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Schools Exceeding Expectations (SEE) Conference Huntington, Indiana April 21-24, 2010
Highly Effective Learning and the Rigor-Relevance Model

Presented by Linda Jordan
Pre-Conference Choice Session 2-A Wednesday, April 21, 2010 SEE Conference Choice Session 1-F Saturday, April 24, 2010
Susan Kovalik & Associates, Inc. dba The Center for Effective Learning 930 S. 336th Street, Suite A Federal, WA 98003 253.815.8800 Fax 253.815.8816 www.theCenter4Learning.com
2010, Susan Kovalik & Associates, Inc.
Schools Exceeding Expectations Conference - April 21 - 24, 2010 Huntington, IN Highly Effective Learning and the Rigor, Relevance Model - presented by Linda Jordan ___________________________________________________________________ _____________________________ _____________________________
Highly Effective Learning and the Rigor and Relevance Model
Agenda
Welcome Highly Effective Learning Curriculum Models Rigor & Relevance
C A D B
Linda L. Jordan The Center for Effective Learning
Closing & Discussion
21st Century Learning & Skills
2009 The Center for Effective Learning; Susan Kovalik & Associates, Inc.
www.theCenter4Learning.com
Sense of Belonging
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 Be ready to share your discussion with the group.
HET Curriculum Model

Conceptual Curriculum Year Long Theme- curriculum mapping Key Points- based on standards Inquiries- daily lesson plans Classroom Management- taught using and integrated into curriculum
3
International Center for Leadership in Education
Successful Practices Network
Rigor and Relevance & 21st Century Learning
____________________________ __________________________________________________________ _____________________________ www.theCenter4Learning.com 253-815-8800 Fax: 253-815-8816 1 of 7 2010 Susan Kovalik & Associates, Inc. 2010 SEE Conference
RIGOR
MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY
EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

Rigor is thinking thinking ! Assessing thinking

! Scaffolding ! Planning for
Rigor is not
! More or harder
worksheets
! AP or honors
about content ! Recognizing the level of thinking students demonstrate ! Managing the teaching/ learning level for the desired thinking level
courses
! The higher level
book in reading
! More work ! More homework
Rigorous Lessons ask Students to:
A Relevant Lesson asks Students to:
EXAMINE CLASSIFY GENERATE CREATE SCRUTINIZE

PRODUCE DEDUCE ASSESS PRIORITIZE DECIDE

USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION
9
10
Knowledge Taxonomy
6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Recall Knowledge
11
12
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
Knowledge Taxonomy Verb List
13
14
Rigor/Relevance Framework
C
R I G O R
High
D B
R I G O R
High
C A
Low
D B
A
Low
Students seek information to answer question or solve problem
Students test the relevancy of the information as it relates to the question or problem
Low RELEVANCE
High
15
Low RELEVANCE
High
16
C Students reflect on the potential

R I G O R
High
use of the new information as a solution
D
R I G O R
High
C A
Low
D Students apply the information learned

to answer the question or to solve the problem
A
Low
Low
High RELEVANCEwww.theCenter4Learning.com
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Low RELEVANCE
High
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C Students reflect on the potential

R I G O R
High
use of the new information as a solution
Students apply the information learned to answer the question or to solve the problem
C
R I G O R
High
Rigor Critical Thinking
D B
Motivation
Creativity Innovation Problem Solving
A
Low
Students seek information to answer question or solve problem
the B Students testthe relevancy of information as it relates to the question or problem
A
Low
Acquisition of knowledge / skills
Relevancy Validation
Low RELEVANCE
High
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Low RELEVANCE
High
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6 5 4 3 2 1
Rigor/Relevance Framework Knowledge
Verbs by Quadrant
A name label define select identify list recite locate record memorize
Understands
A
Knows
B
Application
2 3 4 5
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
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Product by Quadrant
A
definition worksheet list quiz test workbook true-false reproduction recitation B scrapbook summary interpretation collection annotation explanation solution demonstration outline
Rigorous and Relevant Instruction

D
Student Learning Formative Summative Assessments
Actual Student Performance
C
essay abstract blueprint inventory report plan chart investigation questionnaire classification
evaluation newspaper estimation trial editorial play collage machine adaptation poem debate new game invention
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Expected Student Performance
Instruction Assessment
Student Learning
Rigor/Relevance
Rigor/Relevance
Standards Curriculum Outlines Student Learning Best Practices
Real-World Standards Resources Learning Tasks
Feedback Reflection
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Rigor/Relevance Framework Science - Elementary
C
R I G O R
High Make diagrams of animal life cycles.
D
Design a zoo.
A
Low Make daily observations of the life cycle of a selected species. Low
B
Create a field book about organisms in local rivers. High RELEVANCE
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Rigor/Relevance Framework Science - Middle Level
Rigor/Relevance Framework Science - High School
C
R I G O R
High Identify chemicals dissolved in an unknown solution.
Collect data and make recommendations to address a community environmental problem.
C
R I G O R
High Research the discovery of a new element.
D
Solve organic chemistry case study problems in petroleum distillation.
A
Low Construct models of molecules. Low
B
Collect data on dissolved oxygen, hardness, alkalinity, and temperature in a stream. High RELEVANCE
A
Low Memorize elements of the Periodic Table. Low
B
Participate in an online collaboration to collect scientific data on a global problem. High RELEVANCE
Rigor/Relevance Framework Social Studies - Elementary

