1. Building in the Three R’s An Introduction to Rigor, Relevance, and Relationship Edited from a PLS presentation for Lenoir County Public Schools Presented by Tezella Cline, Professional Development Specialist September 23, 2010 Road Show for Frink Middle School

2. OVERVIEW… The purpose of this session is to begin a conversation about rigor, relevance, and relationships that will facilitate learning about ways to include these in the classroom experience for all students.

3. MAKE MEANING OF THIS… Use a Thinking Map to help you make meaning of and explain the statement above. Classrooms that successfully engage students in learning have many things in common. They set high academic standards and provide rigorous, meaningful instruction to support students so that all students can meet them. Their structure makes it possible to give students individual attention and seek to understand how students think and feel. The teachers take an interest in students' lives, drawing on their real-world experiences and current understandings to build new knowledge. Teachers also show students the connections between success in school and long-term career plans.

4. Why 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.

5. Rigor, Relevance and Relationships (R3)A State Board of Education Initiative designed to address high school reform, R3, focused on three research-based characteristics of successful schools. Rigor is defined as exposing students to challenging class work with academic and social support. Relevance is defined as demonstrating how students will use their learning. Relationship is defined as building caring and supportive connections with students, parents, and communities.

6. Rigor 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge/ Awareness Creating Evaluating Analyzing Applying Understanding Remembering New Bloom’s Taxonomy

7. When is a Task Rigorous? think deeply about a problem analyze new situations interpret and synthesize knowledge bring ideas together in a new or creative way develop and justify their own criteria for evaluation are intellectually challenged Students…

8. Relevance Knowledge is less connected to realistic situations and has less apparent value beyond school Knowledge is clearly connected to realistic situations and has value beyond school Knowledge in one discipline Apply in one discipline Apply across disciplines Apply to real- world predictable situations Apply to real-world unpredictable situations

9. When is a Task Relevant? Value beyond school Addresses an actual problem of contemporary significance Builds on students’ real-life experiences Has students communicate knowledge beyond the classroom Students recognize the connection between classroom knowledge and situations outside the classroom

10. Adaptation D High Rigor – High Relevance B Low Rigor – High Relevance A Low Rigor – Low Relevance C High Rigor – Low Relevance

11. Quadrant A Represents 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 Relevance CD A B

12. Quadrant B Students 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 Relevance CD A B

13. Quadrant C Students 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 Relevance C D AB

14. Quadrant D Students 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 Relevance C D A B

15. Student-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.

16. Students are thinking deeply about teacher-directed questions. Which quadrant? 1. A 2. B 3. C 4. D CD A B

17. Teacher is doing the working and the thinking. Which quadrant? 1. A 2. B 3. C 4. D CD A B

18. Students are working on teacher- directed, real-life problems. Which quadrant? 1. A 2. B 3. C 4. D CD A B

19. RELEVANCE C Students are working and thinking. D Teacher is working & thinking. A B Rigor & Relevance: Student – Teacher Engagement RIGORRIGOR