# “Building Blocks for Increased Student Achievement”

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“Building Blocks for Increased Student Achievement”
Rigor and Relevance 101 “Building Blocks for Increased Student Achievement” Tammy O’Donnell

Rigor/Relevance Framework®

Your handout that looks like this is a note-keeper graphic for you to jot a few key notions during the session. We’ll begin with the vertical (knowledge/rigor) Fold the paper up from the bottom so you can NOT SEE the words “Application Model” or the five descriptions across the horizontal axis. We will look at those later, but for now I will give you some key words and examples for identifying the 6 knowledge levels (Blooms). R

Assimilation of knowledge Acquisition Thinking Continuum

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

Bloom’s Taxonomy Recall specific information
Awareness Level: (Knowledge) Recall specific information List, arrange, tell, underline, identify, locate Ex: Recite Multiplication Facts

Comprehension Level Two
Understand or interpret information Define, explain, calculate, reword/restate Explain in your own words the rule for long division.

Application Level 3 Apply knowledge and understanding
to a new situation Solve, operate, use, handle, apply Use math operations to solve a geometry problem.

Analysis Level 4 Separate a complex idea into its components
Categorize, simplify, examine, survey, break into parts Compare/contrast two geometric figures by attributes.

Synthesis Level 5 Combine knowledge to birth a new idea.
Create, build, generate, reorganize Contribute from your intellect! Bring some information that wasn’t there before. Design a playhouse with specified area and dimensions.

Evaluation Level 6 Choose an alternative in making a decision. Decide, classify, judge, prioritize, rank Determine whether an estimate or a precise answer is needed for a particular real-world problem.

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 else’s skills

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

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

Rigor (Cognitive Complexity)
“Thumbs” Up for Analysis (4) Synthesis (5) Evaluation (6) “Thumbs Down” for Knowledge (1) Comprehension (2) Application (3)

1) Memorize names of capital cities in the USA.
2) Write a creative story about surviving in the wilderness. 3) Use a balance to predict and determine equivalent values. 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 Earth’s atmosphere. 7) Compare the styles of two artists.

1) Memorize names of capital cities in the USA.
Low 2) Write a creative story, such as surviving in the wilderness. High 3) Use a balance to predict and determine equivalent values. 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 Earth’s atmosphere. 7) Compare the styles of two artists.

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.

Bloom’s Knowledge Taxonomy
1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation After this slide, show a couple of examples on overhead of the six levels as they relate to one topic.

Knowledge Level Statements
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

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

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)

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.

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

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

Rigor/Relevance Framework
KNOWLEDGE Assimilation Adaptation D C Acquisition Application A B A P P L I C A T I O N

Acquisition of knowledge Application Action Continuum

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

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

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 Literature Physics in Biology Economics in US History Algebra in Geometry

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

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!

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!

Relevance Interdisciplinary (3) Real World Predictable (4) or
“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)

Fine Arts – Write a song for your class play.
SS – Research inventions of ancient civilizations. SCI – Construct models of molecules using toothpicks, marshmallows and gumdrops. MA – Find patterns indoors and outdoors. ELA – Create a Bill of Rights for your classroom. PE – Compare the rules of softball and baseball.

You Hit the Target!

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

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 customer’s approval

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.

Application Level Sorting Activity
On the following slide you will see five application statements. Each statement represents one of the five application levels Number the five statements in the order they should appear.

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 William’s marriage.

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 William’s marriage.

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)

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

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

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

Knowledge Level 4 Application Level 1

D C A B Rigor/Relevance Framework Knowledge Application 6 5 4 3 2 1 2

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

“0” Rigor R x R x 0 = 0

Rigor is… Rigor is not… 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 More or harder worksheets AP or honors courses The higher level book in reading More work More homework

Rigor/Relevance Framework
6 Knowledge 5 4 3 A 2 “De Plane!” 1 Application 1 2 3 4 5

“0” Relevance R x 0 x R = 0

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

Measure angles Define words Read History Learn Sports Rules Design a zoo! Invent new words Rewrite History Play by the Rules

What do the “D” tasks have in common?

They Are Fun!!!

Insert Escalator Video Here

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

Hear more about how to gauge the Rigor and Relevance in your school by attending my session on Collaborative Instructional Review 1:00 p.m., Kona Moku Ballroom C

Mahalo! Contact me at: odonnell3215@earthlink.net Tammy O’Donnell

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