on students’ real-life experiences
Has students communicate knowledge beyond the classroom
Students recognize the connection between classroom knowledge and situations outside the classroom
AdaptationDHigh Rigor – High Relevance
BLow Rigor – High Relevance
ALow Rigor – Low Relevance
CHigh Rigor – Low
Relevance
Quadrant A Represents simple recall & basic
understanding of knowledge for its own sake.
Students gather and store bits of knowledge and information.
Students are primarily expected to remember or understand this acquired knowledge.
Low Rigor – Low Relevance
C D
A B
Quadrant B Students use acquired knowledge to complete
tasks with a connection outside school. Activities or tasks involve lifelike situations. Does not require higher order thinking.
Low Rigor – High Relevance
C D
A B
Quadrant C Students are thinking deeply about a
problem in the discipline. Represents more complex thinking
but has less clear value outside of school.
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.
High Rigor – Low Relevance
C D
A B
Quadrant D Students are thinking deeply and there is a
connection to lifelike situations. Even when confronted with unknowns,
students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.
High Rigor – High Relevance C DA B
Student-Teacher Engagement
In the Rigor/Relevance Framework there are different degrees of student engagement.
In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.
Students are thinking deeply about teacher-directed questions. Which quadrant?
1. A
2. B
3. C
4. D
A B C D
0% 0%0%0%
C D
A B
Teacher is doing the working and the thinking. Which quadrant?
1. A
2. B
3. C
4. D
A B C D
0% 0%0%0%
C D
A B
Students are working on teacher-directed, real-life problems. Which quadrant?
1. A
2. B
3. C
4. D
A B C D
0% 0%0%0%
C D
A B
RELEVANCE
C
Students are working and
thinking. D
Teacher is working & thinking.
A B
Rigor & Relevance: Student – Teacher Engagement
RIGOR