1. Teaching for Rigor and Relevance Why, What, How? Dr. Kelly Gillespie SWPRSC

2. Sometimes teaching feels like this...

3. Rigor/Relevance Framework. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement. http://www.leadered.com/rigor.html

5. Knowledge Taxonomy Knowledge Taxonomy is a continuum based on the six levels of Bloom's Taxonomy which describes the increasingly complex ways in which we think The low end involves acquiring knowledge and being able to recall or locate that knowledge The high end labels the more complex ways in which individuals use knowledge http://www.leadered.com/rigor.html

6. Application Model Five levels that describe putting knowledge to use While the low end is knowledge acquired for its own sake, the high end signifies use of that knowledge to solve complex real-world problems and to create unique projects, designs, and other works for use in real- world situations http://www.leadered.com/rigor.html

7. Comprehension 2. Evaluation 6. Synthesis 5. Analysis 4. Application 3. Awareness 1.

8. Application 12 3 4 5 Knowledge in one discipline Apply knowledge in one discipline Apply knowledge across disciplines Apply knowledge to real-world predictable situations Apply knowledge to real-world unpredictable situations

9. 1 2 3 4 5 1 4 3 2 5 6 A B D C Application (Relevance) Knowledge (Rigor)

10. QUADRANT A A C B D Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this acquired knowledge. Low Rigor – Low Relevance Teacher Controlled

11. QUADRANT B A C B D Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The greatest level of application is to apply appropriate knowledge to new and unpredictable situations. Low Rigor – High Relevance Teacher Directed

12. QUADRANT C A C B D Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and to create unique solutions. High Rigor – Low Relevance Student Controlled

13. QUADRANT D A C B D Students have the competence to think in complex ways and also apply knowledge and skills they have acquired. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. High Rigor – High Relevance Student Directed

14. 1 2 3 4 5 1 4 3 2 5 6 Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher Roles

15. 1 2 3 4 5 1 4 3 2 5 6 Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher RolesACTIVITIES

16. 1 2 3 4 5 1 4 3 2 5 6 Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher Roles PROJECT S

17. 1 2 3 4 5 1 4 3 2 5 6 Teachers Work To create and assess learning activities. The student may be a passive learner. Students Work To apply knowledge and skills in real world tasks Students Think and Work In more complex and unscripted settings using higher order thinking skills to solve real world tasks. Students Think In complex ways: analyze, compare, create and evaluate. Application (Relevance) Knowledge (Rigor) Student and Teacher RolesPROBLEMS

18. Opening students’ minds to possibilities…