Deﬁning Rigor andRelevance:Where Blooms Taxonomy MeetsStudent-Centered LearningPresented by Peter PappasPresident, EdteckPresented at Teach ME 2009International Conference on EducationJanuary 14-15, 2009 Dubai UAENote: Videos and images have beenremoved to reduced ﬁle sizeContact: Peter Pappasweb: www.peterpappas.comblog: peterpappas.blogs.comemail: firstname.lastname@example.org: edteckKaushal MehtaManager, K-12 VerticalEdutech Middle EastP. O. Box 52334Suite 301, Building No. 1Dubai Media City, DubaiUnited Arab EmiratesDir. : + 971 4!3911469Mobile : + 971 email@example.com
What’s rigor?Work with a partner todevelop a deﬁnition of rigor.Bloom’s Taxonomy of Thinking SkillsCreating -generating new ideasEvaluating - justifying a decision or choiceAnalyzing - breaking into component partsApplying - using information in a new settingUnderstanding - explaining idea or conceptRemembering - recalling informationWhat’srelevance?Work with a partner todevelop a deﬁnition ofrelevance.Can you makeinstruction relevantto students withoutsacriﬁcing thecontent?
If you want to makethe instructionrelevant to studentsyou’ll need tosacriﬁce thecontent.Learning is relevantwhen the student:understands how this information or skill hassome application in their life.has an opportunity to follow their ownprocess rather than just learn “the facts.”is not just learning content and skills,but is learning how they learn.Move students towardgreater relevanceUsing skills andknowledge in routineschool setting.Work as directedby the teacher.Using skills andknowledge for myselfin the real world.Figuring out myown approaches.HighRigorHigh RelevanceLowRigorLow Relevance
HighRigorHigh RelevanceLowRigorLow RelevanceA BC DRigor and Relevance FrameworkWillard Daggett ~ ICLEAQuadrant AGather and store bits ofknowledge and information. Primarilyexpected to remember orunderstand this knowledgeExamplePick the right deﬁnitionHighRigorHigh RelevanceLowRigorLow RelevanceBQuadrant BApply knowledgein real-lifesituations.ExampleDevelop ahousehold budgetHighRigorHigh RelevanceLowRigorLow RelevanceCQuadrant C Useknowledge to analyze and solveschool-based problems and createsolutions. Work under the speciﬁcdirections of the teacher.Example:Develop categories fortypes of plantsHighRigorHigh RelevanceLowRigorLow Relevance
DExampleTake part in ascience fair andrespond toquestions.HighRigorHigh RelevanceLowRigorLow RelevanceQuadrant D Applyknowledge and skills incomplex ways to analyze andsolve real problems and createsolutions. Confront real-world unknownsStudents aremotivated byReﬂectionShouldn’tstudents beinvolved inevaluating theirown progress?motivatestudentswith choice#1 factor for improvingstudent motivation ischoice.Not whether the studentdoes the assignment, buthow they engage in thework.~Doug ReevesTraditional Writing isAssignedWriting Assignedwith ChoiceStudents are asked towrite only on theteachers topics.Students candevelop topics thatmatter to them.Student writesfor the teacher.Audience andpurpose for writingis identiﬁed.Teacher gradestheir writing.Students are askedto reﬂect ontheir growth.From: National Writing Project ~ www.nwp.org
How has thedigital ageredeﬁnedliteracy?Rigor,relevance,reﬂection:using threestrategiesDeﬁningSummarizingComparingHighRigorHigh RelevanceLowRigorLow RelevanceA BC DRigor and Relevance FrameworkWillard Daggett ~ ICLEWhat doesinstruction look likein each quadrant?I can guesswhat theteacher thinksis importantWork with a peerto agree on asummaryUse anorganizer toanalyze theelements of animageListen to a story anddraw a summary thatdepicts action andsequenceHighRigorHigh RelevanceLowRigorLow RelevanceSummarizing
I can guesswhat theteacher thinksis importantEvaluating what you thinkis important. Creating anappropriate summary foran authentic audienceHighRigorHigh RelevanceLowRigorLow RelevanceSummarizing What skills will the 21stcentury workplacerequire?- Literacy- Numeracy- Self-disciplineCreativity andadaptabilitythey must be ﬂexibleindependent learners