Hebrew proverb

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Hebrew proverb

• Do not confine your children to your own
  learning, for they were born in another time.

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International Center for Leadership in Education
Richard Jones
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Curves Ahead A change in the road is not the
end of the road unless you fail to change
direction.
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• Personality

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Rigorous and RelevantLearning
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Rigor
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Relevance
My only skill is taking tests.
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All Students
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What are your biggest issues for for student
achievement?
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??? Why ???Rigorous and RelevantLearning
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Work Harder ?
Work Smarter?
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Ask Me..... How will I ever use what Im
learning today?
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In schools the status quo persists!
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Teachers struggling to teach an overloaded
curriculum!
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Why Rigor and Relevance?

• Changing Nature of Work
• Translating Standards into Teaching
• Reduce Overcrowded Curriculum
• Way to Focus on Student Learning
• Tool for School Alignment
• Explain What is Important
• It is what is on THE test
• Increase Student Motivation

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Rigor/Relevance Framework
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Knowledge Taxonomy

• 1. Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

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Basic Nutrition
Knowledge Taxonomy

• 1 Label food by nutritional groups
• 2 Explain nutritional value of foods
• 3 Use nutrition guidelines in planning meals
• 4 Examine success in achieving nutrition goals
• 5 Develop personal nutrition goals
• 6 Appraise results of personal eating habits over
  time

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Application Model
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Application Model

• 1 Knowledge in one discipline
• Application within discipline
• Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

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Basic Nutrition
Application Model

• 1 Label food by nutrition groups
• 2 Rank foods by nutritional value
• 3 Make cost comparison of foods considering
  nutritional value
• 4 Develop nutritional plan for a health problem
  affected by food
• 5 Devise a sound nutritional plan for a group of
  3 year-olds who are picky eaters

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Knowledge Taxonomy Verb List
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ApplicationModel Decision Tree
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Decision Tree
Application Model
International Center for Leadership in Education
1997
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Decision Tree
Application Model

• Is it Application?
• If NO

Level 1
International Center for Leadership in Education
1997
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Decision Tree
Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary

Level 1
Level 2
Level 3
International Center for Leadership in Education
1997
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Decision Tree
Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary
• If YES - Is it unpredictable?
• If NO
• If YES

Level 1
Level 2
Level 3
Level 4
Level 5
International Center for Leadership in Education
1997
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Levels of Application Model
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• Conducting a scientific experiment
• Reading a historical novel
• Basic computation (add, subtract, multiply,
  divide)
• Measuring volume of liquids
• Technical writing
• Speaking to an audience
• Determining probability
• Personal health and wellness
• Predicting events based on probability
• Critical viewing skills
• Collecting and analyzing data
• Correct grammatical use of language

• Computer spreadsheet
• Word processing
• Poetry
• Measurement of area
• Interpersonal communication
• Physical fitness
• Nutrition
• Parenting
• Citizenship
• Economics
• U . S. Geography
• Scientific classification systems
• Cellular Biology
• Writing letters
• Preparing a personal budget

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Application Model

• 1 Knowledge in one discipline
• Application within discipline
• Application across disciplines
• 4 Application to real-world predictable
  situations
• 5 Application to real-world unpredictable
  situations

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Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6
C
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6
D
C
5
4
3
2
B
A
1
1
2
3
4
5
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Rigor/ RelevanceHandbooksProfessionalDevelopm
ent Resources
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Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

D
C
5
4
3

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
44
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
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Rigor/Relevance Framework
6

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
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Determining Levels of Rigor and Relevance
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Knowledge Taxonomy Verb List
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ApplicationModel Decision Tree
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Reflection on Your Teaching
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Identify one experience in your class in each
quadrant
KNOWLEDGE
Assimilation
Adaptation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
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Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
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Skill

• Identify, collect or sort pertinent information
  while reading.

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Quadrant A

• Read a science experiment and identify the
  necessary materials to perform the experiment.

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Quadrant B

• Locate and read current articles on biotech.

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Quadrant C

• Read and analyze 3 original newspaper articles
  from WW II and identify reasons for opposition to
  US entry into the war.

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Quadrant D

• Read pertinent information related to El Nino
  weather patterns and propose possible summer
  vacation destinations.

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Rigor/Relevance Framework
Knowledge
Application

• 1. Knowledge
• 2. Comprehension
• 3. Application
• 4. Analysis
• 5. Synthesis
• 6. Evaluation

1. Knowledge of one discipline 2. Application
within discipline 3. Application across
disciplines 4. Application to real world
predictable situations 5. Application to real
world unpredictable situations
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Rigor/Relevance Challenge
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R/R Challenge
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Rigorous and Relevant Assessment
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Types of Assessment
Rigorous and Relevant Instruction

• Multiple Choice
• Constructed Response
• Extended Response
• Process Performance
• Product Performance
• Portfolio
• Interview
• Self Reflection

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Rigor/Relevance Framework
6
5
4
Traditional Tests
Performance
3
2
1
1
2
3
4
5
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Primary Assessments Rigor/Relevance Framework
KNOWLEDGE

• Portfolio
• Product Performance
• Interview
• Self Reflection

• Extended Response
• Product Performance

• Process
• Performance
• Product Performance

• Multiple Choice
• Constructed Response

A P P L I C A T I O N
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R/R and Assessment

• Determine the level of Rigor and Relevance on
  state tests.
• Develop your tests to parallel state tests when
  preparing for them.
• Use performance assessment when you want Quadrant
  D achievement.
• Improve learning in relevant instruction with
  high quality assessments.
• Keep level of assessment consistent with
  expectation for performance.

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Rigorous and Relevant Instruction
Student Learning
Instruction
Expected Student Performance
Actual Student Performance
Assessment
Rigor/Relevance
Rigor/Relevance
Student Learning
Feedback Reflection
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StudentWork
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Rigorous and RelevantInstructionalStrategies
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Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
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Analysis of Video
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Review of LessonsWhat does the teacher expect
the students to learn? What is the intended
level of Rigor and Relevance? Which
Quadrant?What are the instructional strategies
used?Does the lesson meet the teachers
expectation for student learning?
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Benefits of Using Rigor and Relevance?

• Better prepare students for future work
• Way to focus student learning on priority
  standards
• Ensure student achieve standards
• Align curriculum, instruction and assessment
• Prepare for state tests
• Increase student interest and motivation

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Further Information http//dickjones.us Or http
//www.natpd.com