Rigor, Relevance, and the Future of Career and Technical Education
The Rigor/Relevance Framework® is a tool developed by staff of the International Center for Leadership in Education to examine curriculum, instruction, and assessment. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement. View Framework. Nov 20, · Rigor and Relevance. Rigor and relevance are at the foundation of everything we do at the International Center for Leadership in Education. Although school districts across. the country are increasingly using the words “rigor”and “relevance,”these terms are seldom defined. To provide a descriptive understanding of these critical interlocking elements of education, we created an easy-to .
Thank you for subscribing! Last spring, I riogr a kindergarten classroom. I took a seat in the back and looked on as quiet, obliging children filled in their spots at assigned seats.
They stared ahead as the teacher wrote two sentences on a whiteboard the "Morning Message"and they responded in unison when esucation to read the words reelvance along with the teacher. The children then copied the sentences onto worksheets with two rows of primary-print lines. The worksheets also included some math exercises—coloring in a prescribed number from a set of boxes and determining "How many? The children's reward for completing the worksheet—before they moved wat to writing more sentences from word walls and picture dictionaries--was that they were allowed to color releavnce blackline image in the lower-right corner of the on.
It was a picture of a penguin. The children, after what I know to have been months of practice, dutifully responded to the teacher's instructions. In fact, they were so accustomed to this morning routine that they needed little guidance from the teacher.
Without speaking, they copied the sentences and answered the math questions. Finally, they wwhat colored the penguin. Many of them used only a black crayon—although a few also added orange to the beak—since representing the penguin's white belly required nothing of them. After watching the children work for how to start jogging again while, I stopped and talked to a child sitting next to the boy whhat the blue penguin.
This child had colored his penguin in the traditional style. Then I turned to the boy whose penguin was blue. They live at the South Pole. It's really cold there all the time, so I figured all the penguins who live there are cold, too.
And when you want something in a cartoon to look cold, like ice, you color it blue. The child who dared to color his penguin something educatikn than black and white had unwittingly ascended ajd few levels up Bloom's Taxonomy.
I say "unwittingly" iis all that was actually asked of him and his classmates by jn morning's assigned work was repevance thinking. Nothing about what was required of those children that morning was rigorousdespite the fact that all of it was required. Children will demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
Children will count to tell the number of objects. The child who displayed a more rigorous thought process was, in fact, the one whose "answer" may well have been considered "wrong. What drugs can prevent malaria course, I never would've realized all of this if I hadn't spoken with the child—if I hadn't posed an open-ended question that whqt could use to help me realize something important—that not only did this child have knowledge educwtion that he was able to use it in a novel way.
As an administrator, you may or may not have a say in deciding the large-scale, long-term steps that ensure how to set up a game controller for pc more rigorous curriculum for the children in your program.
But you most certainly have access to some simple steps you can take NOW, without having to wait for new funding or the next curriculum cycle or even a change in federal, state, and local requirements. Here are some ideas for free or low-cost actions you and the teachers can take today to make sure you are leading a more rigorous learning experience for the children who come to your school each day to grow and develop and learn in your classrooms:. What I can tell you is that not all penguins actually need to be colored blue.
But for me, the blue penguin will forever serve as an example what is the cause of migraines everyday what I can learn from a child. I encourage you to find your own "blue penguin" and let it guide your thinking, your conversations, and your decision making as you seek to lead teachers and learners towards a more rigorous early childhood experience. Creative Curriculum for Preschool. Creative Curriculum for Kindergarten.
Creative Curriculum for Family Child Care. Janet Pozmantier is a licensed professional counselor, licensed marriage and family therapist, and registered play therapist.
As an award-winning author, curriculum developer, trainer, and child advocate, Janet has created and successfully implemented child abuse prevention, relationship, parenting, mental health, trauma, and youth suicide education curricula. As a self-proclaimed struggling reader, Cindy Puryear began her ib as a special education teacher and most recently served as Director of Elementary Literacy and Library Services for the Houston Independent School District, the largest school district in the state of Texas.
As acting Director of Literacy, Cindy began a grassroots effort to train, coach, and support teachers in their efforts to bring quality reading and writing instruction to all students. Suzana Spina understands that a quality early education provides the foundation for all future learning whxt children.
