CTE Technical Assistance Center of New York

1
CTE Technical Assistance Center of New York
Preparing Students for Their Future Teaching
for Rigor RelevanceAn Introduction
2
Rigor/Relevance Framework
3
Knowledge Taxonomy

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

4
Basic Nutrition
Knowledge Taxonomy

• 1 Label food by nutritional groups
• 2 Explain nutritional value of individual foods
• 3 Use nutritional guidelines in planning meals
• 4 Examine success in achieving nutritional goal
• 5 Develop personal nutrition goals
• 6 Appraise results of personal eating habits over
  time

5
Application Model

• 1. Knowledge in one discipline
• 2. Application within discipline
• 3. Application across disciplines
• 4. Application to real-world predictable
  situations
• 5. Application to real-world unpredictable
  situations

6
Basic Nutrition
Application Model

• 1 Label food by nutritional groups
• 2 Rank foods by nutritional value
• 3 Make cost comparison of different foods
  considering nutritional value
• 4 Develop a nutritional plan for a person with a
  health problem affected by food intake
• 5 Devise a sound nutritional plan for an
  elementary school that is culturally diverse

7
Rigor/Relevance Framework
Knowledge
Application
1
2
3
4
5
8
Blooms Taxonomy

• Awareness Level
• Recall specific information
• list, arrange, tell, underline, identify, locate
• List the 4 Ps in the marketing mix.

• Comprehension Level
• Understanding or interpretation of information
• define, explain, calculate, reword
• Explain how to apply varnish to a table.

9
Blooms Taxonomy

• Application level
• Applying knowledge and understandingto a new
  situation
• solve, operate, use, handle, apply
• Using a ruler, determine the square footage of
  the floor in this classroom.

• Analysis Level
• Separate a complex idea into its components
• categorize, simplify, examine, inspect, survey
• Which Microsoft office application was used to
  create this presentation?

10
Blooms Taxonomy

• Synthesis Level
• Combining knowledge to form a new idea.
• create, build, generate, reorganize
• Write or tell a new story using thesame
  characters.

• Evaluation Level
• Choosing an alternative in making a decision.
• decide, classify, judge, prioritize, determine
• Which salesperson provided the best customer
  service? Why?

11
Application Model

• Knowledge
• Learning Knowledge, Attitude, or Skills
• Learning how to use the Internet

• Apply in Discipline
• Using the knowledge, attitude, or skills within
  the course curriculum
• Searching the Internet to find information to
  complete a class project

12
Application Model

• Apply Across Disciplines
• Using the knowledge, attitude, or skills in all
  discipline curriculums
• Use the skills learned in the Microsoft Office
  class to prepare humanities report and
  presentation.

• Apply to Predictable Situations
• Using information to analyze and solve real
  problems with predictable solutions
• Read a recipe, measure and combine ingredients to
  make a birthday cake.

13
Application Model

• Apply to Unpredictable Situations
• Using information to analyze and solve real
  problems with unknown solutions
• Use a road map to figure out where you are and
  where you should go when lost on a trip from
  Saratoga Springs, NY toWaco, TX

14
Levels
Blooms
C D A B
6
5
4
3
2
1 2 3 4 5
1
Application
15
Rigor/Relevance Framework
KNOWLEDGE
Problems
D
C
Projects
Activities
B
A
A P P L I C A T I O N
16
Rigor/Relevance Framework
KNOWLEDGE
D
C
In the Classroom
Out of the Classroom
B
A
A P P L I C A T I O N
17
Rigor/Relevance Framework
Teacher/Student Roles
KNOWLEDGE
D
C
Student Think
Student Think Work
B
A
Teacher Work
Student Work
A P P L I C A T I O N
18
Rigor/Relevance Framework
KNOWLEDGE
D
C
Assimilation
Adaptation
B
A
Application
Acquisition
A P P L I C A T I O N
19
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
20
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

2
B
A
1
1
2
3
4
5
21
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

D
C
5
4
3

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
22
Rigor/Relevance Framework
6

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
23
Rigor/Relevance Framework
6

• Analyze the graphs of the perimeters and areas of
  squares having different-length sides.
• Determine the largest rectangular area for a
  fixed perimeter.
• Identify coordinates for ordered pairs that
  satisfy an algebraic relation or function.
• Determine and justify the similarity or
  congruence for two geometric shapes.

• Obtain historical data about local weather to
  predict the chance of snow, rain, or sun during
  year.
• Test consumer products and illustrate the data
  graphically.
• Plan a large school event and calculate resources
  (food, decorations, etc.) you need to organize
  and hold this event.
• Make a scale drawing of the classroom on grid
  paper, each group using a different scale.

D
C
5
4
3

• Calculate percentages of advertising in a
  newspaper.
• Tour the school building and identify examples of
  parallel and perpendicular lines, planes, and
  angles.
• Determine the median and mode of real data
  displayed in a histogram
• Organize and display collected data, using
  appropriate tables, charts, or graphs.

• Express probabilities as fractions, percents, or
  decimals.
• Classify triangles according to angle size and/or
  length of sides.
• Calculate volume of simple three- dimensional
  shapes.
• Given the coordinates of a quadrilateral, plot
  the quadrilateral on a grid.

