Rigorrelevance the 3 rrr model

International Center for Leadership in Education

Dr. Willard R. Daggett

Rigor and Relevance

Rigor/Relevance - AllRigor/Relevance - All

WhyWhy

Do We Need Do We Need

to Changeto Change

Schools?Schools?

WhatWhat

Needs to Needs to

Be Done?Be Done?

HowHow

Do We DoDo We Do

It?It?

Rigor and Relevance for All Students

Rigor/Relevance Rigor/Relevance FrameworkFramework

AssimilationAssimilationof knowledgeof knowledge

Acquisition Acquisition of knowledgeof knowledge

Thinking Thinking ContinuumContinuum

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Knowledge TaxonomyKnowledge Taxonomy

AcquisitionAcquisitionof knowledgeof knowledge

ApplicationApplicationof knowledgeof knowledge

Action ContinuumAction Continuum

Application ModelApplication Model1.1. Knowledge in one disciplineKnowledge in one discipline

2. Application within discipline2. Application within discipline3. Application across 3. Application across

disciplinesdisciplines4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

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Rigor/Relevance FrameworkRigor/Relevance Framework

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KNOWLEDGE

A P P L I C A T I O N

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DDCC


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• 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.

• 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.

• 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.

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Rigor/Relevance FrameworkRigor/Relevance Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.
















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Knowledge Taxonomy

Verb List

StrategiesStrategies Brainstorming Brainstorming Cooperative Learning Cooperative Learning Demonstration Demonstration Guided Practice Guided Practice Inquiry Inquiry Instructional Instructional

TechnologyTechnology LectureLecture Note-taking/Graphic Note-taking/Graphic

Organizers Organizers

MemorizationMemorization Presentations/ExhibitionsPresentations/Exhibitions Research Research Problem-based LearningProblem-based Learning Project DesignProject Design Simulation/Role-playing Simulation/Role-playing Socratic SeminarSocratic Seminar Teacher Questions Teacher Questions Work-based Learning Work-based Learning

Selection of Selection of Strategies Strategies Based on Based on Rigor/Rigor/Relevance Relevance FrameworkFramework

Bloom’s

Analyze 4

Synthesize 5Evaluate 6

Apply 3

Understand 2

Aware 1

Application Model

1. Knowledge

2.Apply within a discipline

3.Apply between disciplines

4.Apply to real-world predictable problems

5.Apply to real-world unpredictable problems

Levels

C D

A B 1 2 3 4 5

456

321

Bloom’s

Application

FCAT English LABenchmarks Tested

High Medium Low

Grade 3 10 7 34

Grade 4 16 1 34

Grade 5 10 7 34

Grade 6 10 5 37

Grade 7 10 5 37

Grade 8 14 1 37

Grade 9 14 1 37

Grade 10 14 1 37

To view your state’s sample Curriculum Matrix charts please

visit our auxiliary website.

www.daleicle.org/cm.htm

Link on Sample State Charts

http://www.daleicle.org/cm.htm

FCAT MathematicsBenchmarks Tested

High Medium Low

Grade 3 30 0 4

Grade 4 30 0 4

Grade 5 33 0 1

Grade 6 32 0 4

Grade 7 33 0 3

Grade 8 33 0 3

Grade 9 30 0 6

Grade 10 31 0 5

Career and Technical Education

English Language Arts

Standards

English 1

EXCERPT

National Rank

State

Test Ag

Production Ag

Mechanics Ag

Services Draft-

ing Construc-

tion

1.1 The learner will apply PREPARATION strategies to comprehend or convey experiences and information.

E9

E17

E18

E34

H H H H H H

1.2 The learner will apply ENGAGEMENT strategies to comprehend or convey experiences and information.

E5

E9

E13

E20

E21

L M M H M M

1.3 The learner will apply RESPONSE strategies to comprehend or convey experiences and information.

E9

E13

E18

E24

M M M H M M

Competency Goal 4: The learner will use language for aesthetic and personal response.

E20

E31

E34L L L M L L

Arts Education

Mathematics

Standards/Benchmarks

4th Grade

EXCERPT

National Rank

Standards Test

Visual Arts

Dance Music Theater

1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).

m19 H H H H H

1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in owing”).

m1

m19 H M L L L

1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).

m7 M H H H H

2.2 Know and understand that equals multiplied by equals are equal.

m3

m11

m35 H M M M M

Guiding Principles Responsibility Contemplation Initiative Perseverance Optimism Courage

Respect Compassion Adaptability Honesty Trustworthiness Loyalty

International Center for Leadership in Education, Inc.

and

Successful Practices Network

Phone (518) 399-2776

E-mail [email protected]

www.LeaderEd.com

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Rigorrelevance the 3 rrr model