Presentation on theme: "What do you know about the Rigor/Relevance framework?"— Presentation transcript:
1What do you know about the Rigor/Relevance framework? Edited from a PLS presentation for Middle School in Vinton, Iowa
2Why Rigor & Relevance?Many Iowa schools have adopted this model as a tool to improve instruction because it . . .Engages all teachers in school-wide efforts,Focuses on instruction,Provides a common vocabulary with which to discuss teaching and learning.
4When is a Task Rigorous? Students… think deeply about a problem analyze new situationsinterpret and synthesize knowledgebring ideas together in a new or creative waydevelop and justify their own criteria for evaluationare intellectually challenged
5RelevanceKnowledge is less connected to realistic situations and has less apparent value beyond schoolKnowledge is clearly connected to realistic situations and has value beyond schoolKnowledge in one disciplineApply in one disciplineApply across disciplinesApply to real-world predictable situationsApply to real-world unpredictable situations
6When is a Task Relevant? Value beyond school Addresses an actual problem of contemporary significanceBuilds on students’ real-life experiencesHas students communicate knowledge beyond the classroomStudents recognize the connection between classroom knowledge and situations outside the classroom
7C D A B Adaptation High Rigor – Low Relevance High Rigor – High RelevanceAdaptationALow Rigor – Low RelevanceBLow Rigor – High Relevance
8Quadrant ARepresents simple recall & basic understanding of knowledge for its own sake.Students gather and store bits of knowledge and information.Students are primarily expected to remember or understand this acquired knowledge.Low Rigor – Low RelevanceCDAB8
9Quadrant BStudents use acquired knowledge to complete tasks with a connection outside school.Activities or tasks involve lifelike situations.Does not require higher order thinking.Low Rigor – High RelevanceCDAB9
10Quadrant CStudents are thinking deeply about a problem in the discipline.Represents more complex thinking but has less clear value outside of school.Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze, solve problems and create unique solutions.High Rigor – Low RelevanceCDAB10
11Quadrant DStudents are thinking deeply and there is a connection to lifelike situations.Even when confronted with unknowns, students are able to use extensive knowledge and skills to create solutions and take action that further develops their skills & knowledge.High Rigor – High RelevanceCDAB11
12Student-Teacher Engagement In the Rigor/Relevance Framework there are different degrees of student engagement.In the following slide there is a description of student engagement. Decide in which quadrant it would fit best.
13Students are thinking deeply about teacher-directed questions Students are thinking deeply about teacher-directed questions. Which quadrant?CDABABCD13
14Teacher is doing the working and the thinking. Which quadrant? BABCD14
15Students are working on teacher-directed, real-life problems Students are working on teacher-directed, real-life problems. Which quadrant?CDABABCD15
16Students are working and thinking. Teacher is working & thinking. Rigor & Relevance: Student – Teacher EngagementCStudents are working and thinking.DTeacher is working & thinking.ABRIGORRELEVANCE