Rigor and Relevance in Your
Classrooms
November 8, 2011
Dr. Richard D. Jones, Student of Learning
Email rdjleader@me.com Twitter @rdjleader
www.nyctecenter.org
Twitter
@rdjleader
@rigorrelevance
#LICTE
2
Successful Practices Network
There
two
• " Neveraren’t
doubt that
a small
group of citizens
can
worlds
-- education
change
the
world.
Indeed
it
and work, there is one
is the only thing that ever
world
-life
has.”
Margaret Mead
Willard Wirtz
3
Which Sandwich?
Chicken Salad
Club
Turkey
Tuna Salad
BLT
Egg Salad
Ham and Cheese
Veggie Choice
Seafood Salad
What is Rigor and
Relevance?
Is Teaching for Rigor and
Relevance an example of
Differentiated Instruction?
6
Is Teaching for Rigor and
Relevance an example of
Student-centered Learning?
7
Is Teaching for Rigor and
Relevance an example of
Activity-based Learning?
8
Is Teaching for Rigor and
Relevance an example of
Interdisciplinary Learning?
9
Is Teaching for Rigor and
Relevance an example of
Project-based Learning?
10
The Answer is NO
• The following are all examples of Rigorous and
Relevant teaching and learning
– Differentiated Instruction
– Student-centered Learning
– Active Learning
– Interdisciplinary Instruction
– Project-based Learning
11
Which of the following is the
highest levels of learning?
1. Read a description of a science experiment and list the
necessary materials to perform the experiment.
2. Locate and read a current article on biotechnology,
summarize the innovation and benefits to humans.
3. Read and analyze three original newspaper articles from
WW II and identify reasons for public opposition to US
entry into the war.
4. Write directions on how to connect new television to cable
and DVD recorder.
12
Activity
What makes a lesson
rigorous and relevant for a
student?
Think-Pair-Share
13
What is Rigor?
Misconceptions
What is Relevance?
Subtle Differences
14
Rigor, Relevance, Relationships
Worthy
goal, fuzzy
concept
15
Rigor, Relevance, Relationships
Make Rigor
and
Relevance
Quantifiable
16
Rigor/Releva
nce
Framework
Activity
What does clockwise rotation
look like?
18
Rigor/Relevance Framework
6
Thinking
Rigor /Knowledge
5
4
3
2
Action/Application
Relevance
1
1
2
3
4
5
108
19
Rigor/Relevance Framework
Knowledge
Low
• 1. Recall Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation
Application
1. Application within discipline
2. Knowledge of one discipline
3. Application across disciplines
4. Application to real world
predictable situations
High
5. Application to real world
unpredictable situations
20
Rigor/Relevance Framework
Four Quadrants of Learning
C
High
RI
G
O
R
Complex
Assimilation
Analytical
A
Low
C
A
Routine
Acquisition
Memorization
Low
D
D
Challenging
Adaptation
Real World
B B
Practical
Application
Hands On
RELEVANCE
High
14
21
Rigor/Relevance Framework
Opening Question
C
High
RI
G
O
R
Read and analyze three
original newspaper
articles from WW II and
identify reasons for
public opposition to US
entry into the war.
A
Low
Read a description of a
science experiment
and list the necessary
materials to perform
the experiment.
Low
D
Write directions on how
to connect new television
to cable and DVD
recorder.
B
Locate and read a current
article on biotechnology,
summarize the innovation and
benefits to humans.
RELEVANCE
High
18
22
Rigor/Relevance Framework
Business - Info. Tech
D
C
High
RI
G
O
R
Compare features
of web
development
software.
A
Low
Create a full web site
for a local business.
B
Demonstrate web
development
software functions.
Low
Design web page.
RELEVANCE
High
18
23
Rigor/Relevance Framework
Construction
D
C
High
RI
G
O
R
Compare heat loss
ratings and cost of
building materials.
A
Low
Design and construct
storage shed.
B
List safety
procedures.
Low
Use power tools
correctly.
RELEVANCE
High
18
24
Rigor/Relevance Framework
Family and Consumer Sci.
D
C
High
RI
G
O
R
A
Low
Conduct Safety
audits of homes
Analyze homes for
child safety
hazards.
B
List parent
responsibilities.
Low
Demonstrate child care
tasks with simulated
infant.
RELEVANCE
High
18
25
"Never let your expectations be
limited by what you think is
possible."
Benjamin Bloom
Activity
Raising the Level to
Quadrant D
27
Students think in complex ways and apply acquired knowledge and skills,
even when confronted with perplexing unknowns, to find creative solutions
and take action that further develops their skills and knowledge.
