International Center for Leadership in Education, Inc.

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Teaching for Rigor and Relevance

• International Center for Leadership in Education,
  Inc.

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Hebrew proverb

• Do not confine your children to your own
  learning, for they were born in another time.

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Logistics
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Agenda

• Develop a common focus on preparing students for
  rigorous and relevant learning
• Determine how the Rigor/Relevance Framework can
  be adapted to your unique school community

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Outcomes

1. Be able to explain rationale for teaching rigor
   and relevance
2. Become familiar with resources to use the
   Rigor/Relevance Framework
3. Apply the Rigor/Relevance Framework to various
   instructional settings, learning experiences and
   assessments
4. Develop an action plan to use the Rigor/Relevance
   Framework

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ICLE Philosophy

• Rigor
• Relevance
• All Students

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Rigor
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Relevance
My only skill is taking tests.
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All Students
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Small Group Discussion
Why Rigor and Relevance?
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Why Rigor and Relevance?

• Changing Nature of Work
• International Comparisons
• Changing Youth
• Way to Focus on Student Learning
• Tool for School Alignment
• Explain What is Important
• It is what is on THE test
• Increase Student Motivation

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Rigor/Relevance Framework

• International Center for Leadership in Education,
  Inc.

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Rigor/Relevance Frameworkp. 2 Handout

• International Center for Leadership in Education,
  Inc.

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Knowledge Taxonomy
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Knowledge Taxonomy

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

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Managing Resources
Knowledge Taxonomy

• 1 Identify money
• 2 Explain values
• 3 Buy something within budget
• 4 Match expenses to budget
• 5 Set goals based on budget
• 6 Evaluate spending habits of spouse

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Application Model
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Application Model

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

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Managing Resources
Application Model

• 1 Know money values
• 2 Solve word problems
• 3 Relate wealth to quality of life
• 4 Prepare budget
• 5 Handle lottery winnings

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
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Rigor/Relevant Framework
Knowledge
Application
1. Knowledge of one discipline 2. Application
within discipline 3. Application across
disciplines 4. Application to real world
predictable situations 5. Application to real
world unpredictable situations

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

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Rigor/Relevance Framework
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5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
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5
4
3
2
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
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C
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
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D
C
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Skill

• Identify, collect or sort pertinent information
  while reading.

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Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

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Quadrant B

• Locate and read current articles on biotech.

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Quadrant C

• Read and analyze 3 original newspaper articles
  from WW II and identify reasons for opposition to
  US entry into the war.

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Quadrant D

• Read pertinent information related to El Nino
  weather patterns and propose possible summer
  vacation destinations.

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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Knowledge Taxonomy Verb List(in handbook)
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ApplicationModel Decision Tree(in handbook)
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Rigor/Relevance Examples Student
Performances pp. 3-4 Handout
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Activity Pairing Examples from own teaching or
choose one of the competencies
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• 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

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Pair/Individual Activity
What would be the student performance for each
quadrant?
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Planning Instruction
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Activity
Rigor/Relevance Linking Standards and Student Work
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Examples of Student Work For Real-World
Instruction p. 8
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Data-driven Curriculum Checklist p. 7
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Writing Performance Tasks
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Rigor/Relevance Framework And Assessment
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Types of Assessment
Rigorous and Relevant Instruction

• Multiple Choice
• Constructed Response
• Extended Response
• Process Performance
• Product Performance
• Portfolio
• Interview
• Self-Reflection

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Rigor/Relevance Framework
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5
4
Traditional Tests
Performance
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2
1
1
2
3
4
5
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Primary Assessments Rigor/Relevance Framework
KNOWLEDGE

• Portfolio
• Product Performance
• Interview
• Self Reflection

• Extended Response
• Product Performance

• Process
• Performance
• Product Performance

• Multiple Choice
• Constructed Response

A P P L I C A T I O N
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Pair/Individual Activity
Analyzing Test Questions Which Quadrant? p. 11
handout
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Test Question Worksheet

1. C
2. A
3. D
4. B
5. D

1. A
2. B
3. B
4. B
5. D

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Development of Test Question
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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
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Distinguishing Learning among the Four Quadrants
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Rigor/Relevance Framework
KNOWLEDGE
D
C
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
Teacher/Student Roles
D
C
Student Think
Student Think Work
RIGOR
High
B
A
Teacher Work
Student Work
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Did Students Get it Right?
D
C
Rational Answer
Right Questions
RIGOR
High
B
A
Right Answer
Right Procedure
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Control
D
C
Teacher Directed
Student Controlled
RIGOR
High
B
A
Teacher Controlled
Externally Controlled
Low
High
Low
RELEVANCE
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Rigor/Relevance Framework
Differentiation
D
C
Student Work
Already Differentiated
RIGOR
High
B
A
Time Strategy
Student Work
Low
High
Low
RELEVANCE
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Raising the Level of Rigor and Relevance
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Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Instructional StrategiesHow to Teach for Rigor
and Relevance

• International Center for Leadership in Education,
  Inc.

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ACTIVITY
Matching Strategies to R R Framework p. 14 in
handout
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Strategies

• Memorization
• Presentations/Exhibitions
• Research
• Problem-based learning
• Project Design
• Simulation/Role-playing
• Socratic Seminar
• Teacher Questions
• Work-based Learning

• Brainstorming
• Cooperative Learning
• Demonstration
• Guided Practice
• Inquiry
• Instructional Technology
• Lecture
• Note-taking/Graphic Organizers

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Research
When to Use Strategy Based on Rigor/Relevance Fra
mework
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Selection of Strategies Based on
Rigor/ Relevance Framework
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Rigor/Relevance Framework
KNOWLEDGE
Problems
D
C
Projects
Activities
B
A
A P P L I C A T I O N
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Brainstorming
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Cooperative Learning
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Demonstration
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Guided Practice
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Inquiry
Elements
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Instructional Technology
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Lecture
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Memorization
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Note-taking/Graphic Organizers
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Presentations/Exhibitions
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Problem-based Learning
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Project Design
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Research
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Simulation/Role-playing
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Socratic Seminar
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Teacher Questions
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Work-based Learning
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Strategies that Work

• Identifying Similarities and Differences
• Summarizing and Note Taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representations

Robert Marzano, 2001
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Strategies that Work

• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypotheses
• Cues, Questions, and Advance Organizers

Robert Marzano, 2001
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Lesson Reflection

1. Description of lesson you taught what and how
2. What R/R quadrant(s)
3. What R/R quadrant(s) would you teach it now
4. What assessment would you use and why
5. What instructional strategies would you use now
   and why?

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Raising the Level of Rigor and Relevance
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Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
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Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Kennesaw Mountain What does rigor and relevance
look like in practice?
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Benefits of Using Rigor and Relevance?

• Better prepare students for future work
• Way to focus student learning on priority
  standards
• Ensure student achieve standards
• Align curriculum, instruction and assessment
• Prepare for state tests
• Increase student interest and motivation

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Ask Me..... How will I ever use what Im
learning today?
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REFLECTION What will you do in your
classroom/school as a result of todays session?

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Activity
ACTION PLAN

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