The Rigor and Relevance Framework Linda L. Jordan Content Development Director International Center for Leadership in Education.

The Rigor and Relevance Framework

Linda L. JordanContent Development Director

International Center for Leadership in Education

Agenda

The Rigor and

Relevance Framework

Welcome

Closing Experiencing a Lesson

The 4 Quadrants

Holland Michigan

3

My Credentials

Professor

Hope College

Doctoral CandidateDirector of

Content Development

International Center for Leadership in Education

4

Linda’s Family

Why do we need to get to know the teacher? (Linda)

• Emotion is the gatekeeper to learning

•Relationship is a key element in every classroom

• Builds trust• Find common threads of interest• Fun

Travel Stories• With the people sitting near you

form a group of 3-5 • Create a list of travel adventures

you have had getting to the MSC.• Be ready to share some items from

you list with the group.

Goals for the Session My Goals: Your

Goals:~Give you some applications of brain information to your career,your students’ lives, and the RR Framework.~Build an understanding of theRR Framework for applicationto your life.

•Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

StudentAchievement

•Rigor and Relevance

•Relationships

•Content

Teaching

• How

stu

dent

s le

arn

Rigor/Relevance Framework®

11

What is Rigor and Relevance?With your elbow partner discuss the

following:– Your definition of rigor– Your definition of relevance– The skills you think 21st Century

Learners need to be successful in life

12

13

Rigor is…Scaffolding thinkingPlanning for thinkingAssessing thinking

about contentRecognizing 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 workMore homework

14

RIGOR

means framing lessons at the high end of the

Knowledge Taxonomy

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATION

Bloom’s Taxonomy

17

Rigorous Lessons ask Students to:

EXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE

SCRUTINIZE DECIDE

18

Knowledge Taxonomy

1. Recall Knowledge2. Comprehension 3. Application 4. Analysis 5. Synthesis

6. Evaluation

Relevant Real World Application

in Unanticipated Situations

20

A Relevant Lesson asks Students to…

USE THEIR KNOWLEDGE TO TACKLE

REAL-WORLD PROBLEMS THAT HAVE

MORE THAN ONE SOLUTION

21

Application Model5 Application to real-world

unpredictable situations4 Application to real-world

predictable situations3 Application across

disciplines2 Application within discipline1 Knowledge of one discipline

course

What is Relevant to TODAY’s Students?

K- Born in 20076- Born in 200012-Born in 1994 (in K 2000)

What have you experienced that they have NOT?

Rigor/Relevance Framework®

23

24

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Students seek information to answer questions or solve problems

High

HighLow

Low

Students reflecton the potential use of the new information as a solution

Students test the relevancy of the information as it relates to the question or problem

Students apply the information learned to answer the questions or to solve the problems

25

RIGOR

RELEVANCE

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Acquisition of knowledge /

skills

Motivation

Creativity – Innovation

Problem Solving

High

HighLow

Low

Rigor

Critical Thinking

Relevancy

Validation

26

Verbs by Quadrant Anamelabeldefineselectidentifylistrecitelocaterecordmemorize

Bapplysequencedemonstrateinterviewconstructsolvecalculatedramatizeinterpretillustrate

Canalyzecompareexaminecontrastdifferentiateexplaindissectcategorizeclassifydiagramdiscriminate

Devaluateformulatejustifyraterecommendinferprioritizerevisepredictargueconclude

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Product by Quadrant A definitionworksheetlistquiztestworkbooktrue-falsereproductio

nrecitation

Bscrapbooksummaryinterpretationcollectionannotationexplanationsolutiondemonstrationoutline

Cessayabstractblueprintinventoryreportplanchartinvestigationquestionnaireclassification

Devaluationnewspaperestimationtrialeditorialplaycollagemachineadaptationpoemdebatenew gameinvention

Questions By QuadrantC

How are these similar/different?

How is this like…?What’s another way we could say/explain/express that?

