Rigor, Relevance, Relationships

Rigor, Relevance, Relationships

Objectives

• Explain the key components of the Rigor/Relevance Framework.
• Define rigor and relevance.
• Connect the Rigor/Relevance Framework to the Common Core State Standards
• Differentiate between the 4 Quadrants of the framework
• Determine the quadrants of various activities
• Design activities for a lesson that represent each quadrant

The Rigor/Relevance Framework is based on the two dimensions of higher standards and student achievement:

Blooms Taxonomy and the Application Model.

Quadrant A - Acquisition

Experiences focus on recall or discovery of basic knowledge.

Quadrant B - Application

Activities provide definite opportunities for students to apply knowledge, typically to a real-world problem.

Quadrant C - Assimilation

Activities are often complex and require students to often come up with solutions that lead to deeper understanding of concepts and knowledge.

Quadrant D - Adaptation

Learning experiences are high in rigor and relevance and require unique solutions to unpredictable problems.

Quadrant D lessons prepare students for life beyond school.

They prepare students for the work force and to be the leaders of tomorrow in the 21st Century.

On a sticky, write down:

• your own definition of RIGOR
• your own definition of RELEVANCE

What are some ways you develop relationships with your students?

Student Actions

Teacher Questions

Activity

How does the Rigor/Relevant Framework relate to the Common Core State Standards?

SAY SOMETHING

With a partner, silently and simultaneously read each page.

At the end of each page, stop reading, look at your partner and say something about the page you just read. It can be something interesting or insightful.

As a group, discuss some similarities that CCSS and the R/R Framework have in common.

Dr. Daggett Video

NEXT MEETING

October 24

CLOSURE

Think about lessons you have designed in the past.

Write down one way you will aim to increase rigor, and one way you will aim to increase relevance.



CCSS FAQ

Developing Rigorous/Relevant Lesson

SAMPLE

BREAK

SAY SOMETHING

Relationships

With a partner, read through the explanation of the Framework & the Quadrants.

• When you are done reading through the text, talk with your partner about the Rigor/Relevance Framework.
• Share new insights, questions, or other thoughts about this framework.

• different than classroom management
• described on a continuum which ranges from isolation to mutually beneficial relationships
• relationships make learning possible

Writing Performance Tasks

Performance tasks include;

• student work that will be produced or performed
• whether group or individual
• specific learning context
• resources students will be provided or have to acquire
• setting where students will complete the work
• conditions (often real world) under which the work will be done

A performance task is a description of how a student is expected to demonstrate understanding, knowledge and skills. The task may be a product, performance or extended writing that requires rigorous thinking and relevant application.  It is usually written in the third person describing the learning to other educators.

Backwards Planning

"Begin with the end in mind."

Performance tasks usually do not include;

• Assessment. A performance-based implies but does not specify how the performance will be assessed.
• Specific direction to the student
• Specific equipment list
• Homework or reading assignments

RIGOR

Sample

Write a performance task for the following essential skill;

Gather, summarize and analyze information from a variety of sources .

• how a student demonstrates learning
• an in-depth mastery of challenging tasks to develop cognitive (thinking) skills

Students will write a letter to the editor of the local newspaper, on the topic of the environment with a specific reference to a local issue or problem. It will take a point of view, include summaries of research, cite sources and recommend action.

What are student and teachers roles?

APPLICATION MODEL

5 Application to real-world unpredictable situations

4 Application to real-world predictable situations

3 Application across disciplines

2 Application within discipline

1 Knowledge of one discipline course

Kovalik & Associates, Inc. www.theCenter4Learning.com 13

RELEVANCE

• how a student applies their learning to solve real-world problems
• has more than one solution

Rigor is…

• 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

Rigor is not…

• More or harder worksheets
• AP or honors courses
• The higher level book in reading
• More work
• More homework

Music Mingle

• With your sticky in hand, stand up.
• Once the music starts, begin to weave around the room.
• When the music stops, lock eyes with someone across the room.
• Pair up.
• Each of you share your definitions written on the sticky.

Quartet

Think back to all the trainings you've had on Rigor, Relevance, and Relationships (RRR).

Talk with a partner about what you have learned.

At the signal, find another set of partners (not at the same table) and form a quartet.

Discuss what you and your partner talked about regarding RRR.