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Rigor & Relevance Framework

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Michael Holder

on 29 April 2013

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Transcript of Rigor & Relevance Framework

Rigor & Relevance Framework Quadrants A B C D Relationships Teacher Works Student Works Student Thinks Student Works &
Thinks RIGOR RELEVANCE Thinking Application Application of Knowledge 5 4 3 2 1 LOW HIGH Nurtures and Makes Rigor & Relevance Possible What were the attributes of your favorite teacher? Q A - Relationships of Little Importance Q B - Relationships Important Q C - Relationships Important Q D - Relationships Are Essential Relevance makes rigor possible, but only when trusting and respectful relationships among students, teachers, and staff are embedded in instruction. Relationships nurture both rigor and relevance. Rigor/Relevance/
Relationships “Students don’t care to know until they know you care.” Dr. James P. Comer “No significant learning occurs without a significant relationship.” (Teacher behaviors that block relationships are.........) (Teacher behaviors that build relationships are.........) Supportive Behaviors to Build Relationships

Brainstorm the teacher behaviors that provide positive and negative impacts on relationships that support student learning. Negative Behaviors Positive Behaviors School Initiatives discuss what we already do at LW Supportive Behaviors Make each student feel unique.
Connect to the youth culture.
Recognize cultural differences.
Consider the student point of view.
Be aware of different learning styles.
Differentiate instruction.
Attend to students with special needs.
Intervene early. Personalize Learning Describe a rigorous learning experience you have provided for your students. Now I'm thinking that rigor is... In your own words, define academic rigor. What is Rigor? Stand Up, Hand Up, Pair Up At the signal, stand up, put your hand up, find a partner NOT at your table and give him/her a high five.

Listen actively to one another as you share your first idea.

When you finish, put your hand up and find a second partner with his or her hand up and give a high five.

Share your idea in your second section.

Repeat process with the third section.

Return to your seat when finished.
Giving more or harder worksheets

Taking AP or honors courses

Reading in higher level books

Assigning more homework

Mastering the basics first

Planning only for the “elite”
Scaffolding thinking

Planning for thinking

Assessing thinking about content

Recognizing the level of thinking students demonstrate

Managing the teaching/learning level for the desired thinking level “The knowledge taxonomy describes levels of rigor.”

Rigor and Relevance Handbook, Second Edition “Rigor is a quality of instruction that requires students to construct meaning and impose structure on situations rather than to expect to find
them already apparent.”
How to Plan Rigorous Instruction
By Robyn R. Jackson Rigor means framing
lessons at the high end of the knowledge taxonomy. 6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge Dick Jones, Sr. Consultant ICLE MORE – does not mean more rigorous.

DIFFICULT – increased difficulty does not mean increased challenge.

RIGID – “all assignments are due by… no exception.”

AGE MATTERS – young children naturally take what they are learning to solve unpredictable problems – make it developmentally appropriate. Misconceptions of Rigor Rigor is…. Now I know… THINK DOTS! Relevance Roll the die.

Look for the corresponding die on your paper.

Read the prompt.

Share your answer with the group.

Record answer on your paper while everyone else does the same.

Repeat the process until all prompts have been answered. Think Dots Procedure "Why do I need to know ________and how will I use it to enhance motivation and understanding?" A Relevant Lesson answers and a Reflective Teacher asks: Learning in which students apply core knowledge, concepts or skills to solve
real-world problems.

Is interdisciplinary and contextual

Created through authentic problems or tasks, simulation, service learning, connecting concepts to current issues and teaching others in-depth understanding. Jeff Paulson “Classrooms are microcosms of real-world learning. Every lesson should be relevant to students’ needs and/or wants; otherwise what’s the point?” Rigor/Relevance Framework Making Connections How Do We Increase the Level of Relevance in our Instruction? Connecting content to the student’s life Connecting to the real world Connecting to the world of work Rigor/Relevance Framework PASS THE BUCK Teacher – Student Comparisons Teacher – Student Comparisons Belonging
Sense of Accomplishment
Fun and Excitement
Curiosity and Creativity
Spirit of Adventure
Leadership and Responsibility
Confidence to take Action 8 Conditions that Make a Difference APPLICATION Relationships Low Low High High Rigor/Relevance Framework 45 Relationships
Important Relationships
Important B D Relationships
Essential Relationships of
Little Importance A C Rigor Knowledge What are our students telling us? What can we do about this? Relationships Relationships Character Education Beginning of the Year Student Social Activities Team Building Mentoring Advisement Program Rewards, Recognition, & Incentives Peer Mediation Students as Teachers Family, Community, & Business Partnerships Service Learning Extra & Co-curricular Activities Sports Programs Student Advocacy Serving As Role Model Using One-to-One Communication Encouraging Students to Express Opinions/Ideas Creating Inviting Classroom Climate Exhibiting Enthusiasm Using Positive Humor Students Praising Peers Showing Respect Taking Interest Active Listening Frequent Contact Encouragement Displaying Student Work Writing Encouraging Notes Identifying Unique Talents Celebrating Accomplishments Rigor Is Not 1 2 3 4 5 Knowledge/Awareness Comprehension Application Analysis Evaluation ___________________________________________________ __________________________________________________ Rigor Rigor IS IS NOT Relevance __________________________________________ __________________________________________ __________________________________________ __________________________________________ Relevance Go to your 12 o'clock buddy.
Share 3-5 things that you will
take away and use today. Clock Buddies (not someone
on your GL)
3 o'clock
6 o'clock
9 o'clock
12 o'clock
Write down and remember
who your buddies are
for later. Brains 3 questions:
Where am I?
Who are these people?
What is this about? Pass your chart. Add ideas to the next chart. Pass again when finished. You will end with your chart. Read and discuss what has been added. Com 1. Write 3 things that you are doing and 3 things that you want to improve.
2. Share 3 things you are doing with 3 o'clock buddy. Share 3 things that you want to do more with 9 o'clock.
3. Go back to team and share why these behaviors are important to build relationships. T-P-S
What do you
see happening
in the
in each
quadrant? Discuss with 6 o'clock buddy. What's the point? Rigor Relevance So WHAT now?

