The 3 R’s

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The 3 Rs
IGOR
ELEVENCE
ELATIONSHIPS
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Three Dimensional Framework

• Developed by the International Center for
  Leadership in Education in 1997
• Purpose of framework is to enable students
• To be life long learners
• Effective decision makers
• Critical thinkers
• Problem solvers
• Teach students what to do when they dont know
  what to do!

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International Center for Leadership in Education
Model Schools Conference Washington DC, June 30,
2007.
Rigor, Relevance Relationship Framework
Rigor
Relationship
Relevance
To maximize a students learning, it is critical
to keep the balance between all three dimensions.
To optimize the learning for each student, we
must adjust the dimensions to best fit the
situation at hand.
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• So lets look at the three different dimensions of
  the model

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The First Dimension

• KnowledgeRigor

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Knowledge Taxonomy

• 1. Awareness
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

These are a continuum based on the six levels of
Blooms Taxonomy which describes the increasingly
complex ways in which we think.
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Blooms Taxonomy
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Blooms vs. Anderson(Noun to verb transition)

• Knowledge select, write, list, find,
• Revision Remember
• Comprehension propose, submit,
• Revision Understand
• Application relate, solve, utilize,..
• Revision Applying
• Analysis deduce, dissect, survey, sift,
• Revision Analyzing
• Synthesis generate, conceive, construct,..
• Revision Evaluating
• Evaluation classify, reject, criticize,..
• Revision Creating

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The Second Dimension

• Application..Relevance

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Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

The application model is one of action. Its five
levels describe putting knowledge to use. While
the low end is knowledge acquired for its own
sake, the high end signifies use of that
knowledge to solve complex real-world problems
and to create unique projects, designs, and other
works for use in real-world situations.
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Group Activity

• Turn to page 10 in your handout and in the space
  provided at the bottom of the page after the
  Public Speaking exercise, select one of the
  following topics and write it next to the word
  Subject -then complete the application model
  exercise
• Baking a cake
• Wrestling
• Calligraphy
• Once completed use the Think Pair Share
  learning strategy to review your choices.

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
International Center for Leadership in Education
Model School Conference Washington DC, June 30,
2007
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International Center for Leadership in Education
Model School Conference Washington DC, June 30,
2007
Quadrants of Learning
Blooms
C D A B
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5
4
3
2
1 2 3 4 5
1
Application
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(No Transcript)
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Quadrant Descriptors
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Increasing Rigor/Relevance
Assimilating
Adaptation
D
C
RIGOR
High
B
A
Low
Application
Acquisition
High
Low
RELEVANCE
International Center for Leadership in Education
Model Schools Conference Washington DC. June 30,
2007
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Rigor/Relevance Framework
Romeo and Juliet
D
C
Write a letter to Romeo on how to deal with
conflict.
Design brochure on dealing with family crises.
RIGOR
High
B
A
ID conflicts and issues in a scene.
Act out a scene
Low
High
Low
RELEVANCE
International Center for Leadership in Education
Model School Conference Washington DC, June 30,
2007.
18
Rigor/Relevance Framework
Teacher/Student Roles
KNOWLEDGE
D
C
Student Think
Student Think Work
B
A
Teacher Work
Student Work
A P P L I C A T I O N
International Center for Leadership in Education
Model School Conference Washington DC, June 30,
2007.
19
Increasing Rigor and Relevance

• Build strong respectful relationships
• Use technology to engage students
• Use variety of engaging teaching strategies
• Action research
• Develop challenging assignments
• Differentiate instruction
• Read in the content area
• Interdisciplinary Instruction
• Ongoing professional development

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The Third Dimension.

• Relationships..

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Building new relationships involves risk
taking.and we all need a little help with
that!!!!
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Rigor/Relevance Framework
Relationships
D
C
High
R I GOR
B
A
Low
High
Low
RELEVANCE
International Center for Leadership in Education
Model School Conference Washington DC, June 30,
2007.
23
In The Classroom
Mandated Without Question Passive and
Quiet Discouraged Negative Punishment Absolute
Attention Public Pronouncements
Negotiated With Respect Engaged Encouraged Positiv
e Reinforcement Source of Encouragement Private
Conversations
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My Voice Student and Staff
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Strategies for Building Relationships

• Make it a school wide focus
• Collect and analyze data
• Listen to the students
• Apply the elements of good coaching and advising
  to classroom
• Model good relationships

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Rigor, Relevance Relationship Framework (3-D
Model)
The capacity for student learning is the volume
we created within our 3-D model.
Rigor (20)
20 x 5 x 5 500 learning units
Relationship (5)
Relevance (5)
International Center for Leadership Model
Schools Conference Washington DC, June 30, 2007
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Rigor, Relevance Relationship Framework
High Rigor with Low Relevance Low
Relationships We might ask students to learn the
rigorous content without the meaning of
application or the support of relationship..
Rigor
Relationship
Relevance
International Center for Leadership Model
Schools Conference Washington DC, June 30, 2007
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Rigor, Relevance Relationship Framework
Relationship
Rigor
Relevance
High Relevance with Low Rigor Low
Relationship We might push students into the high
levels of application without providing them the
foundation of core knowledge coupled with the
safety to take risks.
International Center for Leadership Model
Schools Conference Washington DC, June 30, 2007
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Rigor, Relevance Relationship Framework
Relationship
Low Rigor and Low Relevance with High
Relationship.
Rigor
Relevance
If students do not experience high expectation
for learning the content as well as applications
for their learning, we may become more like a
friend than a facilitator of their learning.
International Center for Leadership Model
Schools Conference Washington DC, June 30,
2007
30
International Center for Leadership in Education
Model Schools Conference Washington DC, June 30,
2007.
Rigor, Relevance Relationship Framework
Rigor
Relationship
Relevance
To maximize a students learning, it is critical
to keep the balance between all three dimensions.
To optimize the learning for each student, we
must adjust the dimensions to best fit the
situation at hand.
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R x R x R LCWRS

• Relationships X Relevance X Rigor
• Life, College, Work Ready Students

International Center for Leadership in Education
Model School Conference Washington DC, June 30,
2007.
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Resources

• www.modelschoolconference.com/handouts.html.
  Retrieved on Wednesday August 29, 2007.