She has been in education for 18 years, ranging from a bilingual early childhood special education teacher to assistant principal and director of the early childhood program for whatt large north Texas suburban school district. She has also owned how to erase black ink own consulting firm and provided professional development for educators on social-emotional learning, behavior management, and differentiation for students with special needs.
Debbie Diller, a national educational consultant, and popular conference speaker uses her experience of over 40 years as a classroom teacher, Title I reading specialist, and figor coach to teach others about sensible, realistic ways to meet the literacy needs of all students in the classroom.
She is the author of many books on literacy stations, math stations, small group instruction, and classroom design. Her newest project is called Simply Stations and is a series of books with each focusing on a different literacy station for kindergarten through fourth grade.
Anita Uphaus has been an early childhood master educator for over 40 years. As a classroom teacher and later director of early childhood for Austin ISD, Anita led the way for both the expansion of all-day high-quality kindergarten and then high-quality Prekindergarten across one relveance the largest Texas school districts.
Skip to content Contact Shop Login. Welcome to our blog! Subscribe to the Blog! Home Archive E-Book Webinars. Beth White Wha 6, Did I mention it was May? In the northern hemisphere? Eduxation All Penguins Should Be Blue The children, after what I know to have been months of practice, dutifully responded to the teacher's instructions. One child, however, colored his penguin blue. Top to bottom, side to side. All blue. You're right. You color things blue if you want them to look cold. Ask open-ended questions.
Ask children to explain their thinking. Ask them about their choices a question we too often reserve for times when we as how to check my call log on sprint believe a child's behavior represents whhat "poor choice".
Ask them what would happen if they changed one part. Added a part. Removed a part. Ask them what else they think they could use to display their knowledge, skills, and abilities. Re-evaluate observation techniques If you andd a leader of an early childhood program or elementary school, I implore you to observe classrooms with an eye toward rigor.
What about it demonstrates children's ability to seek new knowledge, synthesize it with what they already know, and use it to create something new? When im talk with teachers about their plans, edhcation first on the verbs— what the children will be doing as they both learn and demonstrate their learning.
What are the adults there doing to facilitate rigorous learning? What opportunities are they providing for children to engage in deep learning? Riglr are they doing to foster deep thinking? What are they doing to provide opportunities for children to rigorously investigate topics that are relevant to their daily lives?
The boy who colored his penguin blue had to find his own rigor because everything he and his what are some long term effects of type 2 diabetes were being asked to do copy sentences, identify quantities was actually an obstacle standing in the way of creation, invention, collaboration, and connection. It may how to download google earth flight simulator have been the case that many more of the children in the class that day had knowledge and ideas about penguins, but since they were neither explicitly asked nor given opportunities to demonstrate that knowledge in a variety of ways, they simply and safely complied with what was asked of them, just as the teacher was probably complying with what was being relefance of her.
Let's beware of what we ask of them because they just might give it to us. Implement relevant learning experiences Finally, if you find yourself asking, "Why was there a penguin there in the releevance place?
Nothing else about the worksheet had anything to do with nad. Nothing else in the classroom had anything to do with penguins.
It was May in the northern hemisphere, so, no, there were no penguins around anywhere. Not only was there no rigor; there was also no relevance. Looking for additional free resources to help you promote a more rigorous learning environment? Continue Eductaion Previous Post.
Next Post. Cancel reply. Stay up to date with news about our free webinars, online resources, and products. Contact Us. Trauma-Informed Care Webinars. Please complete this ln to view your free Teaching Strategies Touring Guide. Janet Pozmantier Texas-based Non-Profit Consultant Professional Trainer Janet Pozmantier is a licensed professional counselor, licensed marriage and family therapist, and registered play therapist. Suzana Spina Texas Early Childhood Administrator and Educator Suzana Spina understands that a quality early education provides the foundation for all future learning for children.
Deb Diller Texas Educator, Author, and National Educational Consultant Debbie Diller, a national educational consultant, and popular conference speaker uses her experience of over 40 years as a classroom teacher, Title I reading specialist, and literacy coach educatiin teach others about sensible, realistic ways to meet the literacy needs of all students in the classroom.
Stay up to date with news about our free webinars, online resources, and products.