Meet with your GL team.
Discuss what you learned, how you see this fitting together, and turn in your questions to Casi. Rigor & Relevance
Answering the brains three questions

1. Where am I?
2. Who are all of these people?
3. What are we going to do today? Opening Activity: Forward Thinking

Think back to when you were the same age as your current students - what was the world like, what was happening, what was being invented, what did our technology and communication look like, etc.? Divide your paper in half - on one side list and draw pictures representing your responses.

Next, you will think forward to the year when your students will be your age. What will the world be like? Please discuss and record your responses on the other half of your paper. Think about changes in technology, communication, global commerce, medical, etc.

Group Share: discuss the differences - what type of learning and thinking will be needed for our students to compete for their future occupations?

For our students, the need for implementation of rigor and relevance is evident, so our students can become learners that are adaptable for the ever-changing world that they will live in. Building Relationships

Freedom Rider's

Relationships are ESSENTIAL for Quad D learning! Gold Seal Lesson Collaboration

*1st & 2nd Grade w/ 1 Encore Teacher
*3rd - 5th Grades Divide into 2 Groups w/ Encore Teacher in each group

Your Task:
Each team will examine their Gold Seal Lesson example and extract activities, verbs, and questions that you find or create, then place each one into the corresponding quadrant (A - D) you believe it fits best (you should be able to justify your reasoning)

*** You will use your handouts to assist you - Teachers Questions by Quadrant, Quad D Moments, Verb List and Product List for Rigor/Relevance Quadrants

Team Share:
a. What verbs did your team place in each quadrant?

b. What are the differences between the verbs used in Quad D than the others?

c. What types of activities and questions did your team locate or create in each quadrant?

d. What are the differences between the activities and questions posed in Quad D than the others? Reflection Notebooks

Please reflect on your thinking about Quad D learning -

"I used to think, but now I think... Learning Target: I can design and justify a lesson that uses quadrant D learning moments.

GL Math Unit & Encore Unit/Lesson Plans

* Pick out your teaching points and instructional strategies in your current or next unit in Math that are Quad D moments or that could be enhanced (by your team) to make a Quad D learning moment(s)

* Discuss as a GL what moments you will change to increase the rigor and relevance, how will you do this?

* What will your learning targets say?

* Collaborate about what makes your moments Quad D learning

* Please remember that we are focusing on Quad D learning, but know that not all activities will be in the D quadrant. Within a lesson you should move seamlessly between all quadrants. TEAM-ORIENTED LIFESTYLE
1. Commitment
2. Training
3. Communicate
4. Leadership Reflection Notebook

*Please reflect on the Four Functions of a TEAM, which function do you need to focus on to make our team more effective? Goal Setting continued:

1. What will you do to change your current instruction to make learning more rigorous and relevant for our students and their futures?

2. How many Quad D moments will you go out and try for this week and next?

Weekly goal?

Anonymous Quote -

"Don't be afraid to fail, remember to be a reflective practitioner, so you can learn from those failures and become better!" Feedback:

We will send out an email with a survey to see how your goals are going and what additional support you and your team might need.

Thank you for your ardent work! Quad D Moments vs Projects (see handout)

*Quad D Moments are short strategies within a daily lesson to increase student thinking and application into quadrant D of rigor and relevance framework

*Making connections and relating learning to our students' lives

*Quad D learning occurs only with projects

*Gold Seal Lessons are project-based learning, but they do have Quad D Moments that can occur by themselves or within a project
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