J. “Moms” Mabley
If you always do what you always did, you will always get what
you always got.
Richard D. Jones
International Center for Leadership in Education
International Center for Leadership in Education
Teaching for Rigor and Relevance
Willard Wirtz
There aren’t two worlds -- education and work, there is one world -- life
Rigorous and RelevantLearning
Rigor
Relevance
My only skill is taking tests.
All Students
Agenda
•Why Rigor Relevance•Successful School Practices •Rigor/Relevance Framework •RR and Assessments•Creating High Rigor/High
Relevance Lessons•Strategies •Raising Rigor/Relevance
??? Why ???Rigorous and
RelevantLearning
Changing Technologies
IM Freelance.com Camera Visual Thesaurus Phones that connect you to
the world Bugging the world - RFIDs Opencourseware - MIT Wikipedia Google’s Open Library
“The World Is Flat”
Triple convergence
Global Web-
enabled Workspace
New Ways of DoingBusiness
New Knowledge
Workers
Student Unmotivated
15
Summary of RateYourFuture.org
Survey FindingsOver 10,000 16-18 year olds in high schools surveyed
16
Major FindingsOf students who plan to graduate from high school:
• Less than 1 in 10 say high school has been “very hard.”
• More than one-third say high school has been “easy.”
• 32% “strongly agree” they would work harder if high school offered more demanding and interesting courses.
• 71% think taking courses related to the kinds of jobs they want is the best way to make their senior year more meaningful.
100 High School Freshmen
• 67 Graduate• 38 To College• 26 2nd Year• 18 Degree in 6 years
– 82 Decide to Quit Education
Failing Students
In schools the status quo persists!
Teachers struggling to teach an overloaded curriculum!
Weak Attempts at Relevance
NYS Math A QuestionJune 2003
Views You Can Usehttp://www.leadered.com
A Whole New Mind by Daniel Pink
DesignStory
SymphonyEmpathy
PlayMeaning
Changing Nature of WorkInternational ComparisonsChanging Youth Focus on on Learning
Not All SucceedingExplain What is ImportantIt is what is on THE testIncrease Student Motivation
Rigor and Relevance???? Why ????
Personalized LearningHigh ExpectationsData - Driven Decisions 9th Grade TransitionChallenging 12th GradeRigorous and Relevant CurriculumEffective Leadership Relationships Driven by Guiding PrinciplesSustained Professional Development
Exemplary Characteristics
Hebrew proverb
Do not confine your children to your own learning, for they were born in another time.
International Center for Leadership in Education, Inc.
Rigor/Relevance Framework
KNOWLEDGE
A P P L I C A T I O N
A B
DCRigor/Relevance Framework
1 2 3 4 5
Application
Knowledge
1
2
3
4
5
6
Rigor/Relevance Framework
Knowledge Taxonomy
1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation
Basic Nutrition
Knowledge Taxonomy
6 Appraise results of personal eating habits over time
5 Develop personal nutrition goals
4 Examine success in achieving nutrition goals
3 Use nutrition guidelines in planning meals
2 Explain nutritional value of foods
1 Label food by nutritional groups
Depth of Knowledge
Recall and Reproduction – Level 1
Skills & Concepts - Level 2 Strategic reasoning - Level 3 Extended reasoning - Level 4
Application Model
Acquisitionof knowledge
Applicationof knowledge
Action Continuum
Application Model
1 Knowledge of one discipline2 Application within discipline3 Application across
disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
Basic Nutrition
Application Model
1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods
considering nutritional value4 Develop nutritional plan for a health
problem affected by food5 Devise a sound nutritional plan for a
group of 3 year-olds who are “picky” eaters
Levels of Application
Model
ApplicationModel
Decision Tree
Is 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 1
Level 2
Level 3
Level 4
Level 5
•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language
•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget
Application Model
1 Knowledge of one discipline2 Application within discipline3 Application across
disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
Rigor/Relevance Framework
1. Recall Knolwedge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
1. Knowledge of one discipline
2. Application within discipline3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable situations
Knowledge Application
1
23
456
1 2 3 4 5
Rigor/Relevance Framework
1
23
456
1 2 3 4 5
A
Rigor/Relevance Framework
B
C D
KNOWLEDGE
A P P L I C A T I O N
A B
DCRigor/Relevance Framework
Skill
Identify, collect or sort pertinent information while reading.