Evaluation
6
D
Synthesis
5
Analysis
4
Application
Adaptation
High-level Knowledge
High-level Application
3
3
4
5
Apply
Apply to real- Apply to realknowledge
world
world
across
predictable unpredictable
disciplines
situation
situation
D Quadrant
Verbs
•
•
•
•
•
•
•
•
•
•
•
•
•
adapt
evaluate
validate
justify
design
create
referee
infer
revise
teach
dramatize
argue
conclude
Products
•
•
•
•
•
•
•
•
•
•
•
•
•
•
evaluation
lesson
estimation
solution
experiment
trial
editorial
presentation
machine
adaptation
poem
debate
new game
invention
Rigor/Relevance Framework
Raising Level of Rigor
C
D
A
B
High
RI
G
O
R
Low
Low
RELEVANCE
High
18
30
Rigor/Relevance Framework
Raising Level of Rigor
D
C
Revise a menu and
prepare luncheon when
four people are require
special meals
High
RI
G
O
R
A
B
Prepare luncheon meal
for 20 people.
Low
Low
RELEVANCE
High
18
31
Benefits of Using the R/R
Framework
Tool for collaboration and reflection
Inclusive
Shift focus to student learning
Increased student engagement
Prepare for Next-Generation
Assessments
Framework for selecting strategies and
assessments
32
Common Core State Standards
ELA - Six Shifts in Learning
1. Increase in Nonfiction Texts
2. Content Area Literacy
3. Increase Text Complexity
4. Text-Based Answers
5. Focus on Writing Arguments
6. Academic Vocabulary
33
Increase in
Nonfiction Texts
Content Area
Literacy
Increase Text
Complexity
Academic
Vocabulary
Rigor/Relevance Framework
C
High
RI
G
O
R
Student
Thinks
A
Low
D
Student
Thinks &
Works
B
Teacher
Works
Low
Student
Works
RELEVANCE
High
18
42
Rigor/Relevance Framework
Did Students Get it Right?
D
C
High
RI
G
O
R
Low
RationalAnsw
er
RightQuestion
A
B
RightAnswer
RightProcedure
Low
High
RELEVANCE
18
43
Rigor/Relevance Framework Quiz
Which Quadrant is labeled as
High Rigor and High Relevance?
•A
•B
•C
•D
44
Rigor/Relevance Framework Quiz
Which Quadrant is most frequently tested ?
•A
•B
•C
•D
45
Rigor/Relevance Framework Quiz
Which Quadrant leads to greater engagement
and retention of learning?
•A
•B
•C
•D
46
Rigor/Relevance Framework Quiz
Which defines Rigor?
More and longer assignmentsHigh
level thinking and reflectionRigid
deadlinesIncreased difficulty
47
Rigor/Relevance Framework Quiz
Which defines Relevance?
Learning is funStudent choiceNo
gradesApplication to the real world
48
Rigor/Relevance Framework Quiz
Which Quadrant is most important?
•A
•B
•C
•D
49
Routes to High Rigor and Relevance
Add High RR Task
Pinnacle
of High R/R
Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
50
Dick Jones, ICLE, 2010
R&R Framework ...
A Useful Tool to Design
•Instructional Plans
•Assessment
•Instructional Strategies
51
Rigor/Relevance - Instruction
Key Elements
• Anchored in standards
• Backwards Design – “Begin with the End in
Mind”
• Alignment of Instruction and Assessment
• Student-centered
• Naturally Differentiated
52
53
Strategies
“There are no best teaching
strategies, only strategies that
are most appropriate for
expected level of rigor and
relevance”
55
Instructional Strategies for Rigor
and Relevance
•
•
•
•
•
•
•
•
Brainstorming
Cooperative Learning
Demonstration
Guided Practice
Inquiry
Instructional Technology
Lecture
Note-taking/Graphic
Organizers
• MemorizationPresentations/Ex
hibitionsResearch Problembased learningProject
DesignSimulation/Role-playing
Socratic SeminarTeacher
Questions Work-based
Learning
56
More Instructional Strategies for
Rigor and Relevance
•
•
•
•
•
•
Artistic Expression
Compare and Contrast
Digital Media Production
Feedback and Reflection
Games
Instructional Technology –
Any-time
• Instructional Technology –
Real-time
• Learning Centers
• Logical and Independent
Thinking
• Manipulatives and Models
Physical Movement
PlayService Learning
Storytelling Summarizing
Teaching Others Test
Preparation Video Writing to
Learn
57
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
58
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
59
"Never let your expectations be
limited by what you think is
possible."
