High School Learning Team Meeting October 26, 2005

1. High School Learning Team MeetingOctober 26, 2005 In Your Walkthroughs… Do You See Rigorous and Relevant Questions/Assignments?

2. Rigor Can be measured on a continuum Low end rigor:acquiring knowledge High end rigor: using knowledge in complex ways Relevance Is also measured on a continuum Low end relevance: Knowledge acquired for its own sake High end relevance: Use of knowledge to solve complex real-world problems Defining Rigor and Relevance

3. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge (Rigor) Application (Relevance) 1 2 3 4 5 Adapted from International Center for Leadership in Education

4. RIGOR AND RELEVANCE FRAMEWORK Evaluation 6 Synthesis 5 Analysis 4 Application 3 Comprehension 2 Awareness 1 KNOWLEDGE 5 Apply knowledge to real world unpredictable situations 2 Apply Knowledge in 1 discipline 3 Apply knowledge across disciplines 4 Apply knowledge to real world predictable situations 1 Knowledge in 1 discipline APPLICATION Adapted from International Center for Leadership in Education

5. Rigor/Relevance Framework 6 5 4 3 A 2 1 Acquisition 1 2 3 4 5 Adapted from International Center for Leadership in Education

6. Rigor/Relevance Framework 6 • Quadrant A – Acquisition • Students: • gather and store bits of knowledgewithin • one discipline • remember or understand their knowledge • within one discipline 5 4 3 A 2 1 Acquisition 1 2 3 4 5 Adapted from International Center for Leadership in Education

7. Rigor/Relevance Framework 6 5 4 3 A B 2 1 Acquisition Application 1 2 3 4 5 Adapted from International Center for Leadership in Education

8. Rigor/Relevance Framework 6 • Quadrant B – Application • Students: • use foundational knowledge • apply knowledge across disciplines and/or in a • real world situation • The highest level of relevance is to apply knowledge in unpredictable situations 5 4 3 A B 2 1 Acquisition Application 1 2 3 4 5 Adapted from International Center for Leadership in Education

9. Rigor/Relevance Framework 6 C 5 4 Assimilation 3 A B 2 1 Acquisition Application 1 2 3 4 5 Adapted from International Center for Leadership in Education

10. Rigor/Relevance Framework 6 C 5 4 Assimilation 3 • Quadrant C – Assimilation • Students: • extendand refine their foundational knowledge • within one discipline • analyze, synthesize,solve problems and • create solutionswithin one discipline A B 2 1 Acquisition Application 1 2 3 4 5 Adapted from International Center for Leadership in Education

11. Rigor/Relevance Framework 6 D C 5 Assimilation 4 Adaptation 3 2 B A 1 Acquisition Application 1 2 3 4 5 Adapted from International Center for Leadership in Education

12. Rigor/Relevance Framework 6 D C 5 • QuadrantD – Adaptation • Students: • think in complex ways and apply knowledge • and skills across disciplines • analyze, synthesize,solveproblems and • create solutions in real world situations • The highest level of adaptation is to apply knowledge in unpredictable perplexing situations. 4 Adaptation Assimilation 3 2 B A 1 Acquisition Application 1 2 3 4 5 Adapted from International Center for Leadership in Education

13. Knowledge Apply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations Current Curriculum Public Expectations Rigor/Relevance Framework 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Understanding Awareness KNOWLEDGE TAXONOMY 1 2 3 4 5 Application Adapted from International Center for Leadership in Education

14. Knowledge Apply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems. 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Understanding Awareness Example 1 2 3 4 5 Define the terms cold front, warm front, stationary front and the symbols used to identify them. Adapted from International Center for Leadership in Education

15. Knowledge Apply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems. 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Understanding Awareness Example 1 2 3 4 5 Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result. Define the terms cold front, warm front, stationary front and the symbols used to identify them. Adapted from International Center for Leadership in Education

16. Knowledge Apply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems. 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Understanding Awareness Compare weather patterns that occur over mountain areas to those that occur over large bodies of water. Example 1 2 3 4 5 Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result. Define the terms cold front, warm front, stationary front and the symbols used to identify them. Adapted from International Center for Leadership in Education

17. Knowledge Apply in One Discipline Apply Across Disciplines Apply to Real-world Predictable Situations Apply to Real-world Unpredictable Situations The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)1. recognizes that patterns exist within and across systems. 6 5 4 3 2 1 Evaluation Synthesis Analysis Application Understanding Awareness Read pertinent information related to El Nino weather patterns and propose possible summer vacation destinations. Compare weather patterns that occur over mountain areas to those that occur over large bodies of water. Example 1 2 3 4 5 Use the weather map in your local newspaper to identify one of the fronts and describe the changes in the sky condition that might be expected as a result. Define the terms cold front, warm front, stationary front and the symbols used to identify them. Adapted from International Center for Leadership in Education

18. Determining Levels of Rigor and Relevance 2 C Adapted from International Center for Leadership in Education

19. Determining Levels of Rigor and Relevance 2 C 1/2 4 B Adapted from International Center for Leadership in Education

20. Determining Levels of Rigor and Relevance 2 A 1 Adapted from International Center for Leadership in Education

21. 2 A Determining Levels of Rigor and Relevance 4 4 D Adapted from International Center for Leadership in Education

22. Let’s Look at a Test American Vision, Florida Edition Social Studies, 11th Grade American History 1921-1929 Unit 7 Chapter 21 Test, Form B Standard Addressed: SS.A.5.4. History, Time, Continuity, and Change The student understands U.S. history from 1880 to the present day.

23. What Do Rigor and Relevance Look Like in Test Questions?

24. FCAT Reading % of Points – Bloom’s Taxonomy

26. FCAT Reading % of Points – Webb’s Depth of Knowledge

27. Supporting Resources and Agencies Alison Adler, Ed., D.– Safe Schools Institute at info@singleschoolculture.com Dr. Richard J. Stiggins – Assessment Training Institute at www.assessmentinst.com Dr. Jeff Howard – Efficacy Institute at www.efficacy.org Education Trust at www.edtrust.org Dr. Willard Daggett – International Center for Leadership in Education at www.daggett.com