Quadrant A
Read a science experiment and identify the necessary materials to perform the experiment.
Quadrant B
Locate and read current articles on biotech.
Quadrant C
Read and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
Quadrant D
Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
High
HighLow
Low
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
RightAnswer
Did Students Get it Right?
RationalAnswer
RightQuestions
RightProcedure
High
HighLow
Low
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance Framework
Describe function of gas
spectrophotometer
Difficult
Troubleshoot lawnmower that
doesn’t start
High
HighLow
Low
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance FrameworkEasy
Compare captialism and socialism Write a letter to the editorHigh
HighLow
Low
International Center for Leadership in Education
Mathematics - Statistics-
A Calculate mean, mode, median on a set of data.B Collect data on braking distance of automobiles at
various speeds and determine averages.C Select the best measure of central tendency and
calculate data to support a specific intent.D Develop a statistical sampling plan for determining
number of products which do not meet quality standards.
Standard: Use statistical measures, including central tendency, to describe and compare data
R/R Quadrant Student Performance
Rigor/RelevanceDetermining Levels
Activity
Skills and Knowledge K
4
5
3
3
4
International Center for Leadership in Education 1997
Read or view news reports, interpret information and vote in an informed manner
Use second language to discuss current events in a country where the language is spoken
Follow directions in a manual to use equipment safely
Write an essay, using references about an issue of interest
Compare prices, interest rates and maintenance costs of buying an appliance
Skills and Knowledge
International Center for Leadership in Education 1997
Read or view news reports, interpret information and vote in an informed manner
Use second language to discuss current events in a country where the language is spoken
Follow directions in a manual to use equipment safely
Write an essay, using references about an issue of interest
Compare prices, interest rates and maintenance costs of buying an appliance
A
5
3
4
4
4
Skills and Knowledge K
4
5
3
3
4
International Center for Leadership in Education 1997
Read or view news reports, interpret information and vote in an informed manner
Use second language to discuss current events in a country where the language is spoken
Follow directions in a manual to use equipment safely
Write an essay, using references about an issue of interest
Compare prices, interest rates and maintenance costs of buying an appliance
A
5
3
4
4
4
1
2
3
4
5
6
1 2 3 4 5
KNOWLEDGE
A P P L I C A T I O N
Rigor/Relevance Framework
A
C D
B
Rigor/RelevanceReflecting on Teaching
Activity
Rigor/RelevanceChallenge
R/R ChallengeStandard Quadrant A Performance
Understand rules of grammar, usage, punctuation, and
spellingMemorize spelling Words
Perform operations with numbers Solve word problems
Demonstrate U S geography Label States on a map
Understand systems of human body
Write description of human system
KNOWLEDGE
A P P L I C A T I O N
A B
DCRigor/Relevance Framework
Rigor/RelevanceLinking Standards and
Student Work
Activity
Rigor/RelevanceFramework and
Assessments
Rigor/RelevanceAssessment Challenge
Activity
Types of Assessment
Multiple Choice Constructed Response Extended Response Process Performance Product Performance Portfolio Interview Self Reflection
Rigorous and Relevant Instruction
Low
High
Low High
TraditionalTests
Performance
Rigor/Relevance Framework
KNOWLEDGE
A P P L I C A T I O N
• Extended Response
• Product Performance
Primary AssessmentsRigor/Relevance Framework
• Portfolio• Product
Performance• Interview• Self Reflection
• Process • Performance• Product
Performance
• Multiple Choice• Constructed
Response
KNOWLEDGE
A P P L I C A T I O N
A B
DCRigor/Relevance Framework
Rigor/RelevanceAnalyzing Test Questions
Activity
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
Rigor/ RelevanceHandbook
Planning Instruction
Rigor/Relevance
andInstructional
Strategies
Instructional Strategies: How
to Teach for Rigor and Relevance
“Teaching is only as good as the learning
that takes place.”
Instructional Strategies: How to Teach for Rigor and
Relevance
KNOWLEDGE
A P P L I C A T I O N
A B
DCRigor/Relevance Framework
Rigor/RelevanceWhat Works Best?
