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RRR for Learning - LCPS August 2013 PD

Intro to RRR - presented first at Columbus Elementary school - July 11, 2012

Toni Hull

on 5 June 2014

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Transcript of RRR for Learning - LCPS August 2013 PD

Toni Hull, Ed.D.
Instructional Specialist, Mesa Middle School

Designing Quad D Lessons in Science
Warm up activity
What makes a lesson rigorous and relevant for a student? Talk with a partner.
You will be able to:
Explain what is meant by Quad D
Connect the RRR framework to Blooms Taxonomy and Webb's Depth of Knowledge
Identify the characteristics of the Quadrants of Rigor and Relevance and connect them to activities and assessments
Increase rigor and relevance in lessons using the RRR Framework and Quad D moments
Comes from the framework developed by the International Center for Leadership in Education and Dr. Bill Daggett to help guide instruction and assessment
Shifts to a focus on application of knowledge rather than simply acquisition
The highest level of Rigor, Relevance and Relationships
Works to create independent learners with the skills needed for the future
What do we mean by Quad D?
academic rigor
can occur at all levels
it describes the THINKING as a continuum from acquisition to assimilation
use Bloom's knowledge taxonomy verbs
targets the student work
it is addresses the purpose of the learning
describes the ACTION continuum from acquisition to application of knowledge
allows for differentiation
relevance makes rigor possible
different than classroom management
described on a continuum which ranges from isolation to mutually beneficial relationships
relationships make learning possible
What about Relationships ?
It is a mental model
Used to show the
relationship between
rigor and relevance
Used to examine
curriculum, instruction
and assessments
The Quadrants tie
rigor and relevance
Common core standards - shifts are to more rigorous and relevant instruction to promote deep understanding and application
How does this support the CCSS?
Closure Activity
Closing Thought
Look at the action words on the Bloom's sheet. Circle the verbs you most frequently use in your lesson objectives. Note the level of Bloom's for each. Write down the top 3 and Discuss your findings with a table partner.
Try it:
Try it!
Quadrant Descriptors
International Center for Leadership in Education; Model School Conference; Washington DC, June 30, 2007.
Think & Work
Teacher/Student Roles
Rigor/Relevance Framework
International Center for Leadership in Education: Model School Conference; Washington DC, June 30, 2007.
Rigor/Relevance Framework
Try it!
Look at the examples of student work products on the handout on the tables. Make three columns on a sheet of paper (use often, use once in a while, rarely use and list items you have used in your lessons.
Be ready to share!
Try it!
How do you observe teachers promoting positive relationships in your school? Write down 3 ways you can assist teachers in promoting positive relationships and team building in your school. Be ready to share.
Positive Body Language
Consistent Focus
Verbal Participation
Sense of fun and excitement
Comfort seeking help and getting individual attention
From the Handbook on Student Engagement published by ICLE
Lastly, never forget the difference you make every day!
Now using the planning you have done in the rigor and relevance activities and the Quadrants, choose an activity that would correspond to each of the 4 R&R quadrants. Draw the quadrants and add one activity to each quadrant.
CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.RI.8.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Try it!
Quad D is not all about projects - many are activities that can be done in short activities called "Quad D moments"
Performance Tasks are Quad D problem-based activities that are at the highest level of rigor and relevance.
I used to think........ but now I think..........
Questioning is another great way to increase rigor and relevance in lessons and assessments.
The Power of Questioning
Try it

Take one of the question cards from the center of your table and create a question at the DOK or Quadrant you selected. Then find 3 others that have the other different levels or quadrants you need to create one question at each level of rigor/relevance.
Please leave any comment/suggestions on an index card. If you would like the link to the prezi please leave your name and email address.
For more ideas and tools please follow me on twitter
Connecting Webb's and Bloom's
Where do you see connections to rigor and relevance?

Quad D is Connected to how we learn
and it incorporates

Planning for Rigor
Think of a standard or big idea that you teach and then write an objective a each of the levels of Bloom's Taxonomy.
Planning for Relevance
Now take the same standard or big idea you used in the rigor activity and think of ways students can show their understanding through application.
Quad D Lessons start with the Performance Task... (the Quad D activity)
Performance tasks are descriptions of how the student is expected to demonstrate their learning. It includes:
the student work that will be performed or produced
the specific context for the learning
whether the task is group or individual
the setting for the work
the conditions for the task
Quadrant Sort

Try it!
Look at each of the activities and determine which quadrant you would put them into based on the knowledge and application levels.
Try it!
Try It!
Quad D Student Work
Note those you would like to try.
Then continue with backwards planning for activities needed in the other quadrants.
Watch this for more inspiration...
Full transcript