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Rigor and Relevance
Part 2: Rigor, Framework
Relevance and
Classroom / program
Technology planning tool -
curriculum, instruction
and assessments
Peter Pappas
www.peterpappas.com Basis for discussions by teachers, students and
the broader school community
Different levels of thinking
Bloom’s Taxonomy Evaluation: Give reasons why something is better
6. Evaluation Synthesis: Design something new
5. Synthesis Analysis: Study how something works
4. Analysis Basic Skills
3. Application Application: Use knowledge in a new way
2. Comprehension
Comprehension: Understand what it means
1. Knowledge
Knowledge: Remember a fact
Higher-level
thinking skills Complex use of knowledge Application
In In
School life
Knowledge for Use of that
its own sake knowledge
Recall of knowledge
1 2 3 4 5
1
The Rigor and
Knowledge / Rigor
Relevance Framework
Application Model 6
5
C D
1. Knowledge in discipline 4
2. Application within discipline 3
3. … across discipline A B
2
4. … in a real-world predictable situations
Application / Relevance
5. … in a real-world unpredictable situation 1
1 2 3 4 5
Knowledge / Rigor Knowledge / Rigor
6 Quadrant A 6
5
C Gather and store bits of knowledge
and information. Primarily expected 5
C D
to remember or understand this
Example
4 knowledge. 4 Define quorum
3 3
A B A B
2 2
Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
Knowledge / Rigor Knowledge / Rigor
6 Quadrant B 6
D
Use acquired knowledge to solve problems
Example
5 and design solutions. Apply knowledge to
new and unpredictable situations.
5 Draw a diagram of how
a bill becomes a law
4 4
3 3
A B A B
2 2
Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
2
Knowledge / Rigor Knowledge / Rigor
6 6
5
C D 5
C D
4 Quadrant C 4 Example
Extend and refine knowledge, use that Compare congressional
3 knowledge automatically and routinely 3 and parliamentary systems
A to analyze and solve problems and create A
2 2
solutions.
Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
Knowledge / Rigor Knowledge / Rigor
6 6
5
C D 5
C D
4 Quadrant D 4
The competence to apply knowledge and
3 skills in complex ways. Confront unknowns,
create solutions and take action that further 3 Example
Participate in a mock trial
develops skills and knowledge.
2 2
Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
Knowledge / Rigor Knowledge / Rigor
6 6
v Prepare & deliver
5 presentation on a
5
C D
policy change
v Compare symbolism
Assessments
4 in “x” and ”y” 4 exist in each
quadrant
3 v Balance a checkbook 3
A B
2 v Name the 2
continents Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
3
Knowledge / Rigor Knowledge / Rigor
6 6
Seminar Presentation
5 5
4 Essay Role Playing 4 Must we sacrifice
rigor or relevance?
3 3
2 Quiz Demonstration 2
Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
Knowledge / Rigor Knowledge / Rigor
6 Does rigor = relevance? 6
5 5
4 4
Dynamic Frontier
3 3 of Possibilities
2 2
Application / Relevance Application / Relevance
1 1
1 2 3 4 5 1 2 3 4 5
Harness the
power of
technology
4
We need to think critically about
Design and delivery of a learning
technology and instruction
environment to support:
What computer tools do we have in our
schools? (comprehension) Content mastery of standards
What can they do? (analysis) Critical thinking
How can they be used to improve teaching Appropriate technology skills
and learning? (evaluation) Effective management
of new technologies
Are computers better than overhead projectors?
Are they worth the money?
Higher-level Use technology to support Graphic display that allow students to
thinking skills multiple levels of thinking? more deeply process vocabulary
Define in
v Analysis Characteristics
your own words
v Comprehension “Culture”
v Knowledge Example Non-example
from life from life
Student Study Time TV Time Test Score
Bob 3 4 75 Use Excel to build a spreadsheet
Briana 8 3 96
Research Carla 2 9 70
Charlene 5 8 81
study: how Chris 1 6 71
does time Helga 8 7 87
spent Justin 2 8 65
Karim 9 2 94
watching TV Kiana 5 5 97
or studying Mary 11 1 100
Noah 6 5 84
impact scores Panos 7 4 85
on tests? Sarah 1 10 68
Stan 9 4 91
Suzie 2 9 73
Tom 9 2 96
graph the data to look for a relationship
5
Study Time and Test Scores
Their score on test
100 World Bank Project
90
Studied more • Your team will assist World
and got higher Bank in the analysis global
80 scores
development projects
70 • Focus on the statistical and
Hypothesis
quantitative measures you Literature review
60 might use to compare, Data
contrast and assess the Conclusions
50 Research assessment
0 2 4 6 8 10 12
performance of various
Work cited
Hours students studied for test nations around the world
Engage
students
as critical
thinkers with
relevant tasks
and essential questions
Communicate with Technology
6
Use Relevant Questions Use Essential Questions
7
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