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![Page 1: Hebrew proverb Do not confine your children to your own learning, for they were born in another time.](https://reader034.fdocuments.in/reader034/viewer/2022051401/56649ea35503460f94ba71ea/html5/thumbnails/1.jpg)
Hebrew proverb
Do not confine your children to your own learning, for they were born in another time.
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International Center for Leadership in Education
Richard Jones
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Curves Ahead – A change in the road is not the end of the road unless you fail to change direction.
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Personality
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Rigorous and Rigorous and RelevantRelevantLearningLearning
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Rigor
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Relevance
My only skill is taking tests.
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All Students
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??? Why ?????? Why ???Rigorous and Rigorous and
RelevantRelevantLearningLearning
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Work Harder ?Work Harder ?
Work Smarter?Work Smarter?
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Ask Me.....“How will I
ever use what I’m learning
today?”
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In schools the status quo persists!
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Teachers struggling to teach an overloaded curriculum!
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12th Graders’ Views of School1983–2000
Source: The Condition of Education 2002, National Center for Education Statistics
Percent
School work is meaningful
Courses are interesting
School will be important in later life
40
31
36
28
35
29
2421
51
41
47
39
1983
1990
1995
2000
0
10
20
30
40
50
60
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Why Rigor and Relevance? Changing Nature of Work Translating Standards into Teaching Reduce Overcrowded Curriculum Way to Focus on Student Learning Tool for School Alignment Explain What is Important It is what is on THE test Increase Student Motivation
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Rigor/Relevance Rigor/Relevance FrameworkFramework
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AssimilationAssimilationof knowledgeof knowledge
Acquisition Acquisition of knowledgeof knowledge
Thinking Thinking ContinuumContinuum
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1.1. KnowledgeKnowledge2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation
Knowledge TaxonomyKnowledge Taxonomy
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Basic Nutrition1 Label food by nutritional groups 2 Explain nutritional value of foods3 Use nutrition guidelines in planning
meals4 Examine success in achieving
nutrition goals5 Develop personal nutrition goals6 Appraise results of personal eating
habits over time
Knowledge Taxonomy
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Application Application ModelModel
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AcquisitionAcquisitionof knowledgeof knowledge
ApplicationApplicationof knowledgeof knowledge
Action ContinuumAction Continuum
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Application Model
1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
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Basic Nutrition
1 Label food by nutrition groups 2 Rank foods by nutritional value3 Make cost comparison of foods
considering nutritional value4 Develop nutritional plan for a
health problem affected by food5 Devise a sound nutritional plan
for a group of 3 year-olds who are “picky” eaters
Application Model
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Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List
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ApplicationApplicationModel Model
Decision TreeDecision Tree
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Decision TreeApplication Model
International Center for Leadership in Education 1997
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Decision TreeIs it Application?
If NO
Application Model
Level 1Level 1
International Center for Leadership in Education 1997
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Decision TreeIs it Application?
If NO If YES - Is it real world?
If NO and one discipline If NO and interdisciplinary
Application Model
Level 1Level 1
Level 2Level 2Level 3Level 3
International Center for Leadership in Education 1997
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Decision TreeIs 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
Application Model
Level 1Level 1
Level 2Level 2Level 3Level 3
Level 4Level 4
Level 5Level 5
International Center for Leadership in Education 1997
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Levels of Application
Model
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•Conducting a scientific experiment•Reading a historical novel•Basic computation (add, subtract, multiply, divide)•Measuring volume of liquids•Technical writing•Speaking to an audience•Determining probability •Personal health and wellness•Predicting events based on probability•Critical viewing skills•Collecting and analyzing data•Correct grammatical use of language
•Computer spreadsheet•Word processing•Poetry•Measurement of area•Interpersonal communication•Physical fitness•Nutrition•Parenting•Citizenship•Economics•U . S. Geography•Scientific classification systems•Cellular Biology•Writing letters•Preparing a personal budget
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Application Model
1 Knowledge in one discipline2 Application within discipline3 Application across disciplines4 Application to real-world
predictable situations5 Application to real-world
unpredictable situations
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1 2 3 4 5
ApplicationApplication
KnowledgeKnowledge
1
2
3
4
5
6
Rigor/Relevance FrameworkRigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
A
Rigor/Relevance FrameworkRigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
A B
Rigor/Relevance FrameworkRigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
A B
C
Rigor/Relevance FrameworkRigor/Relevance Framework
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
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Rigor/ Relevance
Handbooks
ProfessionalDevelopment
Resources
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• 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.
• 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.
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1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework• 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.
• 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.
![Page 42: Hebrew proverb Do not confine your children to your own learning, for they were born in another time.](https://reader034.fdocuments.in/reader034/viewer/2022051401/56649ea35503460f94ba71ea/html5/thumbnails/42.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• 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.
