Why Rigor and Relevance

1
WELCOME

• Why Rigor and Relevance?
• Presented by Scot Young

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RIGOR RELEVANCE AND RELATIONSHIPS

• RIGOR
• INCREASED EXPECTATIONS
• RESULTS
• RELAVANCE
• INCREASED INTEREST TO THE STUDENT
• RELATIONSHIPS OR MAKE A CONNECTION
• SUCCESFUL OR SIGNIFICANT

3
J. Moms Mabley

• If you always do what you always did, you will
  always get what you always got.

4
Hebrew proverb

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

5
Mommy, this string doesnt work, do you have any
fiber optic cable?
6
Why Rigor/ Relevance
7
Why?

• The American High School is obsolete!
• -- Bill Gates, address to the NGA,
• February, 2005

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Whats wrong with this picture?
Answer Nothing as long as it met your needs.
9

• Whats wrong with this picture?

Nothing in the days when it met our needs
10

• High Schools are doing a superb job of meeting
  their mission
• To expect them to deliver the goods that are
  demanded today is as foolish as expecting a
  telegraph to handle all personal communication
  needs. It was not designed for that purpose.

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Willard Wirtz

• There arent two worlds -- education and work,
  there is one world -- life.

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Rigorous and RelevantLearning
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??? Why ???Rigorous and RelevantLearning
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Rigorous and Relevant Learning
Reasons

• A changing world
• Need to motivate students
• Emphasize essential skills and knowledge
• Shift focus from teaching to learning
• Reduce the overloaded curriculum
• Unified perspective and focus
• Preparation for state tests

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Ask Me..... How will I ever use what Im
learning today?
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Improving Instruction
Traditional

• Consistent progress
• School driven
• Teaching things right
• Teacher centered
• More content

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Improving Instruction
Rigor/Relevance

• Sense of urgency
• Standards driven
• Teaching the right things
• Student centered
• More application

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Traditional
Rigorous and Relevant

• Learning focused
• Competency-based
• Interdisciplinary
• Real World Problems
• Constantly Challenging

• Teaching focused
• Time-based
• Fragmented
• Textbooks
• Routine

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Rigor and Relevance
Technology is Changing Nature of Work
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Rapid Change in Technology

• Telephone35 years for 25 penetration
• Television--26 years for 25 penetration
• PC--12 years
• Internet--7 years
• PDA--3 years
• Digital Camera--18 months

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Accelerating Technology
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Biotechnology
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When was the World Wide Web created?

• 1990
• It will no longer exist in 3 yearsit is built on
  a 15 year old platform

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21st Century

• The most important skill in the 21st century
• Reading
• If you want to teach reading, you must teach it
  in the
• Content Area
• But we as educated professionals, refuse to do it.

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Literacy

• 1,472,000 seniors were given a leveling test.
• Read at 75 comprehensiongood for education
• 75 of the seniors tested read below 2/3 of all
  entry level jobs
• No public outrage
• In education reading ¾ of the material _at_ 75
  comprehension is pretty good.

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Three Types of Literacy

• PROSE
• Literature, reading for pleasure
• DOCUMENT
• Forms
• What parents expect their children to be able to
  read
• QUANATATIVE
• Tables, charts, graphs

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Literacy

• The private sector has higher standards.

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• Why Change ?I turned out O.K.

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Human Services
 
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Construction
 
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Manufacturing
 
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Lexile Literature

• 1500 - On Ancient Medicine
• 1400 - The Scarlet Letter
• 1300 - Brown vs. Board of Ed.
• 1200 - War and Peace
• 1100 - Pride and Prejudice
• 1000 - Black Beauty
• 900 - Tom Swift in the Land of Wonders
• 800 - The Adventures of Pinocchio
• 700 - Bunnicula A Rabbit Tale of Mystery
• 600 - A Baby Sister for Frances
• 500 - The Magic School Bus Inside the Earth
• 400 - Frog and Toad are Friends
• 300 - Cliffords Manners

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Lexile Texts

• 1500 - The Making of Memory From Molecules to
  Mind Doubleday
• 1400 - Philosophical Essays Hackett Publishing
• 1300 - Psychology An Introduction Prentice Hall
• 1200 - Business Prentice Hall
• 1100 - America Pathways to Present Prentice
  Hall
• 1000 - Writing and Grammar Gold Level Prentice
  Hall
• 900 - World Cultures A Global Mosaic Prentice
  Hall
• 800 - Word 97 Glencoe/McGraw-Hill
• 700 - World Explorer The U.S. Canada
  Prentice Hall
• 600 - Science (Grade 4) Addison-Wesley
• 500 - People and Places Silver Burdett Ginn
• 400 - Imagine That! Scholastic Inc.
• 300 - My World Harcourt Brace