2
B
A
1
1
2
3
4
5
24
Knowledge Taxonomy Verb List

• Page 2

25
1. Knowledge
Knowledge Taxonomy

• Arrange
• Check
• Choose
• Find
• Group
• Identify
• Label
• List
• Locate

• Match
• Name
• Point to
• Recall
• Recite
• Repeat
• Say
• Select
• Write

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2. Comprehension
Knowledge Taxonomy

• Advance
• Calculate
• Change
• Convert
• Contemplate
• Define
• Explain
• Extrapolate
• Infer

• Interpret
• Outline
• Project
• Propose
• Reword
• Submit
• Transform
• Translate
• Vary

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3. Application
Knowledge Taxonomy

• Adopt
• Consume
• Capitalize on
• Devote
• Employ
• Exercise
• Handle
• Maintain
• Make use of

• Manipulate
• Mobilize
• Operate
• Put to use
• Relate
• Solve
• Start
• Take up
• Utilize

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4. Analysis
Knowledge Taxonomy

• Assay
• Audit
• Breakdown
• Canvass
• Check out
• Dissect
• Deduce
• Divide
• Examine

• Include
• Inspect
• Look at
• Scrutinize
• Sift
• Survey
• Study
• Test for
• Uncover

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5. Synthesis
Knowledge Taxonomy

• Blend
• Build
• Cause
• Combine
• Compile
• Compose
• Conceive
• Construct
• Create

• Develop
• Evolve
• Form
• Generate
• Make up
• Originate
• Produce
• Reorder
• Structure

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6. Evaluation
Knowledge Taxonomy

• Accept
• Appraise
• Arbitrate
• Assess
• Award
• Decide
• Classify
• Criticize
• Determine

• Grade
• Judge
• Prioritize
• Rank
• Rate
• Reject
• Rule on
• Settle
• Weigh

31
Application Model Decision Tress
32
Decision Tree
Application Model
International Center for Leadership in Education
1997
33
Decision Tree
Application Model

• Is it Application?
• If NO

Level 1
International Center for Leadership in Education
1997
34
Decision Tree
Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary

Level 1
Level 2
Level 3
International Center for Leadership in Education
1997
35
Decision Tree
Application Model

• Is it Application?
• If NO
• If YES - Is it real world?
• If NO and one discipline
• If NO and interdisciplinary
• If YES - Is it unpredictable?
• If NO
• If YES

Level 1
Level 2
Level 3
Level 4
Level 5
36
Rigor/Relevance - All
Why Do We Need to Change Schools? What Needs to Be Done? How Do We Do It?
37
Example Multiple Performances for Single
StandardReading - H.S Level
Standard Identify, collect and/or select
pertinent information while reading
R/R Quadrant
Student Performance

• A Read science experiment and identify necessary
  materials to perform experiment.
• B Locate and read a current article on
  biotechnology.
• C Read and analyze three original newspaper
  articles from World War II and identify reasons
  for opposition to US entry into the war.
• D Research pertinent information related to the
  El Nino weather pattern and propose possible
  family vacation destinations.

38
Rigor/Relevance Framework
KNOWLEDGE
D
C
Assimilation
Adaptation
B
A
Application
Acquisition
A P P L I C A T I O N
39
Instructional Strategies and Rigor Relevance
40
Selection of Strategies Based on
Rigor/ Relevance Framework
41
Selection of Strategies Based on
Rigor/ Relevance Framework
42
Assessment
43
Types of Assessment
Rigorous and Relevant Instruction

• Multiple Choice
• Constructed Response
• Extended Response
• Process Performance
• Product Performance
• Portfolio
• Interview
• Self Reflection

44
Rigor/Relevance Framework
High
Traditional Tests
Performance
Low
Low
High
45
Primary Assessments Rigor/Relevance Framework
KNOWLEDGE
Portfolio Product Performance Interview Se
lf Reflection
Extended Response Product Performance
Process Performance Product Performance
Multiple Choice Constructed Response
A P P L I C A T I O N
46
Rigorous and Relevant Instruction
Suggestions

• Analyze the level you are teaching
• Reflect on consistency among curriculum,
  instruction and assessment
• Seek Quadrant D on essential learning

47
Increasing Rigor/Relevance
D
C
RIGOR
High
B
A
Low
High
Low
RELEVANCE
48
Increasing Rigor and Relevance
Challenging Assessments Interdisciplinary
Instruction Reading in the Content Area
Relationships Use of Technology New Teaching
Ideas Peer Teaching Observations Action
Research Continuous Professional Development
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Rigor/Relevance Framework
Reflective Thought
KNOWLEDGE
D
C
Reflection to Analyze
Reflection to Create, Design, or Develop
B
A
No Reflection Only the Right Answer
Reflection to Follow Right Steps
A P P L I C A T I O N
50
Rigor/Relevance Framework
Relationships
KNOWLEDGE
D
C
Requires relationships where students receive
assistance as needed
Requires relationships at high levels and with
multiple people
B
A
Requires relationships where students work
effectively with others
Relationships have little influence on learning
A P P L I C A T I O N
51
Next Steps

• How many lessons this year modify to include
• State Standards, Benchmarks, Test Data
• Reading in the Content Area Strategies
• Rigor Relevant The D Quad
• Instructional Strategies

52
International Center for Leadership in Education,
Inc.
1587 Route 146 Rexford, NY 12148 Phone (518)
399-2776 Fax [phone] E-mail -
info_at_LeaderEd.com www.LeaderEd.com