To Examine Curriculum Instruction and Assessment 21 st Century Skills for Success Strong Academics Reading Writing Math Science Career Skills Workplace Attitudes amp Ethics Technology Skills ID: 385662
Download Presentation The PPT/PDF document "Rigor and Relevance Framework" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Rigor and Relevance Framework
To Examine Curriculum, Instruction, and AssessmentSlide2
21st
Century Skills for Success
Strong Academics
Reading, Writing, Math, Science
Career Skills
Workplace Attitudes & Ethics
Technology Skills
Character Virtues
Honesty, Responsibility, IntegritySlide3
First Continuum for Focus
Thinking Continuum
Assimilation of Knowledge
Acquisition
of KnowledgeSlide4
Defining Rigor: Example
Rigor refers to academic rigor—
Learning in which students demonstrate a thorough, in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem-solving, evaluation or creativity.
Level 1—Knowledge
Label foods by nutritional groups
Level 2—Comprehension
Explain nutritional value of individual foodsLevel 3—ApplicationMake use of nutrition guidelines in planning mealsLevel 4—Analysis
Examine success in achieving nutritional goalsLevel 5—SynthesisDevelop personal nutrition goalsLevel 6—EvaluationAppraise results of personal eating habits over timeSlide5
Thinking Continuum Cont.
Based upon the six levels of Bloom’s Taxonomy from most to least complex:
Evaluation
Synthesis
Analysis
ApplicationComprehension
AwarenessSlide6
Second Continuum for Focus
Action Continuum
Acquisition of Knowledge
Application of KnowledgeSlide7
Defining Relevance: Example
Relevance refers to learning in which students apply core knowledge, concepts, or skills to solve real-world problems.
Relevant learning is interdisciplinary and contextual.
Work ranges from routine to complex at any school grade and in any subject.
Created through authentic problems, simulation, connecting concepts to current issues.
Example of Relevance in Performance
Level 1—Knowledge in One DisciplineLabel foods by nutritional groupLevel 2—Application in One Discipline
Rank foods by nutritional valueLevel 3—Interdisciplinary ApplicationMake cost comparisons of different foods considering nutritional value.Level 4—Real-world Predictable SituationsDevelop a nutritional plan for a person with a health problem affected by food intakeLevel 5—Real-World Unpredictable Situations
Devise a sound nutritional plan for a group of 3-year-olds who are picky eaters.Slide8
Action Continuum Cont.
Created by Dr. Willard R Daggett that has 5 levels that describe how knowledge is put to use from most to least.
Apply to real-world unpredictable situations
Apply to real-world predictable situations
Apply across disciplines
Apply in disciplineKnowledge in one disciplineSlide9
Application Model
The Application Model describes putting Knowledge to use.
Low end is knowledge acquired for its own sake,
high end signifies action—the use of that knowledge to solve complex real-world problems
Complex, Unpredictable, real-world problem solving
Apollo 13
http://youtu.be/NAzbmgCZ2FwSlide10
Rigor/Relevance Framework
C
Assimilation
D
Adaptation
A
Acquisition
B
Application
6
5
4
3
2
1
1 2 3 4 5
K
N
O
W
L
E
D
G
E
TAXONOMY
APPLICATION MODEL
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/ Awareness
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situationsSlide11
Rigor/Relevance Framework
A
Acquisition
6
5
4
3
2
1
1 2 3 4 5
K
N
O
W
L
E
D
G
E
TAXONOMY
APPLICATION MODEL
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/ Awareness
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situationsSlide12
Quadrant A
Acquisition:
Students gather and store bits of knowledge and information
Students are primarily expected to remember or understand this acquired knowledge
Simple recall
Basic understanding of knowledge for its own sake
Example: The Earth is round, Shakespeare wrote Hamlet.Slide13
Rigor/Relevance Framework
C
Assimilation
6
5
4
3
2
1
1 2 3 4 5
K
N
O
W
L
E
D
G
E
TAXONOMY
APPLICATION MODEL
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/ Awareness
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situationsSlide14
Quadrant C
Assimilation:
Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create unique solutions
More complex thinking, but still knowledge for its own sake
Embraces higher levels of knowledge such as knowing how the U.S. Political System works and analyzing the benefits and challenges of the cultural diversity of this nation vs. other nations.Slide15
Rigor/Relevance Framework
B
Application
6
5
4
3
2
1
1 2 3 4 5
K
N
O
W
L
E
D
G
E
TAXONOMY
APPLICATION MODEL
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/ Awareness
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situationsSlide16
Quadrant B
Application:
Students use acquired knowledge to solve problems, design solutions, and complete work.
Highest level is to apply appropriate knowledge to new and unpredictable situations
Action
High degrees of application.
Knowing how to use math skills to make purchases and count changeSlide17
Rigor/Relevance Framework
D
Adaptation
6
5
4
3
2
1
1 2 3 4 5
K
N
O
W
L
E
D
G
E
TAXONOMY
APPLICATION MODEL
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge/ Awareness
Knowledge in one discipline
Apply in one discipline
Apply across disciplines
Apply to real-world predictable situations
Apply to real-world unpredictable situationsSlide18
Quadrant D
Adaptation:
Students have the competence to think in complex ways and also apply knowledge and skills they have acquired
Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.