Benjamin Bloom
What does Quadrant D
look like?
Kennesaw Mountain
62
"Education ceases to be learning
when the 3 R's are read,
remember, and regurgitate."
D-Moments
Teach everyday for
rigor and relevance.
D-Moments
•Short strategies within a daily
lesson to increase student
thinking and application into
Quadrant D of the R/R
Framework.
65
Everyday Teaching for Rigor and Relevance:
Quadrant D-Moments
• Short strategies within a daily lesson to increase
student thinking and application into Quadrant D
of the R/R Framework.
• Dispels perception that High Rigor/High
Relevance takes more time.
66
Everyday
Teaching for
Rigor and
Relevance Quadrant D
Moments
67
D Moments
• Learning with PeersLego
• Around You
LandMedia
• At Your Service
CircusOriginal
• Can You See it Now?
AnswersQuick WritesQuiz
• Current Events
ShowRemind MeTell Me A
• Fix It
StoryWhat If?Why
• Future Think
Questions
• Google It
• How Did That Happen?
• In Your Own Words
• Justify Your Position
68
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Around You
• Connecting content to
•
•
•
student’s world
Relating literature to
their lives.
Use mathematical skills
with data students
collect
Making emotional
connections to learning
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
At Your
Service
• Short service projects
•
•
that relate to curriculum
Students working in
teams to help others
Creating student work
that benefits others
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Can You
See it Now?
• Creating visuals or
•
•
models that illustrate
complex ideas
Making scale models of
very large or very small
objects to better
understand them
Role-playing
instructional concepts
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Current
Events
• Relate content to current
•
•
events
Use sports and other
popular events as
context for math,
science or language
skills
Relate geography to
events in the world
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Fix It
• Spend time having
•
students learn from
mistakes - their own and
others.
Make mistakes “learning
opportunities”
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Future Think
• Ask students to make
•
•
•
future predictions
Ask students to predict
the ending to a story or
suggest and alternative
Predict future inventions
Write science fiction
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Google It
• Use Internet search
•
•
engines to find answers
to related questions
Assign “knowledge
seekers”
Practice advanced
search techniques with
Google tools
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
How Did That
Happen?
• Trigger student curiosity
• Pose intriguing
•
•
•
investigations
Highlight conflicting
observations
Create student research
questions
Analyze story changes
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
In Your Own
Words
• Challenge students to
•
•
summarize
Avoid repeating exact
words but explaining in
similar words
Check for understanding
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Justify Your
Position
• Challenge students to
•
•
take position on an
issue and develop a
justification
Ask students to take
deliberate differing
points of view
Role play different
perspectives
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Learning
with Peers
• Reflect on new learning
•
•
in pairs
Tutor others
Arrange for joint
presentations
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Lego Land
• Use Legos or other
•
building materials to
construct visual
representation of ideas
prior to writing.
Reflect on emotions with
construction materials
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Media
Circus
• Relate curriculum to
•
current movies, TV or
music
Have students use
media to present ideas
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Original
Answers
• Instead of seeking
students to arrive at
correct answer, use
open-ended problems
for student to arrive at
original answers.
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Quick
Writes
• Short 3-5 minute writing
•
exercises
Use for checking for
understanding
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Quiz Show
• Have student create
•
•
appropriate questions
based on knowledge of
content
Create game shows
questions for other
students
Create and pose
questions to one
another
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Remind Me
• Have students create
memorization tools to
recall essential facts and
information
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Tell Me A
Story
• Convey information to
•
•
students in story form
Have students create
stories to remember
important ideas
Have students create
stories to influence
others
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
What If?
• Change variables in
•
•
math problems to extend
student learning
Change characters in
story or events to have
student analyze changes
Change historical events
and have students
predict what would be
different today
Everyday Teaching for Rigor and Relevance: Quadrant D Moments
Why
Questions
• Have students pose
•
questions to analyze
observations
Have students “dig” to
root causes but asking
repeated why questions.
D Moments
• Learning with PeersLego
• Around You
LandMedia
• At Your Service
CircusOriginal
• Can You See it Now?
AnswersQuick WritesQuiz
• Current Events
ShowRemind MeTell Me A
• Fix It
StoryWhat If?Why
• Future Think
Questions
• Google It
• How Did That Happen?
• In Your Own Words
• Justify Your Position
89
Benefits of Using the R/R
Framework
Tool for collaboration and reflection
Inclusive
Shift focus to student learning
Increased student engagement
Prepare for Next-Generation
Assessments
Framework for selecting strategies and
assessments
90