Contrast citizens Read story about survival responsibilities under and brainstorm strategies different forms of for surviving a disaster government. (e.g., snowstorm, tornado).
Rigor/Relevance Framework Social Studies - Middle Level

Analyze primary and secondary source documents to understand the use.
D
Analyze examples of stereotyping in historic and current events.
R I G O R
High
A
Low Memorize names, locations and capital cities of U.S. states. Low
B
Describe geographic and climatic characteristics of the local community. High RELEVANCE
R I G O R
High
A
Low View an historical video and answer factual questions. Low
B
Plan and participate in a community service activity. High RELEVANCE
Rigor/Relevance Framework Social Studies - High School

Participate in a Socratic seminar on a policy issue, such as privacy.
Rigor/ Relevance Framework Gold Seal Lessons
R I G O R
High
Analyze a community problem, suggest a solution, and prepare a plan to solve it.
A
Low Study a geography of a world region by locating demographic and economic data. Low
B
Locate and interpret current and historical economic data for economic forecasting High RELEVANCE
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Relationship Relationships complement rigor and relevance. For students to engage fully in challenging learning, they require increased levels of support from the people around them.
-p. 54 Leadership for Rigor, Relevance, and Relationship, ICLE
Criteria to Support 21st Century Learners ___________________________ Learning Criteria

FOUNDATION LEARNING Achievement in English, math, science and other subjects STRETCH LEARNING Rigorous and relevant learning beyond minimum requirements LEARNER ENGAGEMENT Motivation to learn, relationships that support learning, and a sense of belonging PERSONAL SKILL DEVELOPMENT Personal, social, service, and leadership skills and positive behaviors/attitudes
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21st Century Skills

! Critical Thinking & Problem-solving ! Creativity & Innovation ! Collaboration, Teamwork &
Creating a Learning Environment for 21st Century Skills Students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned
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Leadership
! Cross-cultural Understanding ! Communication & Media Literacy ! Computing and ITC Technology ! Career & Learning Self-reliance
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Rigor/Relevance Framework Supported by Relationships

6 5 4 3 2 1
Learning Criteria to Support 21st Century Learners

Foundation Learning Stretch Learning Learner Engagement
Components of School Excellence

Embrace a Common Vision and Goals Inform Decisions Through Data Systems Empower Leadership Teams to Take Action and Innovate Clarify Student Learning Expectations Adopt Effective Instructional Practices Address Organizational Structures Monitor Progress/Improve Support Systems Refine Process on an Ongoing Basis
HET & RR Models

Form groups of 3-4 and create a Venn-diagram of the HET and RR Models
Personal Skill Development
Highly Effective Learning
Rigor & Relevance
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Linda L. Jordan 616-395-7435 jordan@hope.edu The Center for Effective Learning www.theCenter4Learning.com
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Schools Exceeding Expectations (SEE) Conference Huntington, Indiana April 21-24, 2010

Highly Effective Learning and the Rigor-Relevance Model

2010, Susan Kovalik & Associates, Inc.

Highly Effective Learning and the Rigor and Relevance Model

Linda L. Jordan The Center for Effective Learning

Closing & Discussion

21st Century Learning & Skills

HET Curriculum Model

International Center for Leadership in Education

Successful Practices Network

Rigor and Relevance & 21st Century Learning

EVALUATION SYNTHESIS ANALYSIS APPLICATION COMPREHENSION KNOWLEDGE

Rigor is thinking thinking ! Assessing thinking

Rigorous Lessons ask Students to:

A Relevant Lesson asks Students to:

EXAMINE CLASSIFY GENERATE CREATE SCRUTINIZE

PRODUCE DEDUCE ASSESS PRIORITIZE DECIDE

Knowledge Taxonomy Verb List

Students seek information to answer question or solve problem

C Students reflect on the potential

D Students apply the information learned

C Students reflect on the potential

Rigor Critical Thinking

Creativity Innovation Problem Solving

Students seek information to answer question or solve problem

the B Students testthe relevancy of information as it relates to the question or problem

Rigor/Relevance Framework Knowledge

Rigorous and Relevant Instruction

Expected Student Performance

Standards Curriculum Outlines Student Learning Best Practices

Real-World Standards Resources Learning Tasks

Rigor/Relevance Framework Science - Elementary

Rigor/Relevance Framework Science - Middle Level

Rigor/Relevance Framework Science - High School

Collect data and make recommendations to address a community environmental problem.

Rigor/Relevance Framework Social Studies - Elementary

Rigor/Relevance Framework Social Studies - Middle Level

Rigor/Relevance Framework Social Studies - High School

Rigor/ Relevance Framework Gold Seal Lessons

Criteria to Support 21st Century Learners ___________________________ Learning Criteria

21st Century Skills

Rigor/Relevance Framework Supported by Relationships

Learning Criteria to Support 21st Century Learners

Components of School Excellence

HET & RR Models

Personal Skill Development

Highly Effective Learning

Rigor & Relevance

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