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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?