• 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.
![Page 43: Hebrew proverb Do not confine your children to your own learning, for they were born in another time.](https://reader034.fdocuments.in/reader034/viewer/2022051401/56649ea35503460f94ba71ea/html5/thumbnails/43.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• 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.
• 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.
• 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.
![Page 44: Hebrew proverb Do not confine your children to your own learning, for they were born in another time.](https://reader034.fdocuments.in/reader034/viewer/2022051401/56649ea35503460f94ba71ea/html5/thumbnails/44.jpg)
1
2
3
4
5
6
1 2 3 4 5
A B
DC
Rigor/Relevance FrameworkRigor/Relevance Framework
• 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.
• 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.
• 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.
![Page 45: Hebrew proverb Do not confine your children to your own learning, for they were born in another time.](https://reader034.fdocuments.in/reader034/viewer/2022051401/56649ea35503460f94ba71ea/html5/thumbnails/45.jpg)
Determining Levels of Rigor and Relevance
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Knowledge Knowledge Taxonomy Taxonomy
Verb ListVerb List
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ApplicationApplicationModel Model
Decision TreeDecision Tree
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Reflection on Your Teaching
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Identify one experience in your class in each Identify one experience in your class in each quadrant quadrant
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
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SkillIdentify, collect or sort pertinent information while reading.
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Quadrant ARead a science experiment and identify the necessary materials to perform the experiment.
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Quadrant BLocate and read current articles on biotech.
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Quadrant CRead and analyze 3 original newspaper articles from WW II and identify reasons for opposition to US entry into the war.
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Quadrant DRead pertinent information related to El Nino weather patterns and propose possible summer vacation destinations.
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Rigor/Relevance Framework
1. Knowledge2. Comprehension3. Application4. Analysis5. Synthesis6. Evaluation
1. Knowledge of one discipline
2. Application within discipline
3. Application across disciplines
4. Application to real world predictable situations
5. Application to real world unpredictable
situations
Knowledge Application
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Rigor/RelevanceChallenge
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R/R Challenge
Standard Quadrant A Performance
Understand rules of grammar, usage, punctuation, and spelling
Memorize spelling Words
Perform operations with numbers
Solve word problems
Demonstrate U S geography
Label States on a map
Understand systems of human body
Write description of human system
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Rigorous and Rigorous and Relevant Relevant
AssessmentAssessment
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Types of AssessmentTypes of Assessment
Multiple ChoiceMultiple Choice Constructed ResponseConstructed Response Extended ResponseExtended Response Process PerformanceProcess Performance Product PerformanceProduct Performance PortfolioPortfolio InterviewInterview Self ReflectionSelf Reflection
Rigorous and Relevant Instruction
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1
2
3
4
5
6
1 2 3 4 5
Rigor/Relevance FrameworkRigor/Relevance Framework
TraditionalTests
Performance
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KNOWLEDGE
A P P L I C A T I O N
• Extended Extended ResponseResponse
• Product Product PerformancePerformance
Primary AssessmentsPrimary AssessmentsRigor/Relevance FrameworkRigor/Relevance Framework
• PortfolioPortfolio• Product Product
PerformancePerformance• InterviewInterview• Self ReflectionSelf Reflection
• Process Process • PerformancePerformance• Product Product
PerformancePerformance
• Multiple ChoiceMultiple Choice• Constructed Constructed
ResponseResponse
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R/R and Assessment Determine the level of Rigor and Relevance
on state tests. Develop your tests to parallel state tests when
preparing for them. Use performance assessment when you want
Quadrant D achievement. Improve learning in relevant instruction with
high quality assessments. Keep level of assessment consistent with
expectation for performance.
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Student Learning
Student Learning
Rigorous and Relevant Instruction
Instruction
Assessment
ExpectedStudent
Performance
ActualStudent
Performance
Rigor/Relevance Rigor/Relevance
FeedbackReflection
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StudentStudentWorkWork
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Rigorous and Rigorous and RelevantRelevant
InstructionalInstructionalStrategiesStrategies
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
AcquisitionAcquisition ApplicationApplication
AdaptationAdaptationAssimilationAssimilation
Rigor/Relevance FrameworkRigor/Relevance Framework
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Analysis
of
Video
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Review of Lessons
What does the teacher expect the students to learn?
What is the intended level of Rigor and Relevance? Which Quadrant?
What are the instructional strategies used?
Does the lesson meet the teacher’s expectation for student learning?
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Benefits of Using Rigor and Relevance?
Better prepare students for future work Way to focus student learning on priority
standards Ensure student achieve standards Align curriculum, instruction and assessment Prepare for state tests Increase student interest and motivation
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Further Further InformationInformation
http://dickjones.ushttp://dickjones.us
OrOr
http://www.natpd.comhttp://www.natpd.com