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How to engage students through Rigor, Relevance & Relationships

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1 How to engage students through Rigor, Relevance & Relationships
Quadrant D Learning How to engage students through Rigor, Relevance & Relationships

2 Rigor/Relevance Framework® Dr
Rigor/Relevance Framework® Dr. Bill Daggett, International Center for Leadership in Education Bloom’s Taxonomy Evaluation Synthesis Analysis C D Application Comprehension Awareness A B Knowledge in one discipline Real world applications Coincidentally, through creating opportunities for active learning, we are also giving students opportunities for “powerful learning.” This is what Grant Wiggins and Jay McTighe refer to as “Enduring Understandings.” Those things we take with us, and continue to make connections to 10 years down the road. These are learning experiences that are both rigorous and relevant. We call these “D-Quadrant” Lessons or Units.

3 C D A B Knowledge Application Assimilation Adaptation Acquisition
Evaluation Synthesis Analysis Application Comprehension Knowledge Knowledge C D Assimilation Adaptation A B Acquisition Application A: Low level knowledge – not applied to anything “real life Knowledge= Rigor Application = Relevance Third dimension – running through the framework – RELATIONSHIPS -Making personal connections A Knowledge in one discipline B Apply knowledge in one discipline C Apply knowledge across disciplines D Apply knowledge to real world predictable situations E Apply knowledge to real world unpredictable situations Application ©International Center for Leadership in Education 3

4 Teacher/Student Roles
Rigor/Relevance Framework Teacher/Student Roles KNOWLEDGE D C Student Think Student Think & Work A B Teacher Work Student Work A P P L I C A T I O N

5 Backwards Design Step 1 What is it you want students to know and be able to do? Standards – Content 21st Century Skills - Process

6 What’s the Hook? Backwards Design Step 2
How will you know that they know it? Assessments of content and process Learning Activities What’s the Hook?

7 1. Have a hook How will you capture their attention?
How will you connect with their interests?

8 2. Use the standards & essential questions for inspiration
What can an artifact tell or not tell about a time period or event? (7th grade History, Concept 1) What strategies can citizens use most effectively to influence public policy? (HS Civics Standard 4) What types of questions do historians ask about the past? (3rd grade History, Concept 1)

9 Use knowledge taxonomy verb list (synthesis & evaluation) for inspiration.


11 4. Frame the essential question to inspire curiosity
Why do things become obsolete? How can I have influence? Why is it important to remember the past?

12 5. Allow students room for exploration
Choice in topic Choice in process Choice in final product


14 6. Real-Life Element: Authentic Learning
Students in a real-life role Create a real-life product Share with real-life audience

15 7. Share work beyond the classroom

16 8. Make it so students won’t need to ask:
But why do I have to know this? Its not just school for school’s sake. Its something that is meaningful to them –that you’ve helped them make a connection to.

17 Nancy White 21st Century Learning & Innovation Specialist Academy School District 20

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