Teaching for Rigor and Relevance - SWPRSC Relevance.pdfRigor/Relevance Framework Worksheet Knowledge...

Teaching forRigor andRelevance

Richard D. Jones, Ph.D.Senior Consultant

email: [email protected] www.dickjones.us

International Center for Leadership in Education1587 Route 146

Rexford, NY 12148(518) 399 2776

http://www.LeaderEd.com

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Force Field Analysis

Driving Forces Hindering Forces

Issue or Objective

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Instruction

Student Learning

Rigorous and Relevant Instruction

ExpectedStudent

PerformanceRigor/Relvance

ActualStudent

PerformanceRigor/Relevance

Reflection and Improvement

Assessment

Student Learning

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Rigor/Relevance FrameworkWorksheet

Knowledgein one discipline

Applyacrossdiscipline

Applyin one discipline

Apply toreal-worldpredictablesituations

Apply toreal-worldunpredictablesituations

Awareness

Comprehension

Application

Analysis

Synthesis

Evaluation

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2

3

4

5

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1 2 3 4 5

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DG

E T

AX

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OM

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APPLICATION MODEL

International Center for Leadership in Education

A - Acquisition

C - Assimilation D - Adaptation

B - Application

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Planning Rigorous and Relevant Instruction

StudentPerformance

Rigor/Relevance

Assessment LearningExperiences

Alignment withPerformance

Alignment withAssessment

Step 1 Step 2 Step 3 Step 4

Focus ofLearning

DataStandards

Student

Best Practices

Reading

Questions

Step 1 - Focus - What defines or drives the learning experience?

Step 2 - Student Performance - What are studentsexpected to know, do or be like and at what levelof rigor and relevance?

Step 3 - Assessment - How will you assess desiredstudent performance?

Step 4 - Learning Experience - What activities will enable students to achieve student performance?

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Aligning Standards, Tests and Essential Skills to Improve Instruction

© International Center for Leadership in Education, Inc.

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Directions: For each of the standards, list student work that would enable studentsto learn that standard. Start with a generic type of student work and complete theitem with a specific task related to that area of learning.

Example:Standard/Topic Student Work

Apply in writing the rules ofgrammar, punctuation andspelling

Gather information from a varietyof sources and summarize andanalyze

Follow oral directions

Know how to decipher unfamiliarwords

Perform operations with numbersincluding decimals, ratios, per-cents, and fractions

Understand characteristics ofparallel lines

Understand best procedures forstatistical data collection, organi-zation, and display

Understand how and why rotationand revolution of Earth affect day,seasons, and weather

Understand systems of humanbody

Make observation of the localenvironment using senses andinstruments

Practice Linking Standards and Student Work

Standard/Topic Student Work

use maps and scale drawings torepresent real objects or places

construct a scale model of a house

Worksheet

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Chapter V Activities for Staff Development8


Directions: In the left column, place topics from the standards assigned to your grade levelor from your course of study. Opposite each entry, list student work that would enablestudents to learn that topic. Start with a generic type of student work and complete thedescription with a specific task related to that topic.

Worksheet

Linking Your Standardsand Student Work

Standard/Topic Student Work

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International Center for Leadership in Education

Interdisciplinary Worksheet 2

Defining Student Work

Examples of Student Work for Real World Instruction

Directions: After brainstorming student characteristics, check any of the following examples of student work that potentially could be student work related to the intended learning.

Advertisement Audiotape Brochure Business Chart Community

service Construction Contract Correspondence Debate Demonstration Design Diagram Discussion Display

Dramatization Drawing Editorial Exhibit Experiment Field guide Graph Interview Invention Journal Letter Log Machine Magazine Manufactur-

ing process

Map Memo Mnemonic Model Mural News report Newspaper Oral history Oral report Painting Petition Photo album Play Poster Production

process

Proposal Question-

naire Questions Rap Relief map Research

report Resume Rules Scale

model Scrapbook Script Sculpture Sketch

Skit Slide show Software

application Solution Song Speech Story Survey Taxonomy Teach a lesson Test Videotape

Rigor/Relevant Framework: Indicate which quadrant of the Rigor/Relevance Framework this performance will be in; A – Low Rigor/Low Relevance, B -- High Relevance, C -- High Rigor, D -- High Rigor/High Relevance.

Directions: Now write a description of the student work that will become the performance task for this lesson.

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Rigor/Relevance Framework

Certain instructional strategies work better than others depending on the quad-rant of the Rigor/Relevance Framework in which the learning objective falls. Listtwo or three instructional strategies that you think would be effective in each ofthe four quadrants.

What Works Best?Worksheet

APPLICATION MODEL

Apply toreal-world

unpredictablesituations

Apply toreal-worldpredictablesituations

1 2 3 4 5

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

6

5

4

3

2

1

Knowledge Apply indiscipline

Applyacross

disciplines

AAcquisition

CAssimilation

DAdaptation

BApplication

TAXONOMY

KNOWLEDGE

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Teaching for Rigor and Relevance - SWPRSC Relevance.pdfRigor/Relevance Framework Worksheet Knowledge...

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