Using Rigor/Relevance Framework to Drive Instructional Change

1. Using Rigor/Relevance Framework to Drive Instructional Change • March 22, 2012 • Dr. Richard D. Jones, Student of Learning • Email rdjleader@me.com Twitter @rdjleader

2. Margaret Mead There aren’t two worlds -- education and work, there is one world -- life • " Never doubt that a small group of citizens can change the world. Indeed it is the only thing that ever has.” Willard Wirtz

3. Rigorous and RelevantTeaching

4. Rigor, Relevance, Relationships Worthy goal, fuzzy concept

5. Which of the following is the highest levels of learning? • Read a description of a science experiment and list the necessary materials to perform the experiment. • Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. • Read and analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. • Write directions on how to connect new television to cable and DVD recorder. 5

6. Rigor, Relevance, Relationships Make Rigor and Relevance Quantifiable

7. Rigor/Relevance Framework

8. Rigor/Relevance Framework Rigor 6 Thinking /Knowledge 5 4 3 2 Relevance Action/Application 1 1 2 3 4 5 108

9. Rigor/Relevance Framework Knowledge Application • 1. Recall Knowledge • 2. Comprehension • 3. Application • 4. Analysis • 5. Synthesis • 6. Evaluation Low 1. Application within discipline 2. Knowledge of one discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations High

10. D C B A Adaptation Assimilation Acquisition Application Rigor/Relevance Framework Four Quadrants of Learning C D Complex Analytical Challenging Real World High RIGOR A B Routine Memorization Practical Hands On Low Low High RELEVANCE 14

11. Rigor/Relevance Framework Opening Question D C Write directions on how to connect new television to cable and DVD recorder. Read and analyze three original newspaper articles from WW II, identify reasons for opposition to US entry into the war. RIGOR High A B Read a description of a science experiment and list the necessary materials to perform the experiment. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. Low Low High 18 RELEVANCE

12. Rigor/Relevance Framework Math Determine the axis of symmetry for a parabolic equation. D C Create an animation using Flash that shows symmetry RIGOR High Find shapes/things around you that have symmetry A B Given a set of shapes, identify symmetries Low Low High 18 RELEVANCE

13. Rigor/Relevance Framework Business - Info. Tech D C Compare features of web development software. RIGOR High Create a full web site for a local business. A B Demonstrate web development software functions. Design web page. Low Low High 18 RELEVANCE

14. Rigor/Relevance Framework Construction D C Compare heat loss ratings and cost of building materials. RIGOR High Design and construct storage shed. A B Use power tools correctly. List safety procedures. Low Low High 18 RELEVANCE

15. Rigor/Relevance Framework Family and Consumer Sci. D C Analyze homes for child safety hazards. RIGOR High Conduct Safety audits of homes A B Demonstrate child care tasks with simulated infant. List parent responsibilities. Low Low High 18 RELEVANCE

16. “We do not learn from experience…we learn from reflecting on experience.”John Dewey

17. Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation 6 D Adaptation Synthesis 5 Analysis 4 High-level Knowledge High-level Application Application 3 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real-world unpredictable situation

18. D Quadrant • taxonomy • play • exhibit • machine • adaptation • poem • debate • new game • invention • field guide Verbs Products • brochure • evaluation • lesson • estimation • solution • experiment • trial • editorial • machine • web site • presentation • advertisement • modifyplanpodcastpredictprioritizeproposepublishraterecommendreviseteach • animate • adapt • compose • create • design • develop • devise • discover • explore • formulate • invent

19. Raising the Level to Quadrant D Activity

20. Rigor/Relevance Framework Raising Level of Rigor D C RIGOR High A B Low Low High 18 RELEVANCE

21. Rigor/Relevance Framework Raising Level of Rigor D C Revise a menu and prepare luncheon when four people are require special meals RIGOR High A B Prepare luncheon meal for 20 people. Low Low High 18 RELEVANCE

22. Benefits of Using the R/R Framework • Tool for collaboration and reflection • Inclusive • Shift focus to student learning • Increased student engagement • Prepare for Next-Generation Assessments • Framework for selecting strategies and assessments

23. "Never let your expectations be limited by what you think is possible."Benjamin Bloom

24. Common Core State StandardsELA - Six Shifts in Learning • Increase in Nonfiction Texts • Content Area Literacy • Increase Text Complexity • Text-Based Answers • Focus on Writing Arguments • Academic Vocabulary 24

26. "Integration is not a goal, it is a means to more rigorous and relevant learning."

27. What do we mean by integration?

28. Definition • Teaching the same skills in different context in courses • Teaching related skills across disciplines • Joint or connected instruction • New instruction including multiple disciplines 35

29. Reflecting on High School Teaching http://www.born-to-learn.org/about/the-animations/ born-to-learn.org

30. BENEFITS • Teacher collaboration • Student involvement • Higher level thinking • Content mastery • Mirrors real world • Less fragmented learning 37

31. Rigor/Relevance Framework D C Student Thinks & Works Student Thinks RIGOR High A B Student Works Teacher Works Low Low High 18 RELEVANCE

32. Rigor/Relevance Framework Did Students Get it Right? D C RightQuestion RationalAnswer High RIGOR A B RightAnswer RightProcedure Low Low High 18 RELEVANCE

33. Rigor/Relevance Framework Quiz Which Quadrant is most important? • A • B • C • D

34. Routes to High Rigor and Relevance Adapt a Gold Seal Lesson Make Interdisciplinary Create Gold Seal Lesson Use D-Moment Strategies Add High RR Task Change Strategies Change Assessments Pinnacle of High R/R Adaptive Learning Low R/R Quadrant A - Acquisition Learning Dick Jones, ICLE, 2010

35. R&R Framework ...A Useful Tool to Design • Instructional Plans • Assessment • Instructional Strategies 42

36. Rigor/Relevance - Instruction Key Elements • Anchored in standards • Backwards Design – “Begin with the End in Mind” • Alignment of Instruction and Assessment • Student-centered • Naturally Differentiated 43

38. Strategies

39. Rank These Strategies • Memorization • Role-playing • Compare and Contrast • Teaching Others 46

40. Rank These Strategies • A. Memorization • B. Role-playing • C. Compare and Contrast • D. Teaching Others 47

41. “There are no best teaching strategies, only strategies that are most appropriate for expected level of rigor and relevance”

42. Selection of Strategies Based on Rigor/ Relevance Framework

43. Selection of Strategies Based on Rigor/ Relevance Framework

44. Quadrant D Strategies • Brainstorming Cooperative Learning Inquiry Instructional Technology- IndependentPresentations/ExhibitionsResearch Problem-based learningProject DesignSimulation/Role-playing Socratic SeminarTeacher Questions Work-based Learning • Artistic Expression • Digital Media Production • Feedback and Reflection • Instructional Technology – Any-time • Logical and Independent Thinking • Play • Service Learning • Storytelling • Teaching Others • Writing to Learn

45. "Education ceases to be learning when the 3 R's are read, remember, and regurgitate."

46. D-Moments Teach everyday for rigor and relevance.

47. D-Moments • Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework.

48. Rigor/Relevance Framework