Rigor and Relevance Framework

1. Rigor and Relevance Framework To Examine Curriculum, Instruction, and Assessment

2. 21st Century Skills for Success Strong Academics • Reading, Writing, Math, Science Career Skills • Workplace Attitudes & Ethics • Technology Skills Character Virtues • Honesty, Responsibility, Integrity

3. First Continuum for Focus Thinking Continuum Assimilation of Knowledge Acquisition of Knowledge

4. 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 foods • Level 3—Application • Make use of nutrition guidelines in planning meals • Level 4—Analysis • Examine success in achieving nutritional goals • Level 5—Synthesis • Develop personal nutrition goals • Level 6—Evaluation • Appraise results of personal eating habits over time

5. Thinking Continuum Cont. Based upon the six levels of Bloom’s Taxonomy from most to least complex: • Evaluation • Synthesis • Analysis • Application • Comprehension • Awareness

6. Second Continuum for Focus Action Continuum Acquisition of Knowledge Application of Knowledge

7. 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 Discipline • Label foods by nutritional group • Level 2—Application in One Discipline • Rank foods by nutritional value • Level 3—Interdisciplinary Application • Make cost comparisons of different foods considering nutritional value. • Level 4—Real-world Predictable Situations • Develop a nutritional plan for a person with a health problem affected by food intake • Level 5—Real-World Unpredictable Situations • Devise a sound nutritional plan for a group of 3-year-olds who are picky eaters.

8. 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 discipline • Knowledge in one discipline

9. 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 13http://youtu.be/NAzbmgCZ2Fw

10. Rigor/Relevance Framework Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness K N O W L E D G E 6 5 4 3 2 1 TAXONOMY CAssimilation DAdaptation AAcquisition BApplication 1 2 3 4 5 Apply to real-world predictable situations Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world unpredictable situations APPLICATION MODEL

11. Rigor/Relevance Framework Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness K N O W L E D G E 6 5 4 3 2 1 TAXONOMY AAcquisition 1 2 3 4 5 Apply to real-world predictable situations Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world unpredictable situations APPLICATION MODEL

12. 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.

13. Rigor/Relevance Framework Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness K N O W L E D G E 6 5 4 3 2 1 TAXONOMY CAssimilation 1 2 3 4 5 Apply to real-world predictable situations Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world unpredictable situations APPLICATION MODEL

14. 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.

15. Rigor/Relevance Framework Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness K N O W L E D G E 6 5 4 3 2 1 TAXONOMY BApplication 1 2 3 4 5 Apply to real-world predictable situations Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world unpredictable situations APPLICATION MODEL

16. 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 change

17. Rigor/Relevance Framework Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness K N O W L E D G E 6 5 4 3 2 1 TAXONOMY DAdaptation 1 2 3 4 5 Apply to real-world predictable situations Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real-world unpredictable situations APPLICATION MODEL

18. 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

19. What is a Quadrant D Lesson? • 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 studentshave learned the material. • A Quadrant D lesson is one that falls into the “D” Quadrant of the Rigor/Relevance Framework tool as shown below.

20. Example Verbs by Thinking Level Level 1-Knowledge Level 2 - Comprehension Level 3 -Application • Arrange • Check • Choose • Find • List • Label • Locate • Calculate • Convert • Define • Explain • Infer • Propose • Interpret • Manipulate • Use • Solve • Utilize • Operate • Maintain • Relate Quadrant A & B

21. Example Verbs by Thinking Level Evaluation Level 4- Level 5 - Level 6 - • Audit • Dissect • Divide • Examine • Study • Test • Inspect • Build • Compile • Compose • Create • Develop • Produce • Form • Criticize • Determine • Judge • Rate • Assess • Decide • Rule On Synthesis Analysis Quadrant C & D

26. Three Most Important Qualities of a Quadrant D Lesson • 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)?

27. Rigor/Relevance Framework Mathematics – Middle School D C 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. Measure the sides and angles of a right triangle using the Pythagorean Theorem and trigonometric ratios. RIGOR High B A Go to the cafetorium, check to see that the tables are “square” through the measurements. Find and measure the sides of a right triangle using Pythagorean Theorem. Low Low High RELEVANCE

28. Rigor/Relevance Framework Social Studies - Middle School D C Analyze and debate the role of government in population control such as China’ one child policy. Participate in a Socratic seminar on a issue, such as urban sprawl. RIGOR High B A Research the growth of another country and relate to U.S. growth. Make a map showing the growth of the U.S. from 1783 to 1914. Low Low High RELEVANCE

29. Rigor/Relevance Framework Science - Middle School D C Research and collect data and form recommendations for a dietary plan for someone with diabetes or heart disease. Research and produce a news program on healthy foods. RIGOR High B A Construct models of molecules using toothpicks, marsh-mallows, and gumdrops. Conduct experiments to measure calories in foods. Low Low High RELEVANCE

30. Rigor/Relevance Framework English - Middle School D C Research, write, and produce a persuasive commercial with the purpose of convincing the school administration to add new elective classes. Analyze commercials for word choice that elicits emotion. RIGOR High B A View movies that show human emotions and behaviors. Write captions for cartoons depicting the emotions pride and fear. Low Low High RELEVANCE

31. Rigor/Relevance Framework Business - Info. Tech C D RIGOR Create a full web site for a local business. High Compare features of web development software. B A Demonstrate web development software functions. Low Design web page. Low High RELEVANCE

32. Rigor/Relevance Framework Teacher/Student Roles KNOWLEDGE D C Student Thinks Student Thinks & Works B A Teacher Works Student Works A P P L I C A T I O N

33. Rigor/Relevance Framework Influence KNOWLEDGE D C Student Controlled Teacher Directed B A Externally Directed Teacher Controlled A P P L I C A T I O N

34. Rigor/Relevance Framework Problems KNOWLEDGE C D Projects A B Activities A P P L I C A T I O N

35. Why should I care about Quadrant D lessons? • 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 21st Century.

36. www.21stcenturyskills.org 21st Century Skills 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 • BCSC 21 Century Skills Focus • Global Awareness • Civic Literacy • Technology Literacy

37. 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 computer • Quadrant C • Compare and contrast several technical documents to evaluate purpose, audience, and clarity. • Quadrant D • Write procedures for installing and troubleshooting new software.