1. Rigor and Relevance 101 Building Blocks for Increased Student Achievement Tammy ODonnell odonnell3215@earthlink.net

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5. Rigor/Relevance Framework ®

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8. Assimilation of knowledge Acquisition of knowledge Thinking Continuum

9. Knowledge Taxonomy 1. Recall Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Pick the Higher Fruit

10. Awareness Level: (Knowledge) Recall specific information List, arrange, tell, underline, identify, locate Memorize dates of important events or periods of time.

11. Comprehension Level (Level Two) Understand or interpret information Define, explain, calculate, reword/restate Explain in your own words the process of photosynthesis.

12. Application - Level Three Apply knowledge and understanding to a new situation Solve, operate, use, handle, apply Wash hands before handling food in the schools vending area.

13. Analysis -Level Four Separate a complex idea into its components Categorize, simplify, examine, survey, break into parts Compare the costs and benefits of two cell phone plans. Compare and contrast democracy and socialism.

14. Synthesis Level Five Combine knowledge to form a new idea. Create, build, generate, reorganize Contribute from your intellect! Bring some information that wasnt there before. Role play (unscripted) the first U.S. Constitutional Convention. Write a RAFT describing the movement of water through municipal water systems.

15. Evaluation Level Six Choose an alternative in making a decision. Decide, classify, judge, prioritize, rank Justify which of two cell phone plans best meets your needs and budget. Rank candidates in an election and defend your rankings.

16. Knowledge Levels Roller Skating 1)Identify the equipment 2)Explain safety precautions 3)Roller skate on level ground and then hills 4)Examine skills and weaknesses 5)Develop a plan for improvement 6)Assess someone elses skills

17. Knowledge Levels -- Nutrition 1)Label foods by group 2)Explain nutritional values of foods 3)Eat balanced meals 4)Study success in achieving nutritional goals 5)Generate revised nutritional goals 6)Appraise results of nutritional habits

18. Managing Resources Knowledge Taxonomy 6 Evaluate spending habits of spouse 1 Identify money 2Explain values 5 Set goals based on budget 4Match expenses to budget 3Buy something within budget

19. Rigor (Cognitive Complexity) Stand Up for Analysis (4) Synthesis (5) Evaluation (6) Remain Seated for Knowledge (1) Comprehension (2) Application (3)

20. 1) Memorize names and locations of state capitals. 2) Write a creative story about survival in the wilderness. 3) Solve a linear system of equations with three variables. 4) Observe similarities and differences of fish heads and predict food sources. 5) Measure angles with a protractor. 6) On a model, label the layers of Earths atmosphere. 7) Compare the styles of two artists.

23. Sorting by Knowledge Level On the following screen you will see six knowledge statements (tasks). There will be one task for each of the Blooms Cognitive Levels.

24. 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation Blooms Knowledge Taxonomy

25. Compare/contrast two story characters Rank characters in order of good to evil Restate definitions of vocabulary words Use vocabulary words in a written summary Write a new ending for the story Read the story

26. Knowledge Level Solution 1)Read the story 2) Restate definitions of vocabulary words 3) Use vocabulary words in a written summary 4) Compare/contrast two story characters 5) Write a new ending for the story 6) Rank characters in order of good to evil

27. Practice Mark the knowledge level for each of the eight statements on your handout. Gather in groups around someone who has a CPS responder. Enter the choices on the responder (#1 – 8)

28. Before each of the next 8 slides will be a slide showing the distribution of responses from the audience. These will be pie graphs with percentages of responses for each choice.

29. "I cannot teach anybody anything, I can only make them think." ~ Socrates I cannot teach anybody anything, I can only make them think." ~ Socrates

30. 12345 Application Knowledge 1 2 3 4 5 6 Rigor/Relevance Framework

31. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C AcquisitionApplication AdaptationAssimilation Rigor/Relevance Framework

32. Acquisition of knowledge Application of knowledge Action Continuum

34. Application Model 1. Knowledge in one discipline 2. Application within discipline 3. Application across disciplines 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

36. Application- Level One Within a strand Knowledge remains in the STRAND where it was learned Literature in literature class Numbers to Calculate Only

37. Apply within a Subject Level Two Use the knowledge, attitude, or skills within the course curriculum (subject) Using knowledge/skills in various courses within a career cluster or department Grammar in LiteraturePhysics in Biology Economics in US HistoryAlgebra in Geometry

38. Apply Across Disciplines Level Three Use the knowledge, attitude, or skills in other subject areas Use grammar to prepare a history report. Math in Science

39. Apply to Predictable Situations Level Four Use information to analyze and solve real problems with predictable solutions Present an original song to family and friends. Real-world but no consequences!

