Rigor/Relevance Framework Northwest High School October 22/23, 2013

Objectives Content/Literacy Objective: ◦ Staff will learn and discuss the placement of lessons/activities into the quadrants of the Rigor/Relevance Framework

Grounding Partner up and share: ◦ Talk about one of your most effective lessons this year ◦ If you were to watch a replay of it through a video monitor, what would you see?

Opening Thoughts Strong relationships are critical to completing rigorous work. Students are more likely to make a personal commitment to engage in rigorous learning when they know that teachers, parents, and other students actually care about how well they do. Relationships are the foundation on which rigor and relevance are built. ~ Dr. Richard D. Jones

Rigor Relevance Relationships Framework Rigor (Complexity)

Rigor/Relevance Framework High Level Low Relevance High Level High Relevance Low Level Low Relevance Low Level High Relevance C D A B Classroom Real-World See Rigor/Relevance Planning Model

Scaffolding the Framework On your tables you will find a completed quadrants. The completed quadrants contain one error. With a partner, your task is to find it and correct it.

Card Sort -  With a partner, you will be sorting some cards into the Rigor Relevance Framework: ASSIMILATIONADAPTATION ACQUISITIONAPPLICATION C D A B

Card Sort WE DO Plan 5 healthy meals for the week. Make a shopping list for a trip to the grocery store to make the meals. Analyze the diets of these two adults. Who has a healthier diet in your opinion? Why? Keep track of the foods you eat for 1 week. Write them in a journal. Use the chart to help you find approximately how many calories you are taking in. Label the parts of the Digestive System.

Card Sort – YOU DO  With a partner, sort the student activities into the four quadrants:

Card Sort SS Plan a road trip anywhere in the United States. Parameters: you must travel through at least 4 states, stay 4 nights, and itemize all expected costs. Where do you go? What do you do? Take a look at this map. Compare and contrast similarities & differences between Kansas and Colorado. Make a Venn Diagram. Estimate and calculate the perimeter and area of Kansas. Discuss results. Fill in 50 states on the map from memory.

Card Sort English You will be placed in groups based on common types of bullying. Create a short skit to illustrate your type of bullying and how to resolve it. Prepare to act out. Reflect back on the bullies in the Misfits. Compare two of these characters. What are their similarities and differences? What do people tease you about? What names have you been called? What are some characteristics that students at your school might be teased about? Write your thoughts using a Quickwrite. Which characters are in the Misfits? What is each character teased about?

Card Sort Math Your school is going to put in a courtyard. It must contain at least five circular areas. Sketch the plan to scale on graph paper. Use the internet to determine the material, amount, and cost to border each circle. In Math Book: Analyze these two different sizes of tires you could put on your car. Find the circumference of each one. Which tire would you choose and why? Find circles anywhere in the classroom or at home. Measure the diameter. Use the formula to find the circumference. Record in a chart. Use the formula to find the circumference of the circles on this worksheet.

Card Sort Science Select a storm from this list: Thunderstorm (flood), Ice storm, Tornado, Blizzard, Hurricane, or Typhoon. Decide which one is the most destructive and justify in an essay. Do some research on global warming. Decide if you think it is occurring or not. Prepare to defend your position in a structured class discussion. Think about the troposphere. What are some of the most significant historical events that have happened in this layer? Explain the properties of each level of the earth’s troposphere.

Reflection – Open Dialogue Your thoughts about the card sort or the rigor/relevance framework? What have you noticed about today’s session so far? We moved to higher level of thinking. We moved up from knowledge level on Bloom’s levels of thinking We also moved from compliance to actively engaged

Today’s Session What have you noticed about today’s session so far? We began with Quadrant A, moved to Quadrant B, then Quadrant C Our final activity will be in Quadrant D

Keep Faith and Hope Alive Youth who have never been given examples of success need to believe there is some potential and purpose for their lives beyond their prior experience. Young people need to understand that they are here for a purpose, that they can contribute, that they come from someplace, and that they have a culture. I look into your eyes to see if you will give up on me.

Quadrant D Activity – Partner Coach Use one of the blank Frameworks Think of any concept or topic Begin in Quadrant A and write a low-level, low-relevance activity Now take the concept up the framework through Level D, writing 1 activity in each Can be done individually or with a partner

Partner Coach Stuck? Consider this …