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Gold Standard Instruction

Got D?

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Rigor and Relevance

KnowledgeTaxonomy

Level of challenge of

the learning for thestudent

ApplicationModelRelevance oflearning to life andwork

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Rigor/Relevance Framework

Knowledge

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Level of

Challenge of the

learning for the

student

Assimilation

of knowledge

isi

Acquisition

of knowledge

ThinkingContinuum

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RIGOR

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Knowledge Taxonomy

1. Awareness Level

Recall specific information

List, arrange, underline, locate

List the four basic math functions

2. Comprehension Level

Understanding/interpretation of information

Define, explain, calculate, reword

Define each of the basic math functions

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Knowledge Taxonomy

3. Application level

Applying knowledge and understanding to a newsituation

Solve, operate, use, handle, apply Apply the math functions to solve a word problem

4. Analysis level

Separate a complex idea into its components

Categorize, simplify, examine, survey

Compare the costs and benefits of two cell phone plans

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Knowledge Taxonomy

5. Synthesis Level

Combining knowledge to form a new idea.

Create, build, generate, reorganize

Design a cell phone package that meets your needs andyour budget

6. Evaluation Level

Choosing an alternative in making a decision

Decide, classify, judge, prioritize Given two cell phone plans justify which plan best

meets your needs and budget.

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Rigorous Lessons ask Students to:

Examine

Classify

Generate

Create Scrutinize

Produce

Deduce

Assess

Prioritize Decide

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Rigorous Lessons

Rigor is

Scaffolding thinking

Planning for thinking

Assessing thinking aboutcontent

Recognizing the level ofthinking studentsdemonstrate

Managing theteaching/learning level forthe desired thinking level

Rigor is not

More or harder worksheets

AP or honors courses

The higher level book inreading

More work

More homework

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Knowledge Taxonomy

Evaluation

Synthesis

AnalysisApplication

Comprehension

Recall Knowledge

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Your Turn!!

Student Performance - Knowledge Taxonomy

Directions:

1. List Big Idea (Standard)

2. List Essential Knowledge/Skill3. List a way students could show you they

understand the benchmark at each level on theKnowledge Taxonomy.

4. Start with the Knowledge (Awareness) level andwork from the bottom up.

5. Use your verb chart to help you.

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Application

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A Relevant Lesson asks Students to:

USE THEIR KNOWLEDGE TO TACKLE

REAL-WORLD PROBLEMS THAT HAVEMORE THAN ONE SOLUTION

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Action Continuum

Acquisition

of knowledge

Application

of knowledge

Relevance of learning

to life and work

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Application Model

1. Knowledge

Learning Knowledge, Attitude, or Skills

Learning how to use a calculator

2. Apply in Discipline

Using the knowledge, attitude, or skills within the

course curriculum

Using the calculator

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Application Model

3. Apply Across Disciplines

Using the knowledge, attitude, or skills in all discipline

curriculums

Use the word processing skills learned in a computertechnology class to prepare humanities report.

4. Apply to Predictable Situations

Using information to analyze and solve real problems

with predictable solutions

Read a recipe, calculate the ingredients needed to

triple the recipe.

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Application Model

5. Apply to unpredictable Situations

Using information to analyze and solve real

problems with unknown solutions

Plan the transportation and lodging for your

familys vacation to Disney World

Plan a luncheon for students being inducted into

the National Honor Society

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APPLICATION MODEL

5 Application to real-world unpredictable

situations

4 Application to real-world predictable

situations

3 Application across disciplines

2 Application within disciplines

1 Knowledge of one discipline course

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My onlyskill is

takingtests..

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Your Turn!!

Student Performance Application Model

Directions:

1. List Big idea (Standard)

2. List Essential Knowledge/Skill

3. List a way students could show you they understandand can apply the benchmark at each level on theApplication Model.

4. Start with the lowest level of application and work

from the bottom up.5. Use your Application Model Decision Tree to help

you.

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C t l

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K

N

O

W

LE

D

GE

A P P L I C A T I O N

Teacher

Directed

Teacher

ControlledExternally

Controlled

Student

Controlled

Control

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K

N

O

W

LE

D

GE

A P P L I C A T I O N

A B

DC

Activities

Projects

Problems

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Students gather and store bits

of knowledge and information.

Students are primarily

expected to remember or

understand this knowledge.

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Verbs Name

Label

Define

Select

Identify

List

Recite

Locate

Record

Memorize

Product Definition

Worksheets

List Quiz

Test

Workbook

True-false Reproduction

Recitation

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Read a science experiment and identifythe necessary materials to perform the

experiment. Express probabilities as fractions,

percents, or decimal.

Practice ACT vocabulary words. Complete interactive mapping activities

on European geography.

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Students use acquired knowledge

to solve problems, designsolutions, and complete work. The

highest level of application is to

apply knowledge to new and

unpredictable situations.

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Verbs Apply

Sequence

Demonstrate

Interview

Construct

Solve

Calculate

Dramatize

Interpret

illustrate

Products Scrapbook

Summary

Interpretation Collection

Annotation

Explanation

Solution Demonstration

Outline

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Calculate percentages of advertising in a

newspaper.

Write a research report on a national

problem.

Map a community site by collecting data with

a GPS device.

Conduct a school/community survey on a

social issue and analyze results.

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Students extend and refine

their acquired knowledge to be

able to use that knowledge

automatically and routinely to

analyze and solve problems and

create solutions.

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Verbs Analyze

Compare

Examine

Contrast Differentiate

Explain

Dissect

Categorize

Classify

Diagram

Discriminate

Products Essay

Abstract

Blueprint

Inventory

Report

Plan

Chart

Investigate

Questionnaire

Classification

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Analyze the graphs of the perimeters and areas

of squares having different-length sides.

Compare and contrast literary styles of different

authors.

Solve a hypothetical science-related problem,

such as helping dinosaurs survive.

Compare/contrast how ancient civilizationsvalued women, social responsibility, and

equality.

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Students have the competence to think

in complex ways and to apply their

knowledge and skills. 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.

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Verbs Evaluate

Formulate

Justify

Rate Recommend

Infer

Prioritize

Revise

Predict

Argue

Conclude

Products Evaluation

Newspaper

Estimation

Trial Editorial

Play

Collage

Machine

Adaptation

Poem Debate

New game

invention

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Obtain historical data about local weather topredict the chance of snow, rain, or sunduring the year.

Write a legal brief defending a school policy. Design a roller coaster ride.

Evaluate a common practice or proposed

legislation for consistency with theConstitution/Bill of Rights and write youropinion in a letter to an elected official.

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Your Turn!!

Determining Levels of Rigor and Relevance

Handout

Documents

GSL Chrisa