40. Application Level 4 Create and present to fellow members a Bill of Rights for members of a school organization to which you belong. Real World Predictable

41. Application Level 5 Solve problems by evaluating, taking, and defending your position on an issue such as immigration or public transportation policy. Real World UNpredictable

42. Real World Unpredictable Situations Level 5 Use information to analyze and solve real problems with unknown solutions or outcomes. Sing in a school talent contest. KEY: Consequences!

43. Relevance Look to the Right if the task is: –Interdisciplinary (3) –Real World Predictable (4) or –Unpredictable (5) Look to the Left if task is: Within one strand (1) or Subject (2)

44. Fine Arts - Design a set, develop costumes, or write a song for a scene in a play. SS – Research inventions of ancient civilizations. SCI – Construct models of molecules using toothpicks, marshmallows and gumdrops. MA – Calculate percents of daily requirements met through a typical school lunch. ELA – Create a Bill of Rights for your classroom. PE – Compare the benefits of various forms of cardiovascular exercise.

45. You Hit the Target!

46. Application Levels –Public Speaking 1)List characteristics of a good speech 2)Give a presentation to your class 3)Prepare a speech to defend your project in another subject/department 4)Present a point of view on an issue at a public meeting 5)As a student representative, respond to questions at a school board meeting

47. Measurement of Area Construction Trades 1) Know formula for area 2) Read a ruler 3) Measure area of the hallway outside the classroom (Math) 4) Calculate price to carpet a room with a known price and quality 5) Price and quality would be subject to customers approval

48. Music 1) Read lines and spaces on the staff 2) Apply vocal techniques and training to help play an instrument 3) Count music with math skills 4) Perform for parents. 5) Perform in a public venue.

49. Application Level Sorting Activity On the following slide you will see five application statements. Each statement represents one of the five application levels Place each statement in order on the application scale.

50. Application Sorting Statements Relate an event in the play to a current event. Read and comprehend the story. Write a character sketch. Relate events in the story to the historical events of the time. Debate your position on the future of Kate and Williams marriage.

51. Application Sorting Solution Read and comprehend the story. Write a character sketch. Relate events in the story to the historical events of the time. Relate an event in the play to a current event. Debate your position on the future of Kate and Williams marriage.

52. Practice Mark the application level for each of the eight statements on your handout. Gather in groups around someone who has a CPS responder. Enter the choices on the responder (#1 – 8)

54. Before each of the next 8 slides will be a slide showing the distribution of responses from the audience.

56. Complete the last column on the practice sheet with the correct quadrant for each of the eight tasks.

57. Using the numbers for Knowledge and Application will be like plotting a point on the coordinate plane!

58. Application Level 1 Knowledge Level 4

59. Quadrant Answers 1) A5) B 2) C6) A 3) D7) B 4)D8) C

60. 1 2 3 4 5 6 2345 A B D C Rigor/Relevance Framework Knowledge ApplicationApplication

61. KNOWLEDGEKNOWLEDGE A P P L I C A T I O N A B D C Rigor/Relevance Framework Activities Projects Problems

62. 0 Rigor R x R x 0 = 0

63. Rigor is… Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/ learning level for the desired thinking level Rigor is not… More or harder worksheets AP or honors courses The higher level book in reading More work More homework

64. 1 2 3 4 5 6 12345 A Rigor/Relevance Framework Knowled geKnowled ge Applicatio nApplicatio n D e Plan e!

65. 0 Relevance R x 0 x R = 0

66. I never let schooling get in the way of my education. --Mark Twain

68. Compare/Contrast Quadrant A Measure angles Define words Read History Learn Sports Rules Quadrant D Design a zoo! Invent new words Rewrite History Play by the Rules

69. What do the D tasks have in common?

70. They Are Fun!!!

71. Insert Escalator Video Here

72. Congratulations! You have earned the 60-minute R&R degree!

73. Hear more about how to gauge the Rigor and Relevance in your school by attending my session on Collaborative Instructional Design _____ @ ___

74. Thanks! Contact me at: odonnell3215@earthlink.net