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Rigor/Relevance/Relationships

Rigor/Relevance/Relationships. Working in Quadrant “D”. Rigor/Relevance/Relationships. A Framework of learning based on the three dimensions: - Higher standards Student Achievement Core Values. Rigor. Level of difficulty Higher Standards. Rigor Thinking Continuum - Knowledge Model.

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Rigor/Relevance/Relationships

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  1. Rigor/Relevance/Relationships Working in Quadrant “D”

  2. Rigor/Relevance/Relationships • A Framework of learning based on the three dimensions: - Higher standards • Student Achievement • Core Values

  3. Rigor • Level of difficulty • Higher Standards

  4. RigorThinking Continuum - Knowledge Model Assimilation of Knowledge Acquisition of Knowledge

  5. RigorThinking Continuum - Knowledge Model • Evaluation (level 6) • Synthesis (level) 5 • Analysis (level 4) • Application (level 3) • Comprehension (level 2) • Knowledge (level 1) Rigorous

  6. Rigorin Basic Nutrition • Evaluation (level 6) – Appraise results of the plan • Synthesis (level) 5 – Develop a plan to meet the nutritional goals • Analysis (level 4) - Examine nutritional goals • Application (level 3) – Utilize the nutritional guidelines for an animal’s feeding plan • Comprehension (level 2) – Explain nutritional value of feedstuffs • Knowledge (level 1) – identify or label feedstuffs by nutritional groups Rigorous

  7. Relevance • Applying knowledge • Student Achievement

  8. RelevanceAction Continuum – Application Model Acquisition Application of of Knowledge Knowledge Relevance

  9. RelevanceAction Continuum – Application Model • Apply to Real World w/ Unpredictable Situations (5) • Apply to Real World with predictable situations (4) • Apply Across disciplines (3) • Apply in discipline (2) • Knowledge in one discipline (1) RELEVANCE

  10. RelevanceAction Continuum – Application Model • Apply to Real World w/ Unpredictable Situations (5) • Design a nutritional plan for picky animals • Apply to Real World with predictable situations (4) • Develop nutritional plan for an animal with special needs • Apply Across disciplines (3) - make cost comparisons of different feedstuffs • Apply in discipline (2) • Rank feedstuffs by nutritional value • Knowledge in one discipline (1) • Label feedstuffs by nutritional groups RELEVANCE

  11. Rigor/RelevanceFramework • K • N • O C (assimilation)) D (adaptation) • W • L • E • D A (Acquisition) B (Application) B • G • E A P P L I C A T I O N

  12. Rigor/RelevanceFramework • 6 (eval) • 5 (synth) C (assimilation) D (adaptation) • 4(analysis) • 3(applic) • 2 (comp) A (acquisition)B (application) • 1(aware) 1 2 3 4 5 Real World

  13. Rigor/RelevanceFramework • Quadrant A - Acquisition • Gather and store bits of knowledge and information • Expected to remember or understand • i.e. label feedstuffs

  14. Rigor/RelevanceFramework • Quadrant B - Application • Use acquired knowledge to solve problems, design solutions and complete work • i.e. Follow written directions for feeding

  15. Rigor/RelevanceFramework • Quadrant C – Assimilation • Extend and refine acquired knowledge • Use knowledge to automatically and routinely to analyze and solve problems and create unique situations • i.e. Compare and contrast several feedstuffs for an animal with a specific needs

  16. Rigor/RelevanceFramework • Quadrant D – Adaptation • Think in complex ways • Apply knowledge and skills acquired • i.e. – Devise a nutritional plan for an animal that is a picky eater

  17. Relationships • Teaching a rigorous and relevant curriculum while understanding your needs and barriers to learning • Core Values – Myself, as your teacher, taking the time to understand when you don’t Core Values

  18. Our Goal – Quadrant D Quadrant D Rigorous Relationships Relevance

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