RIGOR AND RELEVANCE

RIGOR AND RELEVANCE

A Model by Willard R. Daggett, Ed.D. Studies have shown that students understand and retain knowledge best when they have applied it in a practical, relevant setting. A teacher who relies on lecturing does not provide students with optimal learning opportunities. Instead, students go to school to watch the teacher work. All educators can use Daggett’s Rigor/Relevance Framework to set their own standards of excellence as well as to plan the objectives they wish to achieve. This versatile Framework applies to standards, curriculum, instruction, and assessment. Source: http://www.leadered.com/pdf/academicexcellence.pdf

When is a Task Rigorous? Students… • think deeply about a problem • analyze new situations • interpret and synthesize knowledge • bring ideas together in a new or creative way • develop and justify their own criteria for evaluation • are intellectually challenged

Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations Knowledge in one discipline

When is a Task Relevant? • Value beyond school • Addresses an actual problem of contemporary significance • Builds on students’ real-life experiences • Has students communicate knowledge beyond the classroom • Students recognize the connection between classroom knowledge and situations outside the classroom

How does this apply to Curriculum? Think about Content DOK 2/3/4 Create New Concept with Knowledge DOK 4 Apply Knowledge DOK 2/3 Base Knowledge DOK 1

Quadrant A • Represents simple recall & basic understanding of knowledge for its own sake. • Students gather and store bits of knowledge and information. • Students are primarily expected to remember or understand this acquired knowledge. • Low Rigor – Low Relevance

Quadrant B Students use acquired knowledge to complete tasks with a connection outside school. Activities or tasks involve lifelike situations. Does not require higher order thinking. Low Rigor – High Relevance

Quadrant C Students are thinking deeply about a problem in the discipline. Represents more complex thinking but has less clear value outside of school. Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions. High Rigor – Low Relevance

Quadrant D Students are thinking deeply and there is a connection to lifelike situations. Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge. High Rigor – High Relevance

Student-Teacher Engagement • In the Rigor/Relevance Framework there are different degrees of student engagement. • In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.

Students are thinking deeply about teacher-directed questions. Which quadrant? A B C D

Teacher is doing the working and the thinking. Which quadrant? A B C D

Students are working on teacher-directed, real-life problems. Which quadrant? A B C D

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

Let’s try an elementary example..

ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

Let’s try a middle school standard

ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Knowledge in one discipline Apply in discipline Apply across disciplines Apply to real world predictable situations Apply to real world unpredictable situations

Let’s try a high school standard

ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. • Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. • Analyze nuances in the meaning of words with similar denotations. Evaluation Synthesis Analysis Application Comprehension Knowledge/ Awareness Apply to real world predictable situations Apply to real world unpredictable situations Knowledge in one discipline Apply in discipline Apply across disciplines

Creating Instructional Expectations Questions to ask: • What information will students need to acquire in order to master the skill level of the standard and my instructional expectations? • How will I ask students to apply what they acquire? • What instructional expectation(s) will ensure that the student can routinely own and use this knowledge and skill level to address other situations? • What can students do with this knowledge to help them solve problems, create original solutions, handle unpredictable situations, and adapt that knowledge to new ideas?

Let’s Check-in! • Why do we need to be aware of Daggett’s Rigor and Relevance Framework? 2. How might instruction look differently if we embed this framework into our practice? 3. What is the connection to CCGPS?

As educators we must encourage students to APPLY knowledge rather than to focus exclusively on acquiring knowledge.

RIGOR AND RELEVANCE