Activity
Research
When to Use StrategyBased on
Rigor/RelevanceFramework
Strategies
Brainstorming Cooperative Learning Demonstration Guided Practice Inquiry Instructional
Technology Lecture Note-taking/Graphic
Organizers
$Memorization
$Presentations/Exhibitions
$Research
$Problem-based learning
$Project Design
$Simulation/Role-playing
$Socratic Seminar
$Teacher Questions
$Work-based Learning
Selecting Strategies on Rigor/Relevance
Guided Practice
Lecture
Memorization
Best Strategies for Quadrant A - Acquisition
Cooperative Learning
Demonstration
Instructional Technology
Problem-based Learning
Project Design
Simulation/Role Playing
Work-based Learning
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant B - Application
Brainstorming
Inquiry
Instructional Technology
Research
Socratic Seminar
Teacher Questions
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant C - Assimilation
Brainstorming
Cooperative Learning
Inquiry
Instructional Technology
Presentations/ Exhibitions
Problem-based Learning
$Project Design$Research$Simulation/Role-
playing$Socratic Seminar$Teacher Questions$Work-based Learning
Selecting Strategies on Rigor/Relevance
Best Strategies for Quadrant D - Adaptation
Selection of Strategies Based on Rigor/Relevance Framework
RIGOR
RELEVANCE
A B
DC
Rigor/Relevance FrameworkStrategies
High
HighLow
Low
Compare and ContrastSummarizing
Design a Real World ProductTeach Others
Create
Role Play
Strategies that Work Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing
Recognition Homework and Practice Nonlinguistic Representations
Robert Marzano, 2001
Strategies that Work Cooperative Learning Setting Objectives and Providing
Feedback Generating and Testing Hypotheses Cues, Questions, and Advance
Organizers
Robert Marzano, 2001
Quadrant D Lessons
Title RR Level
Focus
Student Learning
Performance Task
Instructional Focus
Standards
Scoring Guide
Exemplars (optional)
Lesson Plan (optional)
High Rigor/High Relevance Lessons
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.
Writing Performance Tasks
Performance tasks include;
•student work that will be produced or performed
•whether group or individual
•Specific learning context
•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
Performance tasks usually do not include;
•Assessment. A performance-based implies but does not specify how the performance will be assessed.
•Specific direction to the student
•Specific equipment list
•Homework or reading assignments
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. It will take a point of view, include summaries of research, cite sources and recommend action.
Specific Context
Student Work
Conditions
Writing a Performance Task
Write a performance task for the following essential skill;Gather, summarize and analyze information from a variety of sources .
High Rigor/High Relevance
Brainstorm the characteristics of a high rigor/high relevance lesson (Quadrant D). What does it look like?
High Rigor/High Relevance
Create 4-5 criteria to use in evaluating lessons for high rigor/high relevance
High Rigor/High Relevance
★ Rigor
★ Relevance
★ Educational Soundness
★ Student Engagement
Developing Rigorous/Relevant Lesson
•Start with a Focus of unit of instruction or topic.
•Identify the Learning
•Brainstorm the Student Work
•Define the final Student Performance and Level or Rigor/Relevance
•Create Assessment
•Build Unit of Instruction
•Sequence the Learning Steps
•Formative Assessments
•Select Strategies
•Plan procedures
•List resources
Learning Experiences
Assessment
State Standards
StudentPerformance
Use Idea to Brainstorm
Concepts, Knowledge,
Skills and Behaviors
BrainstormConcepts or
Essential Questions
Brainstorm Work in Multiple
Disciplines
Unit in Course Syllabus
Rigor/RelevanceFramework Student Work
Defining Student Performance
Planning StepsFocus instructional unitStudent Performance
Learning Student workRigor Relevance
Assessment Learning Experiences (Unit Plan)
Instructional Planning
Key Questions What is the focus of the instructional unit
(topic, area, theme, or setting)? What are the important connections with other disciplines)? What are related standards and priority
What are students expected to know and be able to do? What level of Rigor/Relevance?
How will I assess performance? What activities will enable student to
achieve performance?