The Rigor/Relevance Framework® is a tool developed by the International Center for Leadership in Education to examine curriculum, instruction, and assessment. The destination for education has to be rigor, relevance and relationships if we want to prepare students for college, work and life in the 21st century. Getting to that destination requires school staff to work collaboratively toward common goals through analyzing data, adopting best practices, taking risks and embracing change. They provide rigor and relevance. They offer a springboard to higher education and postsecondary training – a lifetime of potential opportunity for students looking to better their lives. These examples, and so many others I've seen in school districts throughout the nation, give me great hope for the future of CTE, not just to strengthen lives, but to strengthen our country.
Closing the achievement gap between groups of students on standardized tests has become a familiar imperative for many educators and politicians. These are some of the key questions addressed through a five-year research initiative involving 75 high schools in 10 states. These questions came up once again as we observed a teacher in action with his 9th grade Algebra 1 class.
He seemed oblivious to the blank stares and doodling of most students because he was so focused on the select group of students in front of him. These students were responding in quiz-show fashion to his every question.
This went on for almost 90 minutes. The teacher was knowledgeable about the subject and clearly engaged with his small group of students. As for the other students, however, it was as if they were not there, and this was a day with visitors present. Even more troubling was that the teacher made little eye contact with most of the class.
In another class down the hall, we observed a teacher who knew everyone by name. The students and teacher joked and chatted about current events and their favorite movies and sports teams. This, too, was an Algebra 1 class, but we saw no rigor and little relevance to algebra. Many students seemed to enjoy the class, while others seemed concerned about whether they were going to learn something about the subject they were supposed to be studying.
This teacher knew how to build relationships with students but did not use this skill to elicit strong academic performances from them. One class lacked the relationship aspect of the learning process, the other was devoid of rigor, and both classes missed the mark on relevance. Yet these elements — rigor, relevance and relationships — together provide the hallmark for education today. The three are integrally connected; if one is missing in our teaching practices, we are not doing our best to prepare students for success in school and in life.
The framework consists of four quadrants that reflect these two dimensions of higher standards and student achievement. The second dimension is the Application Model developed by the International Center, which describes five levels of relevant learning: knowledge in one discipline, apply knowledge in discipline, apply across disciplines, apply to real-world predictable situations and apply to real-world unpredictable situations. Relevant learning is interdisciplinary and contextual.
It requires students to apply core knowledge, concepts or skills to solve real-world problems. In Quadrant A Acquisition , students learn and store bits of knowledge and information. Quadrant B Application requires students to use their acquired knowledge to solve practical problems. In Quadrant C Assimilation , students extend their acquired knowledge to use it automatically and routinely to analyze problems and create unique solutions.
When working in Quadrant D Adaptation , students have the competence to think in complex ways and apply their knowledge and skills when confronting perplexing unknowns and creating solutions.
One way to think about this framework in day-to-day instruction is in terms of the roles that teachers and students play. The student is often a passive learner. When student expectation moves to Quadrant B, the emphasis is on the student doing real-world tasks. This student work is often more complicated than Quadrant A work and requires more time. Roles shift from teacher-centered instruction in quadrants A and C to student-centered instruction in quadrants B and D.
In these quadrants, teachers still work hard, but their role is more as a coach or facilitator of learning. Good instruction is not a choice of a single quadrant but a balance. It may not be necessary for all students to achieve mastery of content in Quadrant A before proceeding to Quadrant B, for example. Some students may learn a concept better in Quadrant B when they see its application in a real-world situation.
But no matter what the grade level, students require Quadrant B and D skills if they are to become lifelong learners, problem solvers and decision makers. In essence, students need to know what to do when they do not know what to do. Our framework provides a structure to enable schools to move all students toward that goal. Delano High School in Delano, Minn. Through its College in the Schools program, the school partners with three Minnesota universities to offer 48 college credits to students during the junior and senior years.
Courses such as English composition, Western civilization, calculus, chemistry, Spanish and psychology are offered. High school teachers teach the courses with college professors periodically visiting to instruct classes. While this program serves the needs of the top 25 percent of students, the goal at Delano High School is for every student to experience some college or post-high school coursework prior to graduation.
The Middle College Model was created to serve the needs of the middle two quartiles of students. A partnership with nearby Rasmussen College allows students to earn a high school diploma as well as an associate degree in criminal justice, business, accounting or information technology upon graduation from Delano.
