A Model by Willard R. Daggett, Ed.D. Studies have shown that students understand and retain knowledge best when they have applied it in a practical, relevant

RIGOR AND RELEVANCE

A Model by Willard R. Daggett, Ed.D.Studies have shown that students understand and retain knowledge best when they have applied it in a practical, relevant setting.

A teacher who relies on lecturing does not provide students with optimal learning opportunities. Instead, students go to school to watch the teacher work.

All educators can use Daggett’s Rigor/Relevance Framework to set their own standards of excellence as well as to plan the objectives they wish to achieve.

This versatile Framework applies to standards, curriculum, instruction, and assessment.

Source: http://www.leadered.com/pdf/academicexcellence.pdf

http://www.leadered.com/pdf/academic_excellence.pdf

When is a Task Rigorous?

think deeply about a problem

analyze new situations

interpret and synthesize knowledge

bring ideas together in a new or creative way

develop and justify their own criteria for evaluation

are intellectually challenged

Students…

Relevance

Knowledge is less connected to realistic situations and has less apparent value beyond school

Knowledge is clearly connected to realistic situations and has value

beyond school

Knowledge in one

discipline

Apply in one

discipline

Apply across

disciplines

Apply to real-world predictable

situations

Apply to real-world unpredictable

situations

When is a Task Relevant? Value beyond school Addresses an actual

problem of contemporary significance

Builds on students’ real-life experiences

Has students communicate knowledge beyond the classroom

Students recognize the connection between classroom knowledge and situations outside the classroom

How does this apply to Curriculum?

CStudent

Think

DStudent

Think & Work

ATeacher

Work

BStudent Work

Think about

ContentDOK 2/3/4

Base Knowledg

eDOK 1

Create New

Concept with

KnowledgeDOK 4

Apply Knowledg

eDOK 2/3

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.

Low Rigor – Low Relevance

C D

A B

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

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 and create unique solutions.

• High Rigor – Low Relevance

C D

A B

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 DA B

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.

Students are thinking deeply about teacher-directed questions. Which quadrant?

1. A2. B3. C4. D

A B C D

0% 0%0%0%

C D

A B

Teacher is doing the working and the thinking. Which quadrant?

1. A2. B3. C4. D

A B C D

0% 0%0%0%

C D

A B

Students are working on teacher-directed, real-life problems. Which quadrant?

1. A2. B3. C4. D

A B C D

0% 0%0%0%

C D

A B

KNOWLEDGE

A P P L I C A T I O N

A B

DC

Rigor/Relevance Framework

Activities

Projects

Problems

Let’s try an elementary example..

ELACC1.RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

C DAcquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap).

B

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline

Apply acrossdisciplines

Apply to realworld predictable

situations

Apply to realworld

unpredictablesituations


C DAcquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap).

Application: Using magnetic letters, create at least three single-syllable words with the short vowel sound and three single-syllable words with the long vowel sound. Demonstrate your knowledge of single syllable words through tapping each sound in the word and identifying the number of taps.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld



Assimilation: Write sentences in your journal that I dictate to you, applying the rules that you have learned (e.g., “The rat is mad.”). Distinguish between short and long vowels. Segment single syllable words.

DAcquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap).


Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld



Assimilation: Write sentences in your journal that I dictate to you, applying the rules that you have learned (e.g., “The rat is mad.”). Distinguish between short and long vowels. Segment single syllable words.

Adaptation: Create letter-shaped mini books that contain one syllable short- or long-vowel sound words. Write words that contain the vowel

sound in the pattern’s name (e.g., an a-shaped “Cat Book” with examples

of short-a words; a long-a “Train Book” containing long-a words).

Acquisition: In a passage read by the teacher, identify short vowel sounds in single-syllable words (e.g., cat, sit, hop) as well as long vowel sounds in single-syllable words (e.g., train, mine, soap).


Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld


Let’s try a middle school standard

ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge

C DAcquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source.

B

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld


ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present Knowledge

C DAcquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source.

