CTE Technical Assistance Center of New York

1. Preparing Students for Their FutureTeaching for Rigor & RelevanceAn Introduction CTE Technical Assistance Center of New York

2. Rigor/Relevance Framework

3. Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

4. Knowledge Taxonomy Basic Nutrition 1 Label food by nutritional groups 2 Explain nutritional value of individual foods 3 Use nutritional guidelines in planning meals 4 Examine success in achieving nutritional goal 5 Develop personal nutrition goals 6 Appraise results of personal eating habits over time

5. Application Model 1.Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

6. Application Model Basic Nutrition 1 Label food by nutritional groups 2 Rank foods by nutritional value 3 Make cost comparison of different foods considering nutritional value 4 Develop a nutritional plan for a person with a health problem affected by food intake 5 Devise a sound nutritional plan for an elementary school that is culturally diverse

7. 6 5 4 3 2 1 Rigor/Relevance Framework Knowledge Application 1 2 3 4 5

8. Bloom’s Taxonomy Awareness Level • Recall specific information • list, arrange, tell, underline, identify, locate • List the 4 P’s in the marketing mix. Comprehension Level • Understanding or interpretation of information • define, explain, calculate, reword • Explain how to apply varnish to a table.

9. Bloom’s Taxonomy Application level • Applying knowledge and understandingto a new situation • solve, operate, use, handle, apply • Using a ruler, determine the square footage of the floor in this classroom. Analysis Level • Separate a complex idea into its components • categorize, simplify, examine, inspect, survey • Which Microsoft office application was used to create this presentation?

10. Bloom’s Taxonomy Synthesis Level • Combining knowledge to form a new idea. • create, build, generate, reorganize • Write or tell a new story using thesame characters. Evaluation Level • Choosing an alternative in making a decision. • decide, classify, judge, prioritize, determine • Which salesperson provided the best customer service? Why?

11. Application Model Knowledge • Learning Knowledge, Attitude, or Skills • Learning how to use the Internet Apply in Discipline • Using the knowledge, attitude, or skills within the course curriculum • Searching the Internet to find information to complete a class project

12. Application Model Apply Across Disciplines • Using the knowledge, attitude, or skills in all discipline curriculums • Use the skills learned in the Microsoft Office class to prepare humanities report and presentation. Apply to Predictable Situations • Using information to analyze and solve real problems with predictable solutions • Read a recipe, measure and combine ingredients to make a birthday cake.

13. Application Model Apply to Unpredictable Situations • Using information to analyze and solve real problems with unknown solutions • Use a road map to figure out where you are and where you should go when lost on a trip from Saratoga Springs, NY toWaco, TX

14. Levels Bloom’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

15. Rigor/Relevance Framework KNOWLEDGE Problems D C Projects Activities B A A P P L I C A T I O N

16. Rigor/Relevance Framework KNOWLEDGE D C In the Classroom Out of the Classroom B A A P P L I C A T I O N

17. Rigor/Relevance Framework Teacher/Student Roles KNOWLEDGE D C Student Think Student Think & Work B A Teacher Work Student Work A P P L I C A T I O N

18. Rigor/Relevance Framework KNOWLEDGE D C Assimilation Adaptation B A Application Acquisition A P P L I C A T I O N

19. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

20. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. 2 B A 1 1 2 3 4 5

21. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. D C 5 4 3 • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

22. Rigor/Relevance Framework 6 • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

23. Rigor/Relevance Framework 6 • Analyze the graphs of the perimeters and areas of squares having different-length sides. • Determine the largest rectangular area for a fixed perimeter. • Identify coordinates for ordered pairs that satisfy an algebraic relation or function. • Determine and justify the similarity or congruence for two geometric shapes. • Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. • Test consumer products and illustrate the data graphically. • Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. • Make a scale drawing of the classroom on grid paper, each group using a different scale. D C 5 4 3 • Calculate percentages of advertising in a newspaper. • Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. • Determine the median and mode of real data displayed in a histogram • Organize and display collected data, using appropriate tables, charts, or graphs. • Express probabilities as fractions, percents, or decimals. • Classify triangles according to angle size and/or length of sides. • Calculate volume of simple three- dimensional shapes. • Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 B A 1 1 2 3 4 5

24. Knowledge Taxonomy Verb List Page 2

25. Knowledge Taxonomy 1. Knowledge • Arrange • Check • Choose • Find • Group • Identify • Label • List • Locate • Match • Name • Point to • Recall • Recite • Repeat • Say • Select • Write