The well-designed instructional program offers a mix of core academic and elective courses. Putnam ensures its education programs are relevant by offering a career development curriculum and a required career pathways program.
From six available pathways, each student selects a focused program of study. This becomes the basis of a personal education plan that includes electives, career-related experiences and a culminating senior seminar experience. Vital Relationships While we have heard for some time the call for rigor and relevance, now education leaders are adding the third R for relationships.
Schools across the country are realizing that rigor and relevance develop most naturally when they are cultivated on firm grounding in relationships. Creating an appropriate environment for learning begins with establishing ground rules that include many of the aspects of quality teaching, such as respect, responsibility, honesty, civility and tolerance.
Relationships do not become a new standard or replace rigor and relevance. They are a way to improve learning. The recent work of the International Center has examined some of the most successful high schools in the country — schools that have the challenges of poverty, mobility and diversity but still have high rates of student success. In these schools, relationships among students and staff are deliberately nurtured and a key reason for student success.
Students believe the staff genuinely cares about them and encourages them to achieve at high levels. If there is not a high level of positive relationships, students will not respond to higher expectations. Employees generally are encouraged to be innovative and feel connected to the goals, mission and values of the organization.
These are important factors to consider as we work to close the academic achievement gap. Many school improvement agendas focus on a new instructional strategy or curriculum, but the work to bring all students to high achievement levels is more complex than that. It involves establishing the right culture to grow the minds of students and to enrich the involvement and innovation of school leaders and staff.
Reaching out to one student at a time is the underlying principle at the Metropolitan Regional Career and Technical Center in Providence, R.
This personalized curriculum, along with a strong coaching model, provides the impetus for high engagement and achievement.
The adviser redefines the role of teacher into something much closer to a personal trainer or mentor. Student work is in the form of individual projects, which grow out of personal interests and the needs of mentors and internship sites. Unlike traditional schoolwork, the work done by Met students results in real products or consequences that matter to a larger audience in the Providence community. We must not underestimate the sheer power of relationships in making our schools more effective.
Do the students consider school to be a good place to be? Do they have a sense of belonging? Do they feel at least a few adults are interested in their success and well-being? Do they feel safe? Do they feel recognized as individuals?
The survey helps educators determine objectively the level of student engagement in their schools. During , more than 65, students in the initiative completed the survey, along with more than , other students representing schools and 18 states. The students were asked to respond to questions about the conditions that affect their aspirations. The good news is that most students indicated they want to get good grades, and they understand what schools expect of them in terms of academic achievement and the significance of testing.
Yet while most of the students surveyed want to do well, many do not put forth the effort needed to achieve to their fullest potential. Close to 20 percent of those surveyed give up when they encounter difficult schoolwork. Only 60 percent reported they try their best in school, and the same percentage said teachers recognize them when they try their best. The gap between wanting to achieve and persevering to meet that goal must be examined, as must the role teachers play in recognizing effort and perseverance.
The data clearly show a general lack of student self-worth, limited engagement in the learning process and an absence of personal purpose. Thus there are really two gaps in our education system. In addition to the achievement gap, there is a participation gap, which is characterized by students who feel unwelcome, disconnected and lost in our schools. Participation Gap The participation gap, defined as the difference between students who are meaningfully connected to their learning and those who are not, must be eliminated for student achievement to rise.
It is not enough to strengthen curriculum offerings and test preparation strategies. If students are to enjoy greater academic success, they must believe in themselves, be excited about their learning and see the link between what they learn today and who they want to become tomorrow. When these pieces are in place, students are more likely to participate in the learning process.
And when they participate, they are more likely to achieve. Based on the My Voice survey results, the Quaglia Institute determined that increasing student participation depends on three key components of the student experience — self-worth, active engagement and purpose:. For students to increase their participation in the learning process, they must have a sense of self-worth.
They are then more likely to persevere through difficult tasks and take the steps needed to reach their goals. Students must have a sense of belonging. They must feel they are part of the school community while being appreciated for their uniqueness as individuals.
They must have a hero, someone they can look up to, respect and learn from. Students also must experience a sense of accomplishment. They must be recognized for effort, perseverance and citizenship as well as for high grades and good test scores. The participation gap also will begin to close when students are actively engaged in relevant learning. In this way, learning becomes important in and of itself.
When they are actively engaged, students become so involved in their own learning they lose track of time and space.