Application: Choose an informational reading based on the appropriate grade

level text complexity expectation. Formulate the topic, conduct research on the topic, and then formulate questions

that you want to use in analysis and reflection. Gather information based on

your questions; paraphrase that information, select quotations that support the analysis, and cite the

information appropriately.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld


ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present KnowledgeAssimilation: Based on the skills gained through the acquisition and application lessons, evaluate the informational text as well as the author’s purpose, message, evidence, claims, and credibility. Determine for which audience the text is most appropriate for information. Participate in small group discussions about the importance of reliable evidence and why faulty evidence may deliver a bias or unsound message. Connect to unreliable evidence or ideas you have seen on television, in advertisements, or in any other media.

DAcquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source.




your questions; paraphrase that information, select quotations that support

the analysis, and cite the information appropriately.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld


ELACC8W7, ELACC8W8, ELACC8W9: Research to Build and Present KnowledgeAssimilation: Based on the skills gained through the acquisition and application lessons, evaluate the informational text as well as the author’s purpose, message, evidence, claims, and credibility. Determine for which audience the text is most appropriate for information. Participate in small group discussions about the importance of reliable evidence and why faulty evidence may deliver a bias or unsound message. Connect to unreliable evidence or ideas you have seen on television, in advertisements, or in any other media.

Adaptation: Create a lesson plan for a group of 5th graders on how to research informational topics and readings. Prepare for students who have not been exposed to informational reading and research, for students who have been exposed somewhat, and for students who have used research tools effectively.

Acquisition: Receive three informational topics, sample questions, and sample texts. In the media center, explore the topics, focusing on how to judge a source and how to collect relevant evidence. Practice paraphrasing, inserting quotations, and citing the source.




your questions; paraphrase that information, select quotations that support

the analysis, and cite the information appropriately.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld


Let’s try a high school standard

C DAcquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage. B

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld


ELACC11-12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.• Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.• Analyze nuances in the meaning of words with similar denotations.

C DAcquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage.

Application: Create a list of at least eight words that have similar meanings (e.g., walk, saunter, stroll; fat, pudgy, cherubic). In a chart, explain how each word differs in meaning and intent. Use the words in carefully crafted sentences that highlight the change in meaning as well as the figurative use of the words.

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld



Assimilation: In a teacher-assigned passage, study the diction and identify each figure of speech. Analyze the effectiveness of both diction and figurative language in creating the tone of the passage. Now, change the tone of the passage by changing the diction and the figures of speech.

DAcquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage.


Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld



Assimilation: In a teacher-assigned passage, study the diction and identify each figure of speech. Analyze the effectiveness of both diction and figurative language in creating the tone of the passage. Now, change the tone of the passage by changing the diction and the figures of speech.

Adaptation: Choose a current-events photo that tells a story. Research the photo to

uncover the story behind the photo. Find at least two sources that explain the behind-the-scenes story. Cite all three sources.

Write a 150-word editorial for a newspaper praising the activities in the picture. Next, using the same details, write a 150-word

editorial for a newspaper, condemning the activities in the picture.

Acquisition: In a teacher-assigned passage, identify each figure of speech and analyze its meaning in the passage.


Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Knowledge in one

discipline

Apply in discipline



situations

Apply to realworld



!

Creating Instructional ExpectationsQuestions to ask:

1. What information will students need to acquire in order to master the skill level of the standard and my instructional expectations?

2. How will I ask students to apply what they acquire?

3. What instructional expectation(s) will ensure that the student can routinely own and use this knowledge and skill level to address other situations?

4. What can students do with this knowledge to help them solve problems, create original solutions, handle unpredictable situations, and adapt that knowledge to new ideas?

Let’s Check-in!

1. Why do we need to be aware of Daggett’s Rigor and Relevance Framework?

2. How might instruction look differently if we embed this framework into our practice?

3. What is the connection to CCGPS?

As educators we must encourage students to APPLY knowledge

rather than to focus exclusively on acquiring knowledge.

Documents

A Model by Willard R. Daggett, Ed.D. Studies have shown that students understand and retain knowledge best when they have applied it in a practical, relevant