What do you think are some reasons/causes that…?

Why did…..changes occur?

What is a better solution to…?How would you defend your position about that…

_____________________________________________

AWhat is/are…?

How many…?How do/does…?

What did you observe…?

What else can you tell me about…?

What does it mean…?What can you recall…?

Where did you find that…?

Who is/are…?

How would you define that in your own terms?

DHow would you design a…to …?How would you compose a song about…?How would you rewrite the ending to the story?What would be different today, if that event occurred as…?Can you see a possible solution to…?How could you teach that to others?If you had access to all the resources, how would you deal with…?What new and unusual used would you create for…?__________________________________________

_BWould you do that?Where will you use that knowledge?How does that relate to your experience?What observations relate to…?Where would you locate that information?Calculate that for…?How would you illustrate that?How would you interpret that?How would you collect that data?How do you know it works?

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1

2

3

4

5

6

1 2 3 4 5

A B

DC

Rigor/Relevance Framework

Assimilation

ApplicationKnows

Understands

How are you current lessons Rigorous & Relevant?

Applying RR to Neuroscience

Rigor/Relevance Framework®

32

3Apply

knowledge across

disciplines

4Apply to real-

world predictable

situation

5Apply to real-

world unpredictable

situation

Application 3

Analysis 4

Synthesis 5

Evaluation 6 D

Adaptation

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.

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Lobes of the Brain

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Frontal Lobes – Executive Functions

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Controls voluntary movement, verbal expression, problem solving, willpower, and mood.

This is how we are consciously aware of our thoughts and actions.

Not fully mature until mid to late 20s.

Quad D

NOT ONE ANSWER

•Critical and Creative Thinking at high levels of Bloom’s Taxonomy (Rigor)

•Multiple Disciplinary, Real Life (Relevance)

Application 3

Analysis 4

Synthesis 5

Evaluation 6

1Knowledge in one

discipline

2Apply

knowledge in one

discipline

C

Assimilation

Students extend and refine their knowledge so that they can use it

automatically and routinely to analyze and solve problems and create solutions.

37

Hippocampus

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It helps us remember events in recent past, as well as being responsible for sending new information and experiences to be

stored in the cortex in long-term memory.

Critical to learning and memory formation.

Quad C

I GOT IT….I UNDERSTANDAnd can Think Creatively

High RigorLow Relevance

One Subject area

Awareness 1

Comprehension 2

Application 3 B

Application

3Apply

knowledge across

disciplines

4Apply to

real-world predictable situation

5Apply to real-world

unpredictable situation

Students use acquired knowledge to solve problems, design solutions, and complete

work.

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Synaptic Connection

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The axon of one neuron communicates with the dendrite of another neuron by releasing neurotransmitters into the

synaptic gap.

Some say this is the learning point! And there are millions of them.

QUAD B

I GOT IT….I CAN APPLY ITBUT ONLY IN ONE SUBJECT AREA

CONNECTIONS

High RelevanceLow Rigor

Awareness 1

Comprehension 2

Application 3

1Knowledge in one discipline

2Apply

knowledge in one

discipline

A

Acquisition

Students gather and store bits of knowledge/information and are expected to

remember or understand this acquired knowledge.

43

The Neuronal Structure

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The brain is made up of two types of cells: Glia and Neurons.

When fully developed, the human brain’s 100 trillion neuronal connections exceed those of any other creature on earth.

QUAD A

JUST THE FACTS

Low RigorLow Relevance

Rigor/Relevance Framework®

NeuronJust

theFacts

Hippocampus

I Got it…I can apply

it

SynapseI Got it…

I Understan

d

Frontal Lobe

More than one

answer

Reflection

1. What do you know about the RR Framework that you did not know at the beginning of this session?

2. What do you know about the brain that you did not know at the beginning of this session?

3. How will you transfer this knowledge to your own practice?

Linda L. [email protected]

518-703-0114

ICLE 518-399-2776http://www.leadered.com