Using RigorRelevance Framework to Drive Instructional Change March

Using Rigor/Relevance Framework to Drive Instructional Change March 22, 2012 Dr. Richard D. Jones, Student of Learning Email rdjleader@me. com Twitter @rdjleader

There aren’t two worlds • " Never doubt that a small of citizens canwork, change -group education and the world. Indeed it is the only there is one world -- life thing that ever has. ” Margaret Mead Willard Wirtz 2

Rigorous and Relevant Teaching

Rigor, Relevance, Relationships Worthy goal, fuzzy concept 4

Which of the following is the highest levels of learning? 1. Read a description of a science experiment and list the necessary materials to perform the experiment. 2. Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. 3. Read analyze three original newspaper articles from WW II and identify reasons for public opposition to US entry into the war. 4. Write directions on how to connect new television to cable and DVD recorder. 5

Rigor, Relevance, Relationships Make Rigor and Relevance Quantifiable 6

Rigor/Releva nce Framework

Rigor/Relevance Framework 6 Thinking Rigor /Knowledge 5 4 3 2 Action/Application Relevance 1 1 2 3 4 5 108 8

Rigor/Relevance Framework Knowledge Low • 1. Recall Knowledge • 2. Comprehension • 3. Application • 4. Analysis • 5. Synthesis • 6. Evaluation Application 1. Application within discipline 2. Knowledge of one discipline 3. Application across disciplines 4. Application to real world predictable situations 5. Application to real world unpredictable situations High 9

Rigor/Relevance Framework Four Quadrants of Learning C High RI G O R Complex Assimilation Analytical A Low C A Routine Acquisition Memorization Low D D Challenging Adaptation Real World B B Practical Application Hands On RELEVANCE High 14 10

Rigor/Relevance Framework Opening Question C High RI G O R Read analyze three original newspaper articles from WW II, identify reasons for opposition to US entry into the war. A Low D Write directions on how to connect new television to cable and DVD recorder. B Read a description of a science experiment and list the necessary materials to perform the experiment. Low Locate and read a current article on biotechnology, summarize the innovation and benefits to humans. RELEVANCE High 18 11

Rigor/Relevance Framework Math C High RI G O R Determine the axis of symmetry for a parabolic equation. A Low D Create an animation using Flash that shows symmetry B Given a set of shapes, identify symmetries Low Find shapes/things around you that have symmetry RELEVANCE High 18 12

Rigor/Relevance Framework Business - Info. Tech D C High RI G O R A Low Create a full web site for a local business. Compare features of web development software. B Demonstrate web development software functions. Low Design web page. RELEVANCE High 18 13

Rigor/Relevance Framework Construction D C High RI G O R A Low Design and construct storage shed. Compare heat loss ratings and cost of building materials. B List safety procedures. Low Use power tools correctly. RELEVANCE High 18 14

Rigor/Relevance Framework Family and Consumer Sci. D C High RI G O R Analyze homes for child safety hazards. A Low Conduct Safety audits of homes B List parent responsibilities. Low Demonstrate child care tasks with simulated infant. RELEVANCE High 18 15

“We do not learn from experience…we learn from reflecting on experience. ” John Dewey

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 6 D Synthesis 5 Analysis 4 Application Adaptation High-level Knowledge High-level Application 3 3 4 5 Apply to real- Apply to realknowledge world across predictable unpredictable disciplines situation

Verbs • animate • adapt • compose • create • design • develop • devise • discover • explore • formulate • invent D Quadrant Products • brochure • taxonomy • modifyplanpod castpredictpriori • evaluation • play tizeproposepubl • lesson • exhibit ishraterecomme • estimation • machine ndreviseteach • solution • adaptation • experiment • poem • trial • debate • editorial • new game • machine • invention • web site • field guide • presentation • advertisement

Activity Raising the Level to Quadrant D 19

Rigor/Relevance Framework Raising Level of Rigor C D A B High RI G O R Low RELEVANCE High 18 20

Rigor/Relevance Framework Raising Level of Rigor D C Revise a menu and prepare luncheon when four people are require special meals High RI G O R A B Prepare luncheon meal for 20 people. Low RELEVANCE High 18 21

Benefits of Using the R/R Framework Tool for collaboration and reflection Inclusive Shift focus to student learning Increased student engagement Prepare for Next-Generation Assessments Framework for selecting strategies and assessments 22

"Never let your expectations be limited by what you think is possible. " Benjamin Bloom

Common Core State Standards ELA - Six Shifts in Learning 1. 2. 3. 4. 5. 6. Increase in Nonfiction Texts Content Area Literacy Increase Text Complexity Text-Based Answers Focus on Writing Arguments Academic Vocabulary 24

"Integration is not a goal, it is a means to more rigorous and relevant learning. "

What do we mean by integration? 34

Definition • Teaching the same skills in different context in courses • Teaching related skills across disciplines • Joint or connected instruction • New instruction including multiple disciplines 35

Reflecting on High School Teaching http: //www. born-to-learn. org/about/the-animations/ born-to-learn. org 36

BENEFITS • Teacher collaboration • Student involvement • Higher level thinking • Content mastery • Mirrors real world • Less fragmented learning 37

Rigor/Relevance Framework C High RI G O R Student Thinks A Low D B Teacher Works Low Student Thinks & Works Student Works RELEVANCE High 18 38

Rigor/Relevance Framework Did Students Get it Right? D C High RI G OR Rational. Answer A Low Right. Question B Right. Answer Right. Procedure Low High RELEVANCE 18 39

Rigor/Relevance Framework Quiz Which Quadrant is most important? • A • B • C • D 40

Routes to High Rigor and Relevance Add High RR Task es Strategi Se ld Go pt a Change al L ss on Le Se al ld Ad a es gi ry te ra St Go t en om ina ipl isc e M erd ea t D- Int ments Assess Cr e ke Us Ma Change es so n Pinnacle of High R/R Adaptive Learning Low R/R Quadrant A - Acquisition Learning 41 Dick Jones, ICLE, 2010

R&R Framework. . . A Useful Tool to Design • Instructional Plans • Assessment • Instructional Strategies 42

Rigor/Relevance - Instruction Key Elements • Anchored in standards • Backwards Design – “Begin with the End in Mind” • Alignment of Instruction and Assessment • Student-centered • Naturally Differentiated 43

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Strategies

Rank These Strategies • Memorization • Role-playing • Compare and Contrast • Teaching Others 46

Rank These Strategies • A. Memorization • B. Role-playing • C. Compare and Contrast • D. Teaching Others 47

“There are no best teaching strategies, only strategies that are most appropriate for expected level of rigor and relevance” 48

Selection of Strategies Based on Rigor/ Relevance Framework 49

Selection of Strategies Based on Rigor/ Relevance Framework 50

Quadrant D Strategies • Brainstorming Cooperative Learning Inquiry Instructional Technology. Independent. Presentations/ Exhibitions. Research Problem-based learning. Project Design. Simulation/Roleplaying Socratic Seminar. Teacher Questions Work-based Learning • • • Artistic Expression Digital Media Production Feedback and Reflection Instructional Technology – Any -time Logical and Independent Thinking Play Service Learning Storytelling Teaching Others Writing to Learn 51

"Education ceases to be learning when the 3 R's are read, remember, and regurgitate. "

D-Moments Teach everyday for rigor and relevance.

D-Moments • Short strategies within a daily lesson to increase student thinking and application into Quadrant D of the R/R Framework. 54

Rigor/Releva nce Framework