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Powerpoint re rigor relevance and quadrants



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Powerpoint re rigor relevance and quadrants

  1. 1. What do you know about the Rigor/Relevance framework? Edited from a PLS presentation for Middle School in Vinton, Iowa
  2. 2. 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.
  3. 3. Rigor New Bloom’s Taxonomy 6. Evaluation Creating 5. Synthesis Evaluating 4. Analysis Analyzing 3. Application Applying 2. Comprehension Understanding 1. Knowledge/ Remembering Awareness
  4. 4. When is a Task Rigorous? Students…  think deeply about a  develop and justify problem their own criteria for  analyze new evaluation situations  are intellectually  interpret and challenged synthesize knowledge  bring ideas together in a new or creative way
  5. 5. Relevance Knowledge is less connected to Knowledge is clearly connected to realistic situations and has less realistic situations and has value apparent value beyond school beyond school Knowledge Apply in Apply Apply to real- Apply to real-world in one one across world predictable unpredictable discipline discipline disciplines situations situations
  6. 6. When is a Task Relevant?  Value beyond school  Students recognize  Addresses an actual the connection problem of between classroom contemporary knowledge and significance situations outside the classroom  Builds on students’ real-life experiences  Has students communicate knowledge beyond the classroom
  7. 7. C DAdaptation High Rigor – Low High Rigor – High Relevance Relevance A B Low Rigor – Low Relevance Low Rigor – High Relevance
  8. 8. 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. C D  Low Rigor – Low Relevance A B
  9. 9. 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 C D A B
  10. 10. 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 C D and create unique solutions. A B  High Rigor – Low Relevance
  11. 11. 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
  12. 12. 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.
  13. 13. Students are thinking deeply about teacher-directed questions. Which quadrant? C D 1. A A B 2. B 3. C 4. D 0% 0% 0% 0% A B C D
  14. 14. Teacher is doing the working and the thinking. Which quadrant? C D 1. A A B 2. B 3. C 4. D 0% 0% 0% 0% A B C D
  15. 15. Students are working on teacher- directed, real-life problems. Which quadrant? C D 1. A A B 2. B 3. C 4. D 0% 0% 0% 0% A B C D
  16. 16. Rigor & Relevance: Student – Teacher Engagement R Students are I G working and O thinking. C R D Teacher is working & thinking. A B RELEVANCE