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Personal Use

• Aetna Health Care Discount Form (1360)
• Medical Insurance Benefit Package (1280)
• Application for Student Loan (1270)
• Federal Tax Form W-4 (1260)
• Installing Your Child Safety Seat (1170)
• Microsoft Windows User Manual (1150)
• G.M. Protection Plan (1150)
• CD DVD Player Instructions (1080)

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Newspapers

• Reuters (1440)
• NY Times (1380)
• Washington Post (1350)
• Wall Street Journal (1320)
• Chicago Tribune (1310)
• Associated Press (1310)
• USA Today (1200)

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Employment 1970s

• High Skill
• Low Skill

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Employment 1990s

• High Skill
• Low Skill

Semi Skill
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Employment 2010

• High Skill
• Low Skill

Semi Skill
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1970s 1990s 2010
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National Summit on 21st Century Skills for 21st
Century Jobs
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Rigor and Relevance
International Comparisons
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Number of ParticipantsIntel International
Science Competition

• U.S. 50,000
• China

6 Million
SOURCE Craig Barrett, CEO Intel
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Rigor and Relevance
Stuck in a different era
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With regards to the number of adult Missourians
with less than a 9th grade education . . .
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Adults (25 yrs and over) with less than a 9th
grade education

• US average 7.4
• MO average 6.5
• Extremes
• Platte 2.3
• Pemiscot 19.4
• 76 counties above the national average

Source U.S. Census Bureau data, 2000
50
With regards to adult Missourians who have at
least a high school diploma . . .
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High School Completion by adults over age 25

• US average 80.4
• MO average 81.3
• Extremes
• Platte 92.8
• Mississippi 51.1
• 86 MO counties below the national average

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With regards to the number of Missourians with a
college degree . . .
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Adults age 25 and over with at least a B.A.

• US average 24.4
• MO average 21.6
• Extremes
• Boone 41.7
• Wayne 6.8
• 108 MO counties below the national average

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• The situation is by no means restricted to
  Missouri
• A look at NAEP and TIMSS, courtesy of
• The Education Trust

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In Mathematics, 12th Grade Achievement Declined
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NAEP 12th Grade Math All StudentsMain NAEP
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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In Reading, 12th Grade Achievement is Headed
Downward
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HIGH SCHOOL ACHIEVEMENT READING AND
WRITINGNAEP Long-Term Trends
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Students in Other Countries Gain far More in High
School
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TIMSS
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Source NCES 1999-081R, Highlights From TIMSS
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Source NCES 1999-081R, Highlights From TIMSS
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US 15 Year-Olds Rank Near Middle Of The Pack
Among 32 Participating Countries
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• One measure on which we rank high?Inequality!

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• KNOWLEDGE AND SKILLS
• AT END OF HIGH SCHOOL

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By Race, Ethnicity NAEP 12th Grade Math 2000
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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By Income 12th Grade Math (2000)
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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By Race, Ethnicity NAEP 12th Grade Reading 2002
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP)
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By Income 12th Grade Reading (2002)
Source USDOE, NCES, National Assessment of
Educational Progress (NAEP) Summary Data Tables
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• Our future as a nation depends upon the
  preparation of our students for participation in
  a Knowledge-Based Economy.

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The Challenge
Missouris ability to sustain and propel a 21st
century Knowledge-based economy is dependent on
intellectual capital.
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• Think of the earlier data about
• educational attainment levels . . .
• What are the implications for YOUR community?

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• Of 100 9th graders that enter a U.S. high school
• 90 graduate
• 60 enter college
• 44 still enrolled sophomore year
• 29 graduate from college

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• Consider also that the current wage-earning gap
  between a high school diploma and a college
  degree is approximately 1 million dollars over
  the working life . . .
• Consider the economic impact for your community
  and your state at tax revenues of approximately
  1 city and 4 state

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• The rest of the world is not standing still
• Competition for unskilled labor
• Competition for skilled labor

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Teaching
VS.
Learning
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Rigor and Relevance
Explaining Whats Important
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McREL

• Needed Time

15,465
Hours
Available Time
9,042
Hours
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Meeting The Challenge of Increased Accountability

• Standards do not Curriculum
• Curriculum do not Instruction
• Assessment does not End
• Focus on RIGHT Standards
• Teaching The RIGHT Curriculum
• Creating the RIGHT Learning Environment
• Using the RIGHT Teaching Methods

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Teachers struggling to teach an overloaded
curriculum!
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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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Activity

• How can you personally apply the knowledge you
  teach in the real world?

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Rigor and Relevance
That is what is on THE test?
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New SAT - 2005

• More Application
• New Writing Section
• Expand Critical Reading for Information
• More Achievement
• Base on three years of Math
• Higher Level Math Skills
• Less Aptitude
• Eliminate analogies
• Eliminate simple math reasoning

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Rigor and Relevance
Increase Student Motivation
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Will Rigor Work?

