Using Rigor/Relevance Framework
to Drive Instructional Change
March 22, 2012
Dr. Richard D. Jones, Student of Learning
Email rdjleader@me.com Twitter @rdjleader
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
2
Rigorous and Relevant
Teaching
Rigor, Relevance, Relationships
Worthy
goal, fuzzy
concept
4
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.
5
Rigor, Relevance, Relationships
Make Rigor
and
Relevance
Quantifiable
6
Rigor/Releva
nce
Framework
Rigor/Relevance Framework
6
Thinking
Rigor /Knowledge
5
4
3
2
Action/Application
Relevance
1
1
2
3
4
5
108
8
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
9
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
10
Rigor/Relevance Framework
Opening Question
C
High
RI
G
O
R
Read and analyze three
original newspaper articles
from WW II, identify
reasons for opposition to
US entry into the war.
A
Low
D
Write directions on how to
connect new television to cable
and DVD recorder.
B
Read a description of a
science experiment and
list the necessary
materials to perform the
experiment.
Low
Locate and read a current article
on biotechnology, summarize the
innovation and benefits to
humans.
RELEVANCE
High
18
11
Rigor/Relevance Framework
Math
C
Determine the axis
High
of symmetry for a
RI
parabolic equation.
G
O
R
A
Low
D
Create an animation
using Flash that
shows symmetry
B
Given a set of
shapes, identify
symmetries
Low
Find shapes/things
around you that have
symmetry
RELEVANCE
High
18
12
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
13
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
14
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
15
“We do not learn from
experience…we learn from
reflecting on experience.”
John Dewey
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
Verbs
D Quadrant
Products
•brochure
• taxonomy
• animate •modifyplanpo
•evaluation • play
dcastpredictpri
• adapt
• exhibit
• compose oritizepropose•lesson
publishraterec•estimation • machine
• create
ommendrevise•solution
• adaptation
• design teach
•experiment • poem
• develop
•trial
• debate
• devise
•editorial
• new game
• discover
•machine
• invention
• explore
•web site
• field guide
• formulate
•presentation
•advertisement
• invent
Activity
Raising the Level to
Quadrant D
19
Rigor/Relevance Framework
Raising Level of Rigor
C
D
A
B
High
RI
G
O
R
Low
Low
RELEVANCE
High
18
20
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
21
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
22
"Never let your expectations be
limited by what you think is
possible."
Benjamin Bloom
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
24
"Integration is not a goal, it is a
means to more rigorous and
relevant learning."
What do we
mean by
integration?
34
Definition
• Teaching the same skills in different
context in courses
• Teaching related skills across disciplines
• Joint or connected instruction
• New instruction including multiple
disciplines
35
Reflecting on High School Teaching
http://www.born-to-learn.org/about/the-animations/
born-to-learn.org
36
BENEFITS
• Teacher collaboration
• Student involvement
• Higher level thinking
• Content mastery
• Mirrors real world
• Less fragmented learning
37
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
38
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
39
Rigor/Relevance Framework Quiz
Which Quadrant is most important?
•A
•B
•C
•D
40
Routes to High Rigor and Relevance
Add High RR Task
Pinnacle
of High R/R
Adaptive Learning
Low R/R Quadrant A - Acquisition Learning
41
Dick Jones, ICLE, 2010
R&R Framework ...
A Useful Tool to Design
•Instructional Plans
•Assessment
•Instructional Strategies
42
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
43
44
Strategies
Rank These Strategies
•Memorization
•Role-playing
•Compare and Contrast
•Teaching Others
46
Rank These Strategies
•A. Memorization
•B. Role-playing
•C. Compare and Contrast
•D. Teaching Others
47
“There are no best teaching
strategies, only strategies that
are most appropriate for
expected level of rigor and
relevance”
48
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
49
Selection of
Strategies
Based on
Rigor/
Relevance
Framework
50
Quadrant D Strategies
• Brainstorming Cooperative
Learning Inquiry
Instructional TechnologyIndependentPresentations/
ExhibitionsResearch
Problem-based
learningProject
DesignSimulation/Roleplaying Socratic
SeminarTeacher Questions
Work-based Learning
•
•
•
•
•
•
•
•
•
•
Artistic Expression
Digital Media Production
Feedback and Reflection
Instructional Technology –
Any-time
Logical and Independent
Thinking
Play
Service Learning
Storytelling
Teaching Others
Writing to Learn
51
"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.
54
Rigor/Releva
nce
Framework