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The Rigor and Relevance Framework

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Presentation on theme: "The Rigor and Relevance Framework"— Presentation transcript:

1 The Rigor and Relevance Framework
Linda L. Jordan Content Development Director International Center for Leadership in Education

2 The Rigor and Relevance Framework
Agenda The 4 Quadrants Welcome The Rigor and Relevance Framework Closing Experiencing a Lesson

3 Holland Michigan

4 Director of Content Development
My Credentials Professor Hope College Doctoral Candidate Director of Content Development International Center for Leadership in Education

5 Linda’s Family

6 Why do we need to get to know the teacher? (Linda)
Emotion is the gatekeeper to learning Relationship is a key element in every classroom Builds trust Find common threads of interest Fun

7 Travel Stories With the people sitting near you form a group of 3-5
Create a list of travel adventures you have had getting to the MSC. Be ready to share some items from you list with the group.

8 Goals for the Session My Goals: Your Goals:
~Give you some applications of brain information to your career, your students’ lives, and the RR Framework. ~Build an understanding of the RR Framework for application to your life.

9 Instructional Leadership Organizational Leadership
Teaching Student Achievement Instructional Leadership Organizational Leadership

10 Teaching How Students Learn How students learn Content Relationships
Rigor and Relevance

11 Rigor/Relevance Framework®

12 What is Rigor and Relevance?
With your elbow partner discuss the following: Your definition of rigor Your definition of relevance The skills you think 21st Century Learners need to be successful in life

13 Rigor is… Rigor is NOT… Scaffolding thinking More or harder worksheets
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 13

means framing lessons at the high end of the Knowledge Taxonomy EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE 14

15 Bloom’s Taxonomy


17 Rigorous Lessons ask Students to:

18 Knowledge Taxonomy 6. Evaluation 5. Synthesis 4. Analysis
3. Application 2. Comprehension 1. Recall Knowledge

19 Relevant Real World Application in Unanticipated Situations

20 A Relevant Lesson asks Students to…

21 Application Model 5 Application to real-world unpredictable situations
4 Application to real-world predictable situations 3 Application across disciplines 2 Application within discipline 1 Knowledge of one discipline course

22 What is Relevant to TODAY’s Students?
K- Born in 2007 6- Born in 2000 12-Born in 1994 (in K 2000) What have you experienced that they have NOT?

23 Rigor/Relevance Framework®

24 Rigor/Relevance Framework
D Students apply the information learned to answer the questions or to solve the problems Students reflect on the potential use of the new information as a solution RIGOR High A B Students seek information to answer questions or solve problems Students test the relevancy of the information as it relates to the question or problem Low Low High RELEVANCE

25 Rigor/Relevance Framework
D Motivation Creativity – Innovation Problem Solving Rigor Critical Thinking RIGOR High A B Relevancy Validation Acquisition of knowledge / skills Low Low High RELEVANCE

26 Verbs by Quadrant A name label define select identify list recite
locate record memorize B apply sequence demonstrate interview construct solve calculate dramatize interpret illustrate C analyze compare examine contrast differentiate explain dissect categorize classify diagram discriminate D evaluate formulate justify rate recommend infer prioritize revise predict argue conclude 26 26

27 Product by Quadrant A definition worksheet list quiz test workbook
true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline C essay abstract blueprint inventory report plan chart investigation questionnaire classification D evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention 27 27

28 Questions By Quadrant C How are these similar/different? How is this like…? What’s another way we could say/explain/express that? What do you think are some reasons/causes that…? Why did…..changes occur? What is a better solution to…? How would you defend your position about that… _____________________________________________ A What is/are…? How many…? How do/does…? What did you observe…? What else can you tell me about…? What does it mean…? What can you recall…? Where did you find that…? Who is/are…? How would you define that in your own terms? D How would you design a…to …? How would you compose a song about…? How would you rewrite the ending to the story? What would be different today, if that event occurred as…? Can you see a possible solution to…? How could you teach that to others? If you had access to all the resources, how would you deal with…? What new and unusual used would you create for…? ___________________________________________B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to…? Where would you locate that information? Calculate that for…? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works?

29 Rigor/Relevance Framework
6 C D 5 Assimilation Understands 4 3 A B 2 Knows Application 1 1 2 3 4 5 29

30 How are you current lessons
Rigorous & Relevant?

31 Applying RR to Neuroscience

32 Rigor/Relevance Framework®

33 Students think in complex ways and apply acquired knowledge and skills, even when confronted with perplexing unknowns, to find creative solutions and take action that further develops their skills and knowledge. Evaluation D Adaptation Synthesis Analysis Application 3 Apply knowledge across disciplines 4 Apply to real- world predictable situation 5 Apply to real-world unpredictable situation

34 Lobes of the Brain

35 Frontal Lobes – Executive Functions
Controls voluntary movement, verbal expression, problem solving, willpower, and mood. This is how we are consciously aware of our thoughts and actions. Not fully mature until mid to late 20s.

36 Quad D NOT ONE ANSWER Critical and Creative Thinking at high levels of Bloom’s Taxonomy (Rigor) Multiple Disciplinary, Real Life (Relevance)

37 Students extend and refine their knowledge so that they can use it automatically and routinely to analyze and solve problems and create solutions. Evaluation Synthesis C Assimilation Analysis Application 3 1 Knowledge in one discipline 2 Apply knowledge in one discipline

38 Critical to learning and memory formation.
Hippocampus It helps us remember events in recent past, as well as being responsible for sending new information and experiences to be stored in the cortex in long-term memory. Critical to learning and memory formation.

39 Quad C I GOT IT….I UNDERSTAND And can Think Creatively High Rigor Low Relevance One Subject area

40 Students use acquired knowledge to solve problems, design solutions, and complete work.
Application B Application Comprehension Awareness 3 Apply knowledge across disciplines 4 Apply to real-world predictable situation 5 Apply to real- world unpredictable situation

41 Some say this is the learning point! And there are millions of them.
Synaptic Connection The axon of one neuron communicates with the dendrite of another neuron by releasing neurotransmitters into the synaptic gap. Some say this is the learning point! And there are millions of them.


43 Application 3 Comprehension 2 Awareness 1 1 2
Students gather and store bits of knowledge/information and are expected to remember or understand this acquired knowledge. Application A Acquisition Comprehension Awareness 1 Knowledge in one discipline 2 Apply knowledge in one discipline

44 The Neuronal Structure
The brain is made up of two types of cells: Glia and Neurons. When fully developed, the human brain’s 100 trillion neuronal connections exceed those of any other creature on earth.

45 JUST THE FACTS Low Rigor Low Relevance
QUAD A JUST THE FACTS Low Rigor Low Relevance

46 Rigor/Relevance Framework®
Synapse I Got it… I Understand Frontal Lobe More than one answer Neuron Just theFacts Hippocampus I Got it… I can apply it

47 Reflection What do you know about the RR Framework that you did not know at the beginning of this session? What do you know about the brain that you did not know at the beginning of this session? How will you transfer this knowledge to your own practice?



50 Linda L. Jordan ICLE

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