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Routes to Rigor and Relevance presented by Dr. Richard Jones,
SPN Coach and ICLE Senior Consultant
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Effects of Rigor/Relevance Framework
• Simple, versatile and powerful• Tool for collaboration and reflection• Something new that builds on what
teachers know• Inclusive• Shift focus to student learning• Avoids defending current practice• Framework for selecting strategies and
assessments
• ß
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Routes to High Rigor and Relevance
Pinnacle of High R/R
Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
Crea
te G
old
Seal
Les
son U
se D-M
oment Strategies
Adapt
a G
old
Seal
Less
on
Ch
an
ge S
trate
gie
sC
han
ge A
ssessm
en
tsM
ake In
terd
isciplin
aryA
dd
Hig
h R
R T
ask
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Ways to Increase Rigor/Relevance• Design Gold Seal Lesson - culminate
w/ performance • Modify existing lesson -
– add high RR performance - adapt Gold Seal Lessons
– change strategies– change assessments
• Interdisciplinary instruction– Integrate academics in CTE and Arts
• Use “D” Moments
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RR Teacher Handbook Second Edition
Key understandings to help teachers apply the Rigor/Relevance Framework in their classrooms
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Rigor/Relevance Framework
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RRIIGGOORR
RRIIGGOORR
RELEVANCERELEVANCERELEVANCERELEVANCE
HighHighHighHigh
HighHighHighHighLowLowLowLow
LowLowLowLow
TeacherTeacherWorkWork
StudentStudentThinkThink
StudentStudentThink & Think & WorkWork
StudentStudentWorkWork
High Rigor/Relevance Performance Task
High Rigor/Relevance Performance Task
If you don’t know where you are going, any road will take you there.
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Writing Performance Tasks
A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application. It is usually written in the third person describing the learning to other educators.
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Performance tasks include; •student work that will be produced or performed•connection to what is important to learn•resources students will be provided or have to acquire•setting where students will complete the work•conditions (often real world) under which the work will be done
Writing Performance Tasks
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Writing Performance Tasks
Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. Students will work independently and use school resources. The letter will take a point of view, include summaries of research, cite sources and recommend action.
Conditions
Learning Context
Student Work
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Instructional Planning• Define Focus• Create Performance Task• Create Performance Assessment• Plan Learning Experiences• Sequence the Lesson• Identify Literacy Strategies• Select Strategies• Plan Adaptations
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Gold Seal Lessons• Lesson idea to take student learning to
high rigor and/or relevance (Quadrant B, C, D)
• Part of a unit of instruction• Based on high priority standards• Ends with a student performance• Not a daily lesson, nor a detailed unit
instructional plan
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Sources of Gold Seal LessonsPublications•Original K-12 - 360 lessons•New K-8 or 9-12 120 lessons each•Subject specific - 30 lessons•Curriculum Matrix - samplesSuccessful Practices Network•http://www.successfulpractices.org•1800 and growing
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Rigor/Relevance FrameworkDid Students Get it Right?
RIGOR
RELEVANCE
A B
DC
RightAnswer
RationalAnswer
RightQuestions
RightProcedure
High
HighLow
Low
Sample Quadrant A Math Question on Pythagorean TheoremFind the missing variable. Include units in the answer.
Sample Quadrant D Math Question on Pythagorean TheoremYou are planning to build a wheel chair ramp. That rises an elevation of .3 meters. If the desired slope of the ramp is 1:16, How many meters long (X) will the ramp be and how far (Y) from the step will it begin?
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Types of Assessment• Multiple Choice• Constructed Response• Extended Response• Process Performance• Product Performance• Portfolio• Interview• Self Reflection
Rigor/Relevance Framework
3380
KNOWLEDGE
A P P L I C A T I O N
Extended ResponseProduct Performance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
Portfolio Product
PerformanceInterviewSelf Reflection
Process PerformanceProduct Performance
Multiple ChoiceConstructed
Response
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R/R and Assessment• Determine the level of Rigor and
Relevance on state tests.• Develop your tests to parallel state
tests when preparing for them.• Use performance assessment when you
want Quadrant D achievement• Keep level of assessment consistent
with expectation for performance.• Let students know assessment in
advance
Suggestions
Instructional StrategiesInstructional StrategiesThere are no best
teaching strategies, only strategies that
are most appropriate for
expected level of rigor and relevance
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Teach Others/Immediate Use of Learning
Practice By Doing
Discussion Groups
Demonstration
Audiovisual
Reading
LectureAverage Retention Rate After 24 Hours 5%
10%
20%
30%
50%
75%
90%
-David Sousa p. 95
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkStrategies
High
HighLow
Low
Compare and ContrastSummarizing
Design a Real World ProductTeach Others
Make, Produce, PerformRole Play
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Strategies
• Brainstorming
• Cooperative Learning
• Demonstration
• Guided Practice
• Inquiry
• Instructional Technology
• Lecture
• Note-taking/Graphic Organizers
• MemorizationPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning
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More Instructional Strategies for Rigor and Relevance
• Artistic Expression • Compare and Contrast • Digital Media
Production • Feedback and
Reflection • Games • Instructional
Technology – Any-time• Instructional
Technology – Real-time• Learning Centers • Logical and
Independent Thinking
• Manipulatives and Models Physical Movement PlayService Learning Storytelling Summarizing Teaching Others Test Preparation Video Writing to Learn
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Selection Selection of of
Strategies Strategies Based on Based on
Rigor/Rigor/Relevance Relevance FrameworFramewor
kk
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Selection Selection of of
Strategies Strategies Based on Based on
Rigor/Rigor/Relevance Relevance FrameworFramewor
kk
Interdisciplinary Instruction
Interdisciplinary Instruction
There aren’t two worlds -- education and work, there is one world -- life
Willard Wirtz
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Types of Interdisciplinary Instruction
• Teaching the same skills in different context in courses
• Teaching related skills across disciplines
• Joint or connected instruction• New instruction including multiple
disciplines
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Benefits of Interdisciplinary Instruction
• Teacher collaboration• Student involvement• Higher level thinking • Content mastery• Mirrors real world• Less fragmented learning
"The biggest obstacle to interdisciplinary planning is
that people try to do too much at once. What they need to look for are some,
not all, natural overlaps between subjects."
Heidi Hayes Jacob
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D-Moments
Short strategies within a daily lesson to increase student
thinking and application into Quadrant D of the R/R
Framework.
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D - Moments• Original Answers• Learning With Peers• Current Events• What If?• Fix It• Google It• How Did that Happen?• Remind Me• Program Your
Television• Can You see it Now?
• Tell Me A StoryQuiz ShowFuture ThinkIn Your Own WordsWhy QuestionsLego LandAt Your ServiceAround YouJustify Your PositionQuick Writes
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For an archived version of this webinar, visit:
www.successfulpractices.org
www.successfulpractices.org