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Rigor and Relevance

Rigor and Relevance. Beginning with the end in mind…. What are we asking our students to know, understand, and be able to do?. Remember…we choose how to respond…. When is a Task Rigorous?. Students…. think deeply about a problem analyze new situations interpret and synthesize knowledge

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Rigor and Relevance

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  1. Rigor and Relevance

  2. Beginning with the end in mind… • What are we asking our students to know, understand, and be able to do?

  3. Remember…we choose how to respond…

  4. When is a Task Rigorous? Students… • think deeply about a problem • analyze new situations • interpret and synthesize knowledge • bring ideas together in a new or creative way • develop and justify their own criteria for evaluation • are intellectually challenged

  5. Rigor is… Rigor is not… • More or harder worksheets • The higher level book in reading • Additional “work” • More homework • Scaffolding thinking • Planning for thinking • Assessing thinkingabout content • Recognizing the level of thinkingstudents demonstrate

  6. Webb’s Depth of Knowledge • Take a few minutes to review the ELA Cognitive Rigor Matrix. (3 minutes) • With a partner, using the ELA Cognitive Rigor Matrix determine the level of each task. (7 minutes) • Share your thinking and justify your responses at your table.

  7. What DOK Level Are These? • Describe three characteristics of metamorphic rocks. • Describe the difference between metamorphic and igneous rocks. • Describe a model you might use to represent the relationship that exists within the rock cycle.

  8. Cognitive Rigor Matrix Benjamin Bloom Types of Thinking (Bloom’s Modified Taxonomy) Norm Webb Depth of Thinking or Depth of Knowledge Karin Hess Different Types of Thinking at Different Levels of Depth

  9. Depth of Knowledge is about complexity-not difficulty!

  10. Change is a process, not an event…

  11. DOK 1 DOK 2 Only 1 correct answer ConceptualApply 1 concept, then make a decision before going on or applying a second concept You either know it or you don’t (can recall it, locate it, do it) DOK 3 DOK 4 More than 1 solution/approach, requires evidence Must provide supporting evidence and reasoning (not just HOW solved, but WHY -explain reasoning) All of DOK 3 and use of multiple sources of text

  12. Academic rigor is helping kids learn to think for themselves…

  13. Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Knowledge In one discipline Apply in one discipline Apply across disciplines Apply to real-world predictable situations Apply to real-world unpredictable situations

  14. When is a Task Relevant? Students… • see the value beyond the school setting • address an actual problem of contemporary significance • build on real-life experiences to solve • communicate knowledge beyond the classroom • recognize the connection between classroom knowledge and situations outside the classroom

  15. Relevant Lessons Ask Students To: EVALUATE REVISE JUSTIFY RECOMMEND INFER ARGUE PRIORITIZE PREDICT CONCLUDE FORMULATE

  16. Relevant lessons ask students to apply their knowledge to real-world problems that have more than one solution.

  17. Relevanttasks answer the question,“Why do we have to know this?!”

  18. “The challenge is great, but so is the opportunity.”

  19. Additional Resources • Common Core State Standards • http://www.cde.ca.gov/re/cc/ • Sample Released Items (SBAC) • http://www.smarterbalanced.org/sample-items-and-performance-tasks/

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