Rigor/Relevance: Integrated Instruction & Student Engagement Liholiho Group Data Coaches & STEM RTs.
-
Upload
hayden-myers -
Category
Documents
-
view
213 -
download
0
Transcript of Rigor/Relevance: Integrated Instruction & Student Engagement Liholiho Group Data Coaches & STEM RTs.
Rigor/Relevance:Integrated Instruction & Student Engagement
Liholiho GroupData Coaches & STEM RTs
KNOWLEDGE
Evaluation 6.
Synthesis 5.
Analysis 4.
Application 3.
Comprehension 2.
Awareness 1.
Application
1 2 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
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
QUADRANT B
A
C
B
D
Students use acquired knowledge to solve real-world problems, design solutions, and complete work. The highest level of application is to apply appropriate knowledge to
new and unpredictable situations.
Low Rigor – High Relevance
QUADRANT C
A
CB
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
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
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Teacher Teacher WorkWork
Teacher/Student RolesTeacher/Student Roles
Student Student ThinkThink
Student Think Student Think & Work& Work
Student Student WorkWork
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
TeacherTeacherControlledControlled
ControlControl
TeacherTeacherDirectedDirected
StudentStudentControlledControlled
ExternallyExternallyControlledControlled
High
HighLow
Low
RIGOR
RELEVANCE
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
RightRightAnswerAnswer
Assessing if Students Get it Right?Assessing if Students Get it Right?
RationalRationalAnswerAnswer
RightRightQuestionsQuestions
RightRightProcedureProcedure
High
HighLow
Low
BB
DDCC
AA
RIGOR
RELEVANCE
Rigor/Relevance Rigor/Relevance FrameworkFramework
High
HighLow
Low
RelationshipsRelationships
Relationships of Little Importance
Relationships EssentialRelationships
Important
RelationshipsImportant