Teaching for Rigor and Relevance

Why, What, How?

Dr. Kelly Gillespie

SWPRSC

Rigor/Relevance Framework.

•The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.

http://www.leadered.com/rigor.html

Knowledge Taxonomy• Knowledge Taxonomy is a continuum based on the

six levels of Bloom's Taxonomy which describes the increasingly complex ways in which we think

• The low end involves acquiring knowledge and being able to recall or locate that knowledge

• The high end labels the more complex ways in which individuals use knowledge

http://www.leadered.com/rigor.html

Application Model• Five levels that describe putting knowledge

to use

• While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real-world situations

http://www.leadered.com/rigor.html

http://www.leadered.com/rigor.html

Comprehension 2.

Evaluation 6.

Synthesis 5.

Analysis 4.

Application 3.

Awareness 1.

Application

1 2 3 4 5

Knowledge in one discipline

Apply knowledge in one discipline

Apply knowledge

across disciplines

Apply knowledge to real-world predictable situations

Apply knowledge to real-world

unpredictable situations

1 2 3 4 5

1

432

56

A B

DC

Application (Relevance)

K

no

wle

dg

e (R

igo

r)

QUADRANTQUADRANT AA

A

C

B

D Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge.

Low Rigor – Low RelevanceLow Rigor – Low RelevanceTeacher ControlledTeacher Controlled

QUADRANT BQUADRANT B

A

C

B

DStudents use acquired knowledge to solve real-world problems, design solutions, and complete work. The greatest level of application is to apply appropriate knowledge to new and unpredictable situations.

Low Rigor – Low Rigor – High RelevanceHigh RelevanceTeacher DirectedTeacher Directed

QUADRANT CQUADRANT C

A

CB

DStudents extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions.

High Rigor High Rigor – Low Relevance– Low RelevanceStudent ControlledStudent Controlled

QUADRANT DQUADRANT D

A

C

B

DStudents have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge.

High Rigor – High RelevanceHigh Rigor – High RelevanceStudent DirectedStudent Directed

1 2 3 4 5

1

432

56

Teachers WorkTeachers Work

To create and assess learning activities. The

student may be a passive learner.

Students WorkStudents Work

To apply knowledge and skills in real world

tasks

Students Think and Students Think and WorkWork

In more complex and unscripted settings using higher order

thinking skills to solve real world tasks.

Students ThinkStudents Think

In complex ways: analyze, compare,

create and evaluate.

Application (Relevance)

K

no

wle

dg

e (R

igo

r)

Student and Teacher Roles

1 2 3 4 5

1

432

56

Teachers WorkTeachers Work

To create and assess learning activities. The

student may be a passive learner.

Students WorkStudents Work

To apply knowledge and skills in real world

tasks

Students Think and Students Think and WorkWork

In more complex and unscripted settings using higher order

thinking skills to solve real world tasks.

Students ThinkStudents Think

In complex ways: analyze, compare,

create and evaluate.

Application (Relevance)

K

no

wle

dg

e (R

igo

r)

Student and Teacher Roles

ACTIVITIESACTIVITIES

1 2 3 4 5

1

432

56

Teachers WorkTeachers Work

To create and assess learning activities. The

student may be a passive learner.

Students WorkStudents Work

To apply knowledge and skills in real world

tasks

Students Think and Students Think and WorkWork

In more complex and unscripted settings using higher order

thinking skills to solve real world tasks.

Students ThinkStudents Think

In complex ways: analyze, compare,

create and evaluate.

Application (Relevance)

K

no

wle

dg

e (R

igo

r)

Student and Teacher Roles

PROJECTPROJECTSS

1 2 3 4 5

1

432

56

Teachers WorkTeachers Work

To create and assess learning activities. The

student may be a passive learner.

Students WorkStudents Work

To apply knowledge and skills in real world

tasks

Students Think and Students Think and WorkWork

In more complex and unscripted settings using higher order

thinking skills to solve real world tasks.

Students ThinkStudents Think

In complex ways: analyze, compare,

create and evaluate.

Application (Relevance)

K

no

wle

dg

e (R

igo

r)

Student and Teacher Roles

PROBLEMSPROBLEMS

QUESTION: QUESTION: How do we “appraise” How do we “appraise” RIGORRIGOR in a classroom? in a classroom?

Seven QuestionsSeven Questions

• Answer: Answer:

In an open dialogue with learning partners.

1. What is the purpose of this lesson?

2. Why is this important to learn?

3. In what ways is the student challenged to think in this lesson?

4. How will the student apply, assess, or communicate what they have learned?

5. How will the student know how good their work is and how they can improve it?

6. Does the student feel respected by other students in this class?

7. Does the student feel respected by the teacher in this class?