Ability to access information in wide-area network systems
Ability to gather knowledge from a variety of sources to solve complex problem in the workplace Slide19
The Rigor/Relevance Framework is a tool developed by staff of the International Center for Leadership in Education to examine
what
we teach in schools,
how
we teach it, and how we decide
if students
have learned the material.
A Quadrant D lesson is one that falls into the “D” Quadrant of the Rigor/Relevance Framework tool as shown below.What is a Quadrant D Lesson?Slide20
Example Verbs by Thinking Level
Level 1-Knowledge
Arrange
Check
Choose
Find
List
LabelLocate
Calculate
Convert
Define
Explain
Infer
Propose
Interpret
Level 2 - Comprehension
Manipulate
Use
Solve
Utilize
Operate
Maintain
Relate
Level 3 -Application
Quadrant A & BSlide21
Example Verbs by Thinking Level
Level 4-
Audit
Dissect
Divide
Examine
Study
TestInspect
Build
Compile
Compose
Create
Develop
Produce
Form
Level 5 -
Criticize
Determine
Judge
Rate
Assess
Decide
Rule On
Level 6 -
Analysis
Synthesis
Evaluation
Quadrant C & DSlide22Slide23Slide24Slide25Slide26
Is the lesson I am teaching for application?
Acquiring knowledge to complete work to apply to something
Is the lesson real world?
Application is the same as it would be for adults in a job
Standards for performance are the same for adult roles
Is there only one “right way” or can the end product be unique or unpredictable?
Are there multiple variables that will affect the product?
Is the outcome unpredictable or potentially different every time?
Are there unknown factors such as (environment, people, time)?
Three Most Important Qualities of a Quadrant D LessonSlide27
RIGOR
RELEVANCE
A
B
C
Rigor/Relevance Framework
High
High
Low
Low
Mathematics – Middle School
Find and measure the sides of a right triangle using Pythagorean Theorem.
Measure the sides and angles of a right triangle using the Pythagorean Theorem and trigonometric ratios
.
Determine the height of the tallest structures in Brownsburg using a protractor and write a persuasive paper making recommendations for the placement of tornado sirens to be sent to the Town Council.
Go to the
cafetorium
, check to see that the tables are “square” through the measurements
.
DSlide28
RIGOR
RELEVANCE
A
B
C
Rigor/Relevance Framework
High
High
Low
Low
Social Studies - Middle School
Make a map showing the growth of the U.S. from 1783 to 1914.
Participate in a Socratic seminar on a issue, such as urban sprawl.
Analyze and debate the role of government in population control such as China’ one child policy.
Research the growth of another country and relate to U.S. growth.
DSlide29
RIGOR
RELEVANCE
A
B
C
Rigor/Relevance Framework
High
High
Low
Low
Science - Middle School
Construct models of molecules using toothpicks, marsh-mallows, and gumdrops.
Research and produce a news program on healthy foods.
Research and collect data and form recommendations for a dietary plan for someone with diabetes or heart disease.
Conduct experiments to measure calories in foods.
DSlide30
RIGOR
RELEVANCE
A
B
C
Rigor/Relevance Framework
High
High
Low
Low
English - Middle School
View movies that show human emotions and behaviors.
Analyze commercials for word choice that elicits emotion.
Research, write, and produce a persuasive commercial with the purpose of convincing the school administration to add new elective classes.
Write captions for cartoons depicting the emotions pride and fear.
DSlide31
RIGOR
RELEVANCE
A
B
C
High
High
Low
Low
Business -
Info. Tech
Demonstrate web development software functions.
Compare features of web development software.
Create a full web site for a local business.
Design web page.
Rigor/Relevance Framework
DSlide32
KNOWLEDGE
A P
P
L I C A T I O N
A
B
D
C
Rigor/Relevance Framework
Teacher
Works
Teacher/Student Roles
Student
Thinks
Student
Works
Student
Thinks & WorksSlide33
KNOWLEDGE
A P
P
L I C A T I O N
A
B
D
C
Rigor/Relevance Framework
Teacher
Controlled
Influence
Teacher
Directed
Externally
Directed
Student
ControlledSlide34
KNOWLEDGE
A P P L I C A T I O N
A
B
D
C
Rigor/Relevance Framework
Projects
Problems
ActivitiesSlide35
Quadrant D lessons prepare students for life beyond school.
They prepare students for the work force and to be the leaders of tomorrow in the 21
st
Century.
Why should I care about Quadrant D lessons?Slide36
Learning & Innovation Skills
Creativity & Innovation
Critical Thinking & Problem-solving
Communication & Collaboration
Information, Media & Technology Skills
Information Literacy
Media Literacy
ICT Literacy
(Information Communication Technology)
Life & Career Skills
Flexibility & Adaptability
Initiative & Self-direction
Social & Cross-cultural Skills
Productivity & Accountability
Leadership & Responsibility
21
st
Century Skills
www.21stcenturyskills.org
BCSC 21 Century Skills Focus
Global Awareness
Civic Literacy
Technology LiteracySlide37
An Example of Each Quadrant
Here is an example involving technical reading and writing
Quadrant A
Recall definitions of various technical terms
Quadrant B
Follow written directions to install new software on the computerQuadrant C
Compare and contrast several technical documents to evaluate purpose, audience, and clarity.Quadrant DWrite procedures for installing and troubleshooting new software.