Instructional Planning
Focus
Secondary Level Social Studies State Social Studies
Standard #5 – U. S. Government Criminal Justice System -
Procedures, rights and responsibilities
What defines this learning experience?
Student Performance
Understand court system Understand the roles of court
officials Participate on a jury Recognize individual rights in
criminal cases Compare criminal justice
systems outside the U.S.
What will students know and be able to do?
Understand court systemUnderstand the roles of court
officialsParticipate on a juryRecognize individual rights in
criminal casesCompare criminal justice
systems outside the U.S.
What is Rigor Relevance level?Level
A
A
D
C
C
Student Performance
Student Performance
How does the criminal justice system provide public safety?
In what ways does system protect individual rights?
What checks and balances are put in the system?
What are the essential questions and/or concepts?
Service project Role play skit. Research project. Written test
What is the student work?
Student Performance
Service project -youth court jury
Role play court officers. Research project international
comparisons. Written test court systems
What is the performance?
Student Performance
Service project -youth court jury
Role play court officers. Research project international
comparisons. Written test court systems
What is the performance?
Student Performance
Service project -youth court jury
Role play court officers. Research project international
comparisons. Written test court systems
How will assess student performance?
Assessment
Grade written test
Rubric on rolesRubric on research paper
Journal reflection
Learning Experiences
Discussion on essential questions
Guest presentation - District Attorney Office
Lecture/reading court systems Group research and reports Group role play and skits Youth court experience
What activities?
Learning Experiences
Criminal justice systemCourts Levels of crimesRoles of judges, officers, attorneys
Juries International systems
What content will students need?
Project: Wax Museum 5th Gade
Activity QuadrantStudents build prior knowledge based on participation inclass lessons about predetermined time period in history.
A – Acquisition
List historical figures as they are presented in class lessons. A – AcquisitionStudents choose a person from their time period to research. A - AcquisitionStudents research and study the life of their historicalfigure
A - Acquisition
Students compose an original monologue from theperspective of their historical figure.
C – Assimilation
Students design their costume to become their historicalfigure
C – Assimilation
Students perform individually five minute historicalmonologue of important historical figure in costume in awax museum format
D - Adaptation
Project: Community Helper Fashion Show Kindergarten
Activity Quadrant
A- AcquisitionC - Assimilation
B - Application
C – AssimilationB- ApplicationB- Application
Build Background on Community Helpers:Career Day – listen to guest speakers (fireman, pilot, EMS, animalcatcher, builder, nurse)Make use of a Double bubble to compare/contrast the jobs of twocareer day guest speakersRead Aloud: Moving Goods – Make use of a predictable chart “Ican go on a…”Students and teacher make use of a bubble map to compare andcontrast two books. (B. Bears Go To the Doctor and B. Bears GoTo the Dentist)Complete transportation lotusStudents make use of a lotus to identify the jobs of a firefightersand a police officer.Students and teacher make use of an Affinity Diagram tobrainstorm and categorize people in the neighborhood
C – Assimilation
Students identify the community helper he/she wants to be A- AcquisitionStudents create costume of his or her community helper C- AssimilationStudents write (dictate) description of community helper C- AssimilationStudents simulate a Community Help Fashion Show B- Application
Suggestion for Sequencing Learning Don’t always start in Quadrant A Consider starting with real world
problems Use inquiry for launching activities Use variety of individual and group
student work Make each part of learning
experience important
Raising the Level of Rigor and Relevance
RIGOR
RELEVANCE
A B
DC
Increasing Rigor/Relevance
High
HighLow
Low
Challenging AssessmentsInterdisciplinary InstructionReading in the Content Area Relationships
Use of TechnologyNew Teaching IdeasPeer Teaching ObservationsAction Research
Continuous Professional Development
Increasing Rigor and Relevance
Challenging AssessmentsInterdisciplinary InstructionReading in the Content Area Relationships
Use of TechnologyNew Teaching IdeasPeer Teaching ObservationsAction Research
Continuous Professional Development
Increasing Rigor and Relevance
International Center for Leadership in Education, Inc.
Richard Jones [email protected]
http://dickjones.us
Senior Consultants
1587 Route 146
Rexford, NY 12148
Phone (518) 399-2776
Fax (518) 399-7607