• In a 2005 national survey of High School
  students
• 9 out of 10 said they would do more if high
  schools expected them to.

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Why Rigor and Relevance?

• Changing Nature of Work
• International Comparisons
• Changing Youth
• 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
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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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Strategies

• Brainstorming
• Cooperative Learning
• Demonstration
• Guided Practice
• Inquiry
• Instructional Technology
• Lecture
• Note-taking/Graphic Organizers

• Memorization
• Presentations/Exhibitions
• Research
• Problem-based Learning
• Project Design
• Simulation/Role-playing
• Socratic Seminar
• Teacher Questions
• Work-based Learning

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Guiding Principles

• Responsibility
• Contemplation
• Initiative
• Perseverance
• Optimism
• Courage

• Respect
• Compassion
• Adaptability
• Honesty
• Trustworthiness
• Loyalty

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Staying on the Cutting Edge

• Recognize the need for change

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Staying on the Cutting Edge

• Recognize the need for change
• Focus on the real goals

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Look into the future through the eyes of a child?
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Staying on the Cutting Edge

• Recognize the need for change
• Focus on the real goals
• Keep yourself learning

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Sometimes, I feel like I know less today than I
did yesterday.
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Staying on the Cutting Edge

• Recognize the need for change
• Focus on the real goals
• Keep yourself learning
• Share with others

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Are you still making allof the decisions?
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Staying on the Cutting Edge

• Recognize the need for change
• Focus on the real goals
• Keep yourself learning
• Share with others
• Dont follow others blindly

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Lovers never send form letters.
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RIGOR RELEVANCE AND RELATIONSHIPS

• RIGOR
• INCREASED EXPECTATIONS
• RESULTS
• RELAVANCE
• INCREASED INTEREST TO THE STUDENT
• RELATIONSHIPS OR MAKE A CONNECTION
• SUCCESFUL OR SIGNIFICANT

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Knowledge Taxonomy

• a.k.a Bloom's

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Rigor/Relevance Framework

• Building Relevant Bridges

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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 (knowledge)
• 2 Explain nutritional value of individual foods
  (comprehension
• 3 Use nutritional guidelines in planning meals
  (application)
• 4 Examine success in achieving nutritional goal
  (analysis)
• 5 Develop personal nutrition goals (synthesis)
• 6 Appraise results of personal eating habits over
  time (evaluation)

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Application Model
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Application Model

• 1. Knowledge in 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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Basic Nutrition
Application Model

• 1 Label food by nutritional groups (knowledge
  within discipline)
• 2 Rank foods by nutritional value (application
  within)
• 3 Make cost comparison of different foods
  considering nutritional value (application
  across)
• 4 Develop a nutritional plan for a person with a
  health problem affected by food intake (real
  world predictable)
• 5 Devise a sound nutritional plan for an
  elementary school that is culturally diverse
  (real world unpredictable)

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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
116
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
118
Rigor/Relevance Framework
6
D
C
5
4
3
2
B
A
1
1
2
3
4
5
119
Rigor/Relevance Framework
Knowledge
Application

• 1. Recall Knolwedge
• 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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Knowledge Taxonomy Verb List
121
1. Knowledge
Knowledge Taxonomy

• Arrange
• Check
• Choose
• Find
• Group
• Identify
• Label
• List
• Locate

• Match
• Name
• Point to
• Recall
• Recite
• Repeat
• Say
• Select
• Write

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2. Comprehension
Knowledge Taxonomy

• Advance
• Calculate
• Change
• Convert
• Contemplate
• Define
• Explain
• Extrapolate
• Infer

• Interpret
• Outline
• Project
• Propose
• Reword
• Submit
• Transform
• Translate
• Vary

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3. Application
Knowledge Taxonomy

• Adopt
• Consume
• Capitalize on
• Devote
• Employ
• Exercise
• Handle
• Maintain
• Make use of

• Manipulate
• Mobilize
• Operate
• Put to use
• Relate
• Solve
• Start
• Take up
• Utilize

124
4. Analysis
Knowledge Taxonomy

• Assay
• Audit
• Breakdown
• Canvass
• Check out
• Dissect
• Deduce
• Divide
• Examine

• Include
• Inspect
• Look at
• Scrutinize
• Sift
• Survey
• Study
• Test for
• Uncover

125
Relevance
My only skill is taking tests.
126
5. Synthesis
Knowledge Taxonomy

• Blend
• Build
• Cause
• Combine
• Compile
• Compose
• Conceive
• Construct
• Create

• Develop
• Evolve
• Form
• Generate
• Make up
• Originate
• Produce
• Reorder
• Structure

127
6. Evaluation
Knowledge Taxonomy

• Accept
• Appraise
• Arbitrate
• Assess
• Award
• Decide
• Classify
• Criticize
• Determine

• Grade
• Judge
• Prioritize
• Rank
• Rate
• Reject
• Rule on
• Settle
• Weigh

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Criteria
Real World

• Setting
• Tools
• Resources
• Standards
• Relationships
• Use of Time

129
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
130
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
131
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
132
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
133
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
134
Rigor/Relevance Framework
KNOWLEDGE
Adaptation
Assimilation
D
C
Acquisition
Application
B
A
A P P L I C A T I O N
135
Example Multiple Performances for Single
StandardReading - H.S Level
Standard Identify, collect and/or select
pertinent information while reading
R/R Quadrant
Student Performance

• A Read science experiment and identify necessary
  materials to perform experiment.
• B Locate and read a current article on
  biotechnology.
• C Read and analyze three original newspaper
  articles from World War II and identify reasons
  for opposition to US entry into the war.
• D Research pertinent information related to the
  El Nino weather pattern and propose possible
  family vacation destinations.

136
Example Multiple Performances for Single
StandardMath - M.S Level
Standard Use statistical measures, including
central tendency, to describe and compare data
R/R Quadrant
Student Performance

• A Calculate mean, mode, median on a set of data.
• B Collect data on braking distance of automobiles
  at various speeds and determine averages.
• C Select the best measure of central tendency and
  calculate data to support a specific intent.
• D Develop a statistical sampling plan for
  determining number of products which do not meet
  quality standards.

137
Rigor/Relevance Framework
Teacher/Student Roles
D
C
Student Think
Student Think Work
RIGOR
High
B
A
Teacher Work
Student Work
Low
High
Low
RELEVANCE
138
Rigor/Relevance Framework
Did Students Get it Right?
D
C
Rational Answer
Right Questions
RIGOR
High
B
A
Right Answer
Right Procedure
Low
High
Low
RELEVANCE
139

• Rigor
• Relevance
• All students

140
All Students
141
Relevance
My only skill is taking tests.
142
Data-driven Decision?

• Priority Standards
• Student Need for Rigor and Relevance
• Motivation
• Learning beyond school
• Test

143
Planning Instruction
144
Rigorous and Relevant Instruction
Defining the Focus

• State standard
• Project
• Problem
• Course description
• Theme
• Interdisciplinary connection
• Period in history

• Group of students
• Work of literature
• Inquiry
• Genre of literature
• Acquired skill
• Body of knowledge

145
Rigorous and Relevant Instruction
Student Performance

• Skills, knowledge, behaviors and concepts
• Student work
• (Level of Rigor and Relevance)
• Cross-reference to state standards

146
Rigorous and Relevant Instruction
Student Performance
Data

• Standards
• Best Practices
• Student
• Reading

147
Rigorous and Relevant Instruction
Assessment

• Assessment matched student performance
• Type of assessment consistent with strategies
• Level matches the level of rigor and relevance
• Multiple measures

148
Rigorous and Relevant Instruction
Learning Experiences

• Content Knowledge
• Questions and Essential Concepts
• Strategies
• Resources
• Unit Plan

149
StudentWork
150
Rigor/Relevance Framework
Problems
KNOWLEDGE
D
C
Projects
Activities
B
A
A P P L I C A T I O N
151
Selection of Strategies Based on
Rigor/ Relevance Framework
Page 1
152
Selection of Strategies Based on
Rigor/ Relevance Framework
Page 2
153
J. Moms Mabley

• If you always do what you always did, you will
  always get what you always got.

154
Interdisciplinary Instruction
155
Interdisciplinary Instruction
Models

• Contextual
• Curriculum alignment
• Academy
• Interdisciplinary project
• Immersion

156
Assessment
157
Types of Assessment
Rigorous and Relevant Instruction

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

158
Rigor/Relevance Framework
High
Traditional Tests
Performance
Low
Low
High
159
Primary Assessments Rigor/Relevance Framework
KNOWLEDGE
Portfolio Product Performance Interview Se
lf Reflection
Extended Response Product Performance
Process Performance Product Performance
Multiple Choice Constructed Response
A P P L I C A T I O N
160
Rigorous and Relevant Instruction
Suggestions

• Analyze the level you are teaching
• Reflect on consistency among curriculum,
  instruction and assessment
• Seek Quadrant D on essential learning

161
Increasing the Level of Rigor and Relevance
162
Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
163
Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
164
RIGOR RELEVANCE AND RELATIONSHIPS

• RIGOR
• INCREASED EXPECTATIONS
• RESULTS
• RELAVANCE
• INCREASED INTEREST TO THE STUDENT
• RELATIONSHIPS OR MAKE A CONNECTION
• SUCCESFUL OR SIGNIFICANT