26. Knowledge Taxonomy 2. Comprehension • Advance • Calculate • Change • Convert • Contemplate • Define • Explain • Extrapolate • Infer • Interpret • Outline • Project • Propose • Reword • Submit • Transform • Translate • Vary

27. Knowledge Taxonomy 3. Application • Adopt • Consume • Capitalize on • Devote • Employ • Exercise • Handle • Maintain • Make use of • Manipulate • Mobilize • Operate • Put to use • Relate • Solve • Start • Take up • Utilize

28. Knowledge Taxonomy 4. Analysis • Assay • Audit • Breakdown • Canvass • Check out • Dissect • Deduce • Divide • Examine • Include • Inspect • Look at • Scrutinize • Sift • Survey • Study • Test for • Uncover

29. Knowledge Taxonomy 5. Synthesis • Blend • Build • Cause • Combine • Compile • Compose • Conceive • Construct • Create • Develop • Evolve • Form • Generate • Make up • Originate • Produce • Reorder • Structure

30. Knowledge Taxonomy 6. Evaluation • Accept • Appraise • Arbitrate • Assess • Award • Decide • Classify • Criticize • Determine • Grade • Judge • Prioritize • Rank • Rate • Reject • Rule on • Settle • Weigh

31. Application Model Decision Tress

32. Application Model Decision Tree International Center for Leadership in Education 1997

33. Application Model Decision Tree Is it Application? • If NO Level 1 International Center for Leadership in Education 1997

34. Application Model Decision Tree Is it Application? • If NO If YES - Is it real world? • If NO and one discipline • If NO and interdisciplinary Level 1 Level 2 Level 3 International Center for Leadership in Education 1997

35. Application Model Decision Tree Is it Application? • If NO If YES - Is it real world? • If NO and one discipline • If NO and interdisciplinary If YES - Is it unpredictable? • If NO • If YES Level 1 Level 2 Level 3 Level 4 Level 5

36. Rigor/Relevance - All

37. Example Multiple Performances for Single StandardReading - H.S Level Standard: Identify, collect and/or select pertinent information while reading R/R Quadrant A Read science experiment and identify necessary materials to perform experiment. B Locate and read a current article on biotechnology. C Read and analyze three original newspaper articles from World War II and identify reasons for opposition to US entry into the war. D Research pertinent information related to the El Nino weather pattern and propose possible family vacation destinations. Student Performance

38. Rigor/Relevance Framework KNOWLEDGE D C Assimilation Adaptation B A Application Acquisition A P P L I C A T I O N

39. Instructional Strategies and Rigor & Relevance

40. Selection of Strategies Based on Rigor/ Relevance Framework

41. Selection of Strategies Based on Rigor/ Relevance Framework

42. Assessment

43. Rigor/Relevance Framework High Traditional Tests Performance Low Low High

44. Primary Assessments Rigor/Relevance Framework KNOWLEDGE • Portfolio • Product Performance • Interview • Self Reflection • Extended Response • Product Performance • Process • Performance • Product Performance • Multiple Choice • Constructed Response A P P L I C A T I O N

45. Rigorous and Relevant Instruction Suggestions • Analyze the level you are teaching • Reflect on consistency among curriculum, instruction and assessment • Seek Quadrant D on essential learning

46. Increasing Rigor/Relevance D C RIGOR High B A Low Low High RELEVANCE

47. Increasing Rigor and Relevance Challenging Assessments Interdisciplinary Instruction Reading in the Content Area Relationships Use of Technology New Teaching Ideas Peer Teaching Observations Action Research Continuous Professional Development

48. Rigor/Relevance Framework Reflective Thought KNOWLEDGE D C Reflection to Analyze Reflection to Create, Design, or Develop B A No Reflection Only the Right Answer Reflection to Follow Right Steps A P P L I C A T I O N

49. Rigor/Relevance Framework Relationships KNOWLEDGE D C Requires relationships where students receive assistance as needed Requires relationships at high levels and with multiple people B A Requires relationships where students work effectively with others Relationships have little influence on learning A P P L I C A T I O N

50. Next Steps • How many lessons this year modify to include: • State Standards, Benchmarks, Test Data • Reading in the Content Area Strategies • Rigor & Relevant The “D” Quad • Instructional Strategies