Reconceptualizing Daggetts Rigor & Relevancy Framework

Reconceptualizing Daggetts Rigor & Relevancy Framework

Presented by: Todd Cherner, PhDEnglish Education & LiteracySpadoni College of EducationCoastal Carolina University

Presentation Objective & OverviewPresentation Objective This presentation will offer a framework for evaluating the rigor and relevancy of the knowledge, skills, and learning tasks K-12 educators require of their students.Presentation OverviewHistory of Rigor Daggetts Rigor & Relevancy FrameworkImpact of the Common Core State Standards (CCSS) on Rigor & RelevancyA Reconceptualized Rigor & Relevancy FrameworkAn Example of Rigor & Relevancy in Practice

A Preview of Daggetts Rigor & Relevancy FrameworkWilliard Daggett, EdDFounder and Chairman of the International Center for Leadership in EducationTravels the country speaking to educators about rigor, relevance, and education in the 21st Century Critiqued about using false information during presentations

The Rigor & Relevancy Framework3412

RIGORR E L E V A N C Y

A Reductionist View of RigorBlooms Taxonomy, 1956Revised Blooms Taxonomy, 2001

Blooms Taxonomy, 1956

1.0 Knowledge1.1 Knowledge of Specifics1.2 Knowledge of Ways and Means of Dealing with Specifics1.3 Knowledge of the Universals of Abstractions in a field6.0 Evaluation6.1 Judgments in Terms of Internal Evidence6.2 Judgments in Terms of External Criteria5.0 Synthesis5.1 Production of a Unique Communication5.2 Production of a Plan4.0 Analysis4.1 Analysis of Elements4.2 Analysis of Relationships4.3 Analysis of Organizational Principles3.0 ApplicationThe use of abstractions in particular and concrete situations (p. 205)2.0 Comprehension2.1 Translation2.2 Interpretation 2.3 Extrapolation

Revised Blooms Taxonomy, 2001

Rigor & Relevancy Framework, 1990s3412

RIGORR E L E V A N C YThis versatile Framework applies to standards, curriculum, instruction, and assessment (Daggett, 2005, p. 2).

Critiques of Daggetts Rigor & Relevancy FrameworkDaggetts Rigor & Relevancy Framework:Is not responsive to changes in education;Lacks emphasis on deep content knowledge;Does not consider what students bring to the learning;Is used as a promotional tool by the International Center for Leadership in Education;Contains ambiguous terms that sell.

A Tension ExistsHigh Stakes Testing & Accountability States created/adopted reading and math exams and results were used for accountabilitySeveral states and local education agencies utilized End of Course examsSAT and ACT are still used

Rigor & Relevancy Framework3412

RIGORR E L E V A N C Y

High Stakes Tests 2.0Sample Test Items from Smarter Balanced4th Grade Numeracy Question

High School Numeracy Question

Reconceptualizing Rigor & RelevanceRelevancy DimensionSkills Dimension (Rigor)Example AssessmentsCollege & Career ReadinessConstruct & Collaborate21st Century Skills/TechnologyProject-Based LearningPresentationsTeamworkExperiencesInterdisciplinary ConnectionsRead & RespondCommon Core SkillsHigh Stakes Tests 2.0Close Read AnalysesExpository/Persuasive WritingContent-Specific KnowledgeDeep Content KnowledgeTier III VocabularyA Subjects Knowledge RootsIsolated Instruction

Project-Based Example of a Reconceptualized R&R FrameworkNumeracyLiteracyMathScienceHistoryEnglishHow do we make use of the formula to determine speed?What is the impact of Climate Change on our environment (and how are we responding to it)? How did the Nazis attempt to gain geographical control of Europe?What are the three most important settings in ROTAM?Speed of a pitch (baseball stadium)Angles of a building (picture of the Pentagon)If a train from X (map destinations)How long did it take Paul Revere to Track migration of an animal (show how BP spills affects animal migration)Growing zones (show how temperature bands dictate what can be grown)Identify places where wind energy may prove to be most successful Chronology of a war (depict specific points of interest, document what happened, and create implications for future)Trace the actin in a novel

Numeracy and Literacy Examples of Project-Based Learning Using Google Flight

Reconceptualizing Rigor and Relevancy as a Hierarchy

ConclusionIf we are going to implement the CCSS with fidelity and teach the skills students need to be college- and career-ready, we can no longer teach to the test. Rather, we must devise learning opportunities that prepare students to engage the global community. To do so, we must devise content-area assessments that develop students research skills, abilities to analyze and respond to information texts, and present